Use of storytelling to increase engagement and motivation in computing in lower primary schools

Abstract

Research suggests that gender-based stereotypes in computing may develop at an early age. However, there is limited evidence on how teaching interventions can be used to increase engagement and interest, especially in computing education for young pupils. We describe a small-scale intervention which is part of a larger programme addressing barriers to female students’ uptake of computing. This study focused on pupils aged 5-7 (K-2) and the use of a storytelling approach to teach programming. It consisted of a 12-week pilot randomised control trial (RCT) in 19 schools in England (346 girls and 326 boys). Despite limited evidence of change in pupil attitudes when comparing intervention and control group survey data, qualitative evidence suggests the intervention was feasible for teachers and engaging for pupils. We conclude that the pilot has the potential to be built upon, scaled up and investigated further.