Keywords
Tangible user interfaces
Programming trainer
Children aged 5–8
Submitted : 2026-04-21
Accepted : 2026-05-06
Published : 2026-05-21
Abstract
Addressing the high cognitive barriers and abstract nature of early programming for children aged 5–8, this study integrates narrative theory into the design of Tangible User Interfaces (TUIs). We developed a five-dimensional narrative model encompassing themes, characters, actions, scenes, and props to mitigate learners’ cognitive load through contextualized representation. A one-week comparative experiment demonstrated that children in the narrative tangible programming group significantly outperformed those in traditional computer programming and abstract tangible programming groups in terms of core concept comprehension, task efficiency, and self-correction proficiency. The findings suggest that narrative design achieves the “de-abstraction” of programming logic by embedding it into concrete storylines, fostering deep logical understanding in autonomous learning environments. This research provides valuable insights and design pathways for the development of early programming educational tools.
References
Review of Children Programming Education Based on Computational Thinking: The China Education Information Website ICTEDU, May 13, 2025.
Chen L, Xiao S, Chen Y, et al., 2024, ChatScratch: An AI-Augmented System Toward Autonomous Visual Programming Learning for Children Aged 6-12, Proceedings of the 2024 CHI Conference on Human Factors in Computing Systems, 1–19.
Xia J, 2024, A Study of the Impact of Mind Mapping-based Gamified Programming Instruction on High School Students’ Computational Thinking, thesis, Central China Normal University.
Jiang X, Ding N, Chen S, et al., 2022, The Design Model and Effect Verification of Children’s Programming Games. Modern Educational Technology, 32(12): 58–67.
Chen K, Chi H, 2022, Novice Young Board-Game Players’ Experience about Computational Thinking. Interactive Learning Environments, 30(8): 1375–1387.
Lee T, Mauriello M, Ahn J, et al., 2014, CTArcade: Computational Thinking with Games in School Age Children. International Journal of Child-Computer Interaction, 2(1): 26–33.
Sapounidis T, Demetriadis S, Stamelos I, 2015, Evaluating Children Performance with Graphical and Tangible Robot Programming Tools. Personal and Ubiquitous Computing, 19(1): 225–237.
Beilin H, 1971, Developmental Stages and Developmental Processes. In D. R. Green, M. F. Ford & G. B. Flamer (Eds.), Measurement and Piaget, 172–188.
Borghi A, Flumini A, Cimatti F, et al., 2011, Manipulating Objects and Telling Words: A Study on Concrete and Abstract Words Acquisition. Frontiers in Psychology, 2011(2): 15.
Kopcha T, Ocak C, Qian Y, 2021, Analyzing Children’s Computational Thinking through Embodied Interaction with Technology: A Multimodal Perspective. Educational Technology Research and Development, 69(4): 1987–2012.
Hu W, Huang R, Li Y, 2024, Young Children’s Experience in Unplugged Activities about Computational Thinking: From an Embodied Cognition Perspective. Early Childhood Education Journal, 52(4): 769–782.
Sung W, Ahn J, Black J, 2017, Introducing Computational Thinking to Young Learners: Practicing Computational Perspectives through Embodiment in Mathematics Education. Technology Knowledge and Learning, 22(3): 443–463.
Zhang L, 2019, Application Research of Narrative Design Method in Children’s Toy Design, thesis, Changchun University of Science and Technology.
Zhang K, Gao Z, 2018, Study on the Design of Child Medical Products Based on the Narrative Design. Art & Design, 2018(1): 111–113.
Zhang S, Wong G, 2023, Development and Validation of a Computational Thinking Test for Lower Primary School Students. Educational Technology Research and Development, 71(4): 1595–1630.
Carver S, Klahr D, 1986, Assessing Children’s LOGO Debugging Skills with a Formal Model. J Educ Comput Res, 2(4): 487–525.