[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-601242-105":59,"doc-detail-601242-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","i-am-magic-pupils-engagement-when-designing-in-learning-programming-research","“I am Magic!”: Pupils’ Engagement when Designing in Learning Programming - Research","","“I am Magic!” investigates pupils’ engagement during programming education through a design-for-learning theoretical framework. The study analyzes how learners aged 7–15 design their learning in programming lessons at Swedish science centres, used to complement compulsory school instruction. Findings link behavioural, emotional, and cognitive engagement to distinct design processes, offering insight into how engagement can be identified and understood. The research focuses on engagement visibility rather than only learning outcomes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/i-am-magic-pupils-engagement-when-designing-in-learning-programming-research/601242/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/i-am-magic-pupils-engagement-when-designing-in-learning-programming-research/601242.png","ImageObject",300,407,{"name":92,"@type":93},"LangkahRina","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study investigate about programming lessons at science centres?","Question",{"text":112,"@type":113},"The study investigates how pupils’ engagement becomes visible during programming lessons at science centres, focusing on different engagement types.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is engagement conceptualized in this research?",{"text":117,"@type":113},"Engagement is treated as a metaconstruction consisting of behavioural, emotional, and cognitive engagement.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the link between engagement and pupils’ learning design?",{"text":121,"@type":113},"The results discuss how behavioural, emotional, and cognitive engagement relate to how pupils design their learning processes during programming.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601242,1792190877,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090893776,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Sparf, M. (2021). “I am Magic!”: Pupils’Engagement when Designing in Learning Programming. Designs for Learning, 13(1),35–43. DOI: [https://doi.org/10.16993/dfl.168](https://doi.org/10.16993/dfl.168)  \n\n| RESEARCH\u003Cbr>“I am Magic!”: Pupils’ Engagement when Designing in Learning Programming\u003Cbr>Maria Sparf |\n| --- |\n| Within a theoretical framework grounded in design for learning, this article presents a research project about pupils’engagement during programming education. In a designtheoretical perspective, everyone who is somehow engaged in a learning process is a designer. The results show that how pupils design their learning when programming is related to different types of engagement. By analysing pupils’engagement when programming, the study contribute to an insight how behavioural, emotional, and cognitive engagement can be identified and understood. The study was carried out during programming lessons adapted for novice learners (age group 7–15), visiting Swedish science centres (SCs) as a part of their school day. SCs had experience of programming education and was used as complement to education at school ahead of the implementation of programming as a mandatory subject in Swedish compulsory schools. |\n| Keywords: engagement; programming; design for learning; science centre; compulsory school |\n\nIntroduction  \nChildren and youth of today are growing up in a society where the boundaries between the physical and digital worlds are becoming increasingly blurred (Mannila, 2017) . Digital technology is visible everywhere in the society and in schools there is a need to meet the digitalisation in a constructive way. In order to increase pupils’ digital competence, programming has been emphasized as a pedagogical tool. This has led to a support of programming education from an early age in compulsory school (e.g. Asad et al., 2016; Casey et al., 2018). In the recently revised Swedish compulsory school curriculum, digital tools are mentioned across the syllabus, whereas programming are pointed out as content in the school subjects mathematics and technology at all grade levels (Regeringskansliet, 2017) . At the time of this study, Swedish science centres (SCs) already had experience of programming education by conducting programming courses. This was used as a complement to education at compulsory school in connection with the implementation of the revised curriculum. Lessons at SCs therefore form the basis for the data collection for this study.  \nIn a design-theoretical perspective, everyone who is somehow engaged in a learning process is a designer (Kress & Selander, 2012). Learning takes place in different ways indifferent environments (Kress & Selander, 2012; Selander  \nLinköping University, SE [maria.sparf@liu.se](maria.sparf@liu.se)  \n& Kress, 2017) and design can be expressed both in terms of planning something new and as a process. There is thus a relationship between the work of teacher and pupils as designers (Levinsen & Sørensen, 2019) . The planning for external conditions, design for learning, affects how individuals design their own learning, design in learning (Selander & Kress, 2017). This means that learning design as a process is also affected by the type of engagement the pupil has in the specific learning situation. The process includes different ways of participating, trying, and modelling. Pupils design their own learning depending on how they perceive specific situations and what choices they make. From a pedagogical point of view, it therefore becomes useful to examine what it is in a learning situation that engages, instead of afterwards solely examine how much someone has learned (Chang et al., 2017) . By analysing pupils’ engagement during programming lessons, we thus get an understanding what the process looks like when pupils design in their learning.  \nEngagement is a way to make learning meaningful to the individual (Selander & Rostvall, 2010) . In the present study, it is considered that engag","cbCaisKmBruE8jv2","https://ap.wps.com/l/cbCaisKmBruE8jv2","pdf",873490,"English","# Introduction\n## Digital competence and programming\n# Research question and purpose","[{\"question\":\"What does the study investigate about programming lessons at science centres?\",\"answer\":\"The study investigates how pupils’ engagement becomes visible during programming lessons at science centres, focusing on different engagement types.\"},{\"question\":\"How is engagement conceptualized in this research?\",\"answer\":\"Engagement is treated as a metaconstruction consisting of behavioural, emotional, and cognitive engagement.\"},{\"question\":\"What is the link between engagement and pupils’ learning design?\",\"answer\":\"The results discuss how behavioural, emotional, and cognitive engagement relate to how pupils design their learning processes during programming.\"}]","“I am Magic!”: Pupils’ Engagement when Designing in Learning Programming - Research | PDF",1792092250,23]