ABSTRACT
The authors have designed IPRO, a programming environment to explicitly support students directly embodying their programs. This chapter explores some of the ways authors design principles may be helping students learn. Instead of sitting in front of computer screens, students use handheld iOS devices to program virtual robots to play soccer. The chapter describes examples of students programming in IPRO that illustrate how this process may occur. In order to explore how students might alternate perspectives while programming, the authors present two examples of students, Chad and Amelia, using IPRO to learn to program in a mobile, social space. The chapter focuses on how embodied learning facilitates translating to a first-person perspective. From Chad's IPRO log data, we know that his initial programs were low-quality. In contrast, Amelia demonstrated more advanced computational thinking skills than Chad throughout. From Amelia's IPRO data, we know that her initial programs were relatively long and complex but of low quality compared to her classmates'.
