“I am Magic!”: Pupils’ Engagement when Designing in Learning Programming

Within a theoretical framework grounded in design for learning, this article presents research project about pupils’ engagement during programming education. In design-theoretical perspective, everyone who is somehow engaged learning process designer. The results show that how pupils their when related to different types of engagement. By analysing programming, the study contribute an insight behavioural, emotional, and cognitive can be identified understood. was carried out lessons adapted novice learners (age group 7–15), visiting Swedish science centres (SCs) as part school day. SCs had experience education used complement at ahead implementation mandatory subject compulsory schools.