Exploring the Intersection of Emotional Literacy and Computational Modeling Using Scratch
Ralph Vacca · 2019
Computational thinking learning tools such as Scratch support forms of expressive making that can aid in reflection and understanding complex scientific concepts and systems. However, little research has explored how such computational tools might support forms of emotional literacy such as developing an understanding of emotions. Through an exploratory design with 11 participants, Scratch was used to create models representing participants' emotion knowledge. The overarching research question focused on how might computational tools aid in supporting reflection on emotion knowledge. Analysis of artifacts generated through sketching and Scratch, as well as transcribed design discussions were used as points of data analysis. Drawing on theories of computational thinking and emotional literacy, we present an analysis that highlights the potential for such tools to support certain reflective practices around emotion knowledge.