Computational empowerment in practice: Scaffolding teenagers’ learning about emerging technologies and their ethical and societal impact

Abstract

Whereas computational empowerment is well established in child–computer interaction research, less effort has been made to integrate this approach in practice. Building on four existing principles in child–computer interaction, namely Closeness, Embodied Learning, Design Process and Decoding, we explore how computational empowerment can be scaffolded in practice. This study was part of an interdisciplinary research project exploring emerging technologies in education (CEED). We involved 9 teachers and 26 students (14–15 y) in Denmark in teaching about machine learning and augmented reality. In the article we develop a framework for applying computational empowerment in formal educational contexts. Based on the study, we found that computational empowerment builds on distinct layers which are these four principles. Specifically, merging the principles Closeness and Embodied Learning can increase student engagement and motivation in the activities; in addition, Decoding and Design Process are key principles for promoting student awareness of the societal impacts of emerging technologies. Based on qualitative data from this intervention, we discuss the opportunities and challenges for child–computer interaction in moving toward computational empowerment in practice.