Valence at CoderDojos: An Exploration
Nigel McKelvey, Pamela Cowan · Literacy Information and Computer Education Journal · 2017
Typically, classrooms can be an emotional place.The struggle for academic attainment often arouses some intense emotions where learners perhaps compare themselves with each other and are selflabelling as a result.Some pertinent emotions associated with achievement include an enjoyment of learning, hope for the future and pride in what is done.However, often learning is associated with negative emotion such as anger, anxiety, shame or indeed boredom.This paper looks at these issues in the context of a CoderDojo.Due to the interactive and social nature of a CoderDojo environment, social emotions such as admiration, stress, excitement, or envy can also play a significant role in these settings.Additionally, emotions can directly influence a students' academic motivation, performance, behavior and personality development.There is little to no empirical research on student emotions in a CoderDojo context.The fluid nature of a Dojo where children learn about computer programming informally and directed by non-educationalists provides a rich topology for research and an opportunity to gain insight into how this novel environment can impact valence.This paper will utilise focus group interviews with children at four separate CoderDojo locations in one county of Ireland.The evaluation will focus on the impact of a CoderDojo on children's valence and how that might affect attitudes toward educational attainment in school.The uniqueness of a CoderDojo environment will provide cumulative knowledge that might inform educational practice in other contexts.