Several studies highlighted the difficulty to address efficient learning and teaching of programming. To address this issue, and in a context of massive learning, supporting learners by providing them with reliable and efficient feedbacks at the right time is critical. However, this process becomes challenging when it comes to take into account a broad range of learners’ abilities and knowledge at a large scale; it becomes even more difficult when computational thinking enters the doors of kindergarten while being considered as a literacy. This workshop will contribute (i) to identify existing tools and practices dedicated to learning and teaching of computational thinking at an international level, as well as (ii) to establish a clear view of the main current and future challenges related to this topic.


The workshop will focus on issues related to design, orchestration, tracking and analysis of tasks related to learning of computational thinking. Whether these processes take place in traditional classroom at the primary school, or in a dedicated laboratory at the university, teachers struggle with the difficulty to get a precise view about the progress of the learners within the pedagogical scenario, and thus to efficiently support them, when needed, in their learning tasks. Expected contributions rely on models, tools, but also feedbacks from past experiences that directly tackle the broad area described above. Topics include, but are not limited to:

  • Technology-enhanced learning environments dedicated to computational thinking: micro worlds, intelligent tutoring systems, serious games, robots, tangible interfaces;
  • Learning analytics for learners and teachers (models, tools and visualizations for tracking and analyzing) applied to computational thinking;
  • Modeling and orchestration of pedagogical activities and scenario;
  • Awareness, (self-)regulation and feedback for teachers and learners;
  • Results of studies established from past experiences (in classroom teaching, distant learning, blended learning);
  • Didactic of computer science education and computational thinking.


Organizing Committee

  • Julien Broisin, U. Toulouse (France)
  • Julien Gossa, U. Strasbourg (France)
  • Yvan Peter, U. Lille (France)
  • Yann Secq, U. Toulouse (France)

Program Committee

  • Souleiman Ali Houssein, U. Djibouti/U. Lille (France)
  • Charles Boisvert (U. Sheffield)
  • Valérie Brasse (IS4RI)
  • Julien Broisin, U. Toulouse (France)
  • Peter Dawyndt (U. Ghent)
  • Fahima Djelil (UHA)
  • Olivier Goletti (UCL)
  • Julien Gossa, U. Strasbourg (France)
  • Yvan Peter, U. Toulouse (France)
  • Yann Secq, U. Toulouse (France)
  • Rémi Venant, U. Toulouse (France)