Most papers on introducing children to computing assume the children will interact directly with the technology or task. In this paper, we reflect on a case of designing for indirect interaction -- where it is not the children's hands but a facilitator's on the device. The context is a computing lecture we gave for twenty-six children aged between five and seven years old. This was specifically designed to give a stylized experience of being a university student -- it is self-consciously a lecture emphasising student-teacher interaction around code. We found a technique from undergraduate engineering education -- a partially exposed simulation in a text-based programming language -- allowed imaginative interaction from the children as they discovered they could model the impossible.
['William Billingsley', 'Paul Kwan']
Indirect Interaction: A Computing Lecture for Five to Seven Year-Olds