Abstract
The purpose of this study was to investigate how interactive screencasts enhance learning in computer science education. We employed a socio-cultural perspective on learning, understanding interactive screencasts as mediating tools in elective introductory programming courses taught in secondary education in Norway. In this qualitative study, we used an interactive screencasting tool that captures a voice track and screen activity as two separate but conceptually connected processes. Based on audio–visual recordings of classroom interactions and student-produced screencasts, we suggest understanding screencast recording as an extended part of the learning process, where the students’ focus shift from technical development to collaborative knowledge development.
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