Tangible programming for children: state of the art, classification and opportunities

Abstract

This article presents a study of the tangible devices supporting children (aged 2 to 12) in their learning of basic programming concepts. Twenty devices are examined through two perspectives: Fishkin's taxonomy and an original classification from the authors. The latter focuses on two aspects: didactics, by trying to identify the concepts implemented by the child, and the interaction modalities made available to a child to communicate and interact with the device. Innovation tracks in terms of interaction design are suggested and opportunities to continue this study, particularly with regard to the assimilation of concepts by the child, are presented.