2026-09-19T09:26:50Zhttps://dspace.mit.edu/server/oai/requestoai:dspace.mit.edu:1721.1/1206972021-07-05T14:03:20Zcom_1721.1_7582com_1721.1_7581col_1721.1_131023
Deb Roy.
Makini, Sneha Priscilla
Program in Media Arts and Sciences (Massachusetts Institute of Technology)
Program in Media Arts and Sciences (Massachusetts Institute of Technology)
2019-03-01T19:59:15Z
2019-03-01T19:59:15Z
2018
2018
http://hdl.handle.net/1721.1/120697
1088723020
Thesis: S.M., Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2018.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages [100]-105).
Pictures play an important role in aiding literacy development amongst children. Present day educational apps for children take advantage of pictures in an instructionst manner - such as a flashcard, drag-and-drop, or fill-in-the-blanks approach. However, research indicates that following a constructionist approach rather than instructionst, where children actively construct meaningful projects playfully, leads to better engagement and learning. It is also universally established that children across the world enjoy creating and drawing pictures as a means of self-expression. Despite the evidence from the literature and the data, there is a lack of constructionist approaches towards picture-based learning apps for children. The goals of this thesis are two-fold: 1. Successfully design and evaluate a picture-based, constructionist literacy learning app in order to address this gap. 2. Explore the unique affordances/implications that this exploratory approach has on children's self-expression and learning. This app is called PictureBlocks, and it is designed for children between the ages of 5-9 years. The design of PictureBlocks is refined through several rounds of playtesting. Finally, a 15-day pilot study conducted in children's homes helps evaluate the app's design. Data analysis and findings also establish unique affordances and future implications for picture-based, constructionist learning apps.
by Sneha Priscilla Makini.
S.M.
122 pages
eng
Massachusetts Institute of Technology
MIT theses are protected by copyright. They may be viewed, downloaded, or printed from this source but further reproduction or distribution in any format is prohibited without written permission.
http://dspace.mit.edu/handle/1721.1/7582
Program in Media Arts and Sciences ()
PictureBlocks : constructing and deconstructing picture-driven literacy development
Constructing and deconstructing picture-driven literacy development
Thesis
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<Abstract>Pictures play an important role in aiding literacy development amongst children. Present day educational apps for children take advantage of pictures in an instructionst manner - such as a flashcard, drag-and-drop, or fill-in-the-blanks approach. However, research indicates that following a constructionist approach rather than instructionst, where children actively construct meaningful projects playfully, leads to better engagement and learning. It is also universally established that children across the world enjoy creating and drawing pictures as a means of self-expression. Despite the evidence from the literature and the data, there is a lack of constructionist approaches towards picture-based learning apps for children. The goals of this thesis are two-fold: 1. Successfully design and evaluate a picture-based, constructionist literacy learning app in order to address this gap. 2. Explore the unique affordances/implications that this exploratory approach has on children's self-expression and learning. This app is called PictureBlocks, and it is designed for children between the ages of 5-9 years. The design of PictureBlocks is refined through several rounds of playtesting. Finally, a 15-day pilot study conducted in children's homes helps evaluate the app's design. Data analysis and findings also establish unique affordances and future implications for picture-based, constructionist learning apps.</Abstract>
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