| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
A comparative study into how pupils can play different roles in co-design activities
|
Landoni, Monica
|
|
2018
|
17 |
C |
p. 28-38
|
article
|
| 2 |
“Alright, what do we need?”: A study of young coders’ collaborative dialogue
|
Tsan, Jennifer
|
|
2018
|
17 |
C |
p. 61-71
|
article
|
| 3 |
Children challenging the design of half-baked games: Expressing values through the process of game modding
|
Kynigos, Chronis
|
|
2018
|
17 |
C |
p. 16-27
|
article
|
| 4 |
Editorial Board
|
|
|
2018
|
17 |
C |
p. ii
|
article
|
| 5 |
Editorial: Special Issue on Assumptions About the Concept of Childhood and the Roles of Children in Design
|
|
|
2018
|
17 |
C |
p. 1-4
|
article
|
| 6 |
How block-based, text-based, and hybrid block/text modalities shape novice programming practices
|
Weintrop, David
|
|
2018
|
17 |
C |
p. 83-92
|
article
|
| 7 |
How do you feel about learning to code? Investigating the effect of children’s attitudes towards coding using eye-tracking
|
Papavlasopoulou, Sofia
|
|
2018
|
17 |
C |
p. 50-60
|
article
|
| 8 |
Orchestrating experts’ assumptions and children’s values in the design of Virtual Heritage experiences
|
Schaper, Marie-Monique
|
|
2018
|
17 |
C |
p. 5-15
|
article
|
| 9 |
Physical computing with plug-and-play toolkits:Key recommendations for collaborative learning implementations
|
Katterfeldt, Eva-Sophie
|
|
2018
|
17 |
C |
p. 72-82
|
article
|
| 10 |
Robotics and computational thinking in primary school
|
Chalmers, Christina
|
|
2018
|
17 |
C |
p. 93-100
|
article
|
| 11 |
Socializers, achievers or both? Value-based roles of children in technology design projects
|
Kinnula, Marianne
|
|
2018
|
17 |
C |
p. 39-49
|
article
|
Journal description