Problem-solving in collaborative game design practices: epistemic stance, affect, and engagement

This article explores children’s development of problem-solving practicesthrough multimodal engagements in digital activities. The study is basedon analyses of a video recorded peer group activity in which two children, within the context of a project on computational thinkingusing the software Scratch, collaboratively work to solve a codingproblem. Drawing on work on epistemics-in-interaction and the cooperative and transformative organization of human action and knowledge, the analyses focus on the interactional strategies that thechildren use to establish, sustain, and develop knowledge within the peer group and the role of affect in the unfolding organization ofactions. By analyzing the multimodal cultural production in children’s interaction with digital technologies, it is shown how children learncreative and artful skills, thus positioning them as consumers as well as producers of media