This innovative practice WIP paper describes how undergraduate students developed their curriculum development skills while designing an after-school program for learning computational thinking through writing. DEPICT (Discovering Computational Thinking through Creative Writing) is a pioneering project aimed at integrating computational thinking (CT) principles into high school (HS) creative writing (CW) classes. Developed by computer science (CS) undergraduate students, DEPICT for Out for School Time (DEPICT4OST) introduces a set of 16 innovative lessons designed to foster critical thinking, problem-solving, and algorithmic reasoning through the medium of CW. This WIP presents an exploration of the undergraduate experience in apprenticeship in the K12 outreach instructional space, crafting the DEPICT curriculum and the transformative journey of teaching others through the creation of engaging hands-on activities. Data was collected through pre- and post program surveys, classroom observations, and student work samples to assess the impact of the DEPICT program. The analysis involved comparing quantitative survey results, coding qualitative data from observations and students reflections, and evaluating changes in student work to determine the effectiveness of the program in achieving its educational goals. Drawing upon their expertise in CS and passion for creative expression, the undergraduate team embarked on the task of bridging the seemingly disparate domains of CT and CW. Through collaborative brainstorming sessions, iterative design processes, and pedagogical research, they developed a diverse range of lesson plans that seamlessly integrate computational concepts into writing prompts, narrative structures, and story-telling techniques. The practices of DEPICT4OST build upon a departmental emphasis on student ownership of outreach activity, which will be described in the paper. The paper explores the challenges of adapting complex computational concepts for HS students and aligning activities with educational standards. It also highlights the creative solutions the undergraduate team developed to make these abstract principles accessible and engaging through interactive writing exercises, group discussions, and multimedia presentations. Furthermore, the paper explores the pedagogical insights gained through the hands-on experience of teaching the DEPICT curriculum to HS students. The undergraduates reflect on their role as facilitators of learning, the impact of active learning techniques on student engagement, and the evolution of their teaching practices. By sharing anecdotes, student feedback, and reflections, the paper offers valuable insights into the effectiveness of infusing CT into CW education. In conclusion, DEPICT represents a pioneering initiative that harnesses the interactions between CT and creative expression to enrich HS education. The paper not only documents the development of the DEPICT curriculum but also underscores the transformative potential of collaborative, interdisciplinary approaches to education. Through the exploration of the under-graduate experience, it offers a roadmap for future endeavors seeking to innovate in the realm of STEAM education.

We attempted to address the challenge of effectively conveying the innovative literary device known as the Rashomon effect (tRe), using a digital tool. We opted for Augmented Reality (AR) in combination with MERGE cubes for this purpose. These cubes served as a practical medium for illustrating the complexities of tRe, a narrative technique renowned for its ability to offer multiple perspectives on a single event or storyline. This narrative device is known for its ability to create narrative uncertainty, withholding a clear and absolute truth, and instead exposing the readers to an assortment of interpretations. The Rashomon Augmented Reality Cube (RARc) was designed with two main goals in mind. Firstly, it was created to provide a vivid visual representation of the Rashomon effect. This not only makes storytelling engaging but also serves as a stepping stone for students to explore a variety of interpretations. Secondly, it was conceived as an educational tool for introducing students to key CT principles, such as abstraction, solution design, and computational innovations. By instilling these principles, students acquire problem-solving skills that are increasingly essential in our technology-driven world. This AR tool, known as the RARc, serves as a hands-on digital activity crafted for creative writers, with a particular focus on engaging female participants. It encourages them to unleash their creativity and explore the nuances of storytelling within an immersive and interactive learning experience. In this paper, we share development and implementation strategies that were utilized throughout the design of the RARc. The Rashomon Augmented Reality Cube (RARc) was designed with two main goals in mind. Firstly, it was created to provide a vivid visual representation of the Rashomon effect. This not only makes storytelling engaging but also serves as a stepping stone for students to explore a variety of interpretations. Secondly, it was conceived as an educational tool for introducing students to key CT principles, such as abstraction, solution design, and computational innovations. By instilling these principles, students acquire problem-solving skills that are increasingly essential in our technology-driven world. This AR tool, known as the RARc, serves as a hands-on digital activity crafted for creative writers, with a particular focus on engaging female participants. It encourages them to unleash their creativity and explore the nuances of storytelling within an immersive and interactive learning experience. In this paper, we share development and implementation strategies that were utilized throughout the design of the RARc.

In our modern society, technology has profoundly reshaped various aspects of our lives, influencing the way we work, communicate, and interact. This raises a fundamental question: Is the current K-12 education system adequately preparing students for success in this technology-driven era, where innovation and problem-solving skills are essential? A recent study investigated this inquiry. The goal was to integrate Computational Thinking (CT) into the domains of Creative Writing and Creative Media and measure its impacts. This poster describes the design and refinement of summer camp experiences in which predominantly Hispanic female students participated in hands-on CT-based learning to create their own creative stories and films. Educational outcomes were evident through increased student engagement, enhanced collaboration, and improved problem-solving skills, underscoring the intervention's advantages. Furthermore, the researchers gained transforming insights, recognizing the versatility of CT across domains. Camp participants experienced a shift in perspective, with a greater interest in vocations and domains connected to computing. We share lessons learned from these summer camps in the hopes that they will inform other researchers and practitioners who are interested in designing and deploying similar experiences. In summary, the study outlines a trajectory where students and educators skillfully navigate the complexities of contemporary paradigms

In distributed multiplayer games, it can be difficult to communicate strategic information for planning game moves and player interactions. Often, players spend extra time communicating, reducing their engagement in the game. Visual annotations in game maps and in the gameworld can address this problem and result in more efficient player communication. We studied the impact of real-time feedback on planning annotations, specifically two different annotation types, in a custom-built, third-person, multiplayer game and analyzed their effects on player performance, experience, workload, and annotation use. We found that annotations helped engage players in collaborative planning, which reduced frustration, and shortened goal completion times. Based on these findings, we discuss how annotating in virtual game spaces enables collaborative planning and improves team performance.