Papers
4
Total Citations
57
H-Index
3
About
Ceren Ocak investigates how children develop computational thinking (CT) through embodied, collaborative, and multimodal interactions with technology. Her work redefines CT not merely as a coding skill but as a dynamic, emergent process—what she terms the development of a “possibility space.” Drawing on embodied cognition, she has shown that children’s thinking unfolds through physical movement, gesture, and dialogue during robotics and unplugged activities. Her most cited work, “Analyzing children’s computational thinking through embodied interaction with technology: a multimodal perspective” (43 citations), provides a groundbreaking framework for studying CT as a situated, whole-body phenomenon. Ocak has also explored how teachers can leverage CT as a metacognitive tool, helping young learners reflect on their own problem-solving strategies. Her research bridges learning sciences, human-computer interaction, and STEM education, offering practical insights for designing inclusive, hands-on learning environments. By foregrounding the body and collaboration, Ocak challenges traditional, screen-bound approaches to computing education, making her a vital voice in reimagining how children learn to think computationally.
Research Focus
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