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Computational Thinking and Epistemic Heterogeneity: A Critical Review of Music+Coding

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Title: Computational Thinking and Epistemic Heterogeneity: A Critical Review of Music+Coding
Language: English
Authors: Cameron L. Roberts (ORCID 0000-0003-1448-0829), Michael S. Horn (ORCID 0000-0002-4892-6801)
Source: ACM Transactions on Computing Education. 2025 25(4).
Availability: Association for Computing Machinery. 1601 Broadway 10th Floor, New York, NY 10119. Tel: 800-342-6626; Tel: 212-626-0500; Fax: 212-944-1318; e-mail: acmhelp@acm.org; Web site: http://toce.acm.org/
Peer Reviewed: Y
Page Count: 27
Publication Date: 2025
Document Type: Journal Articles
Information Analyses
Descriptors: Literature Reviews, Coding, Music, Music Education, Computer Science Education, Computation, Interdisciplinary Approach, STEM Education, Technology Uses in Education, Educational Technology, Educational Environment, Context Effect, Creativity, Programming
DOI: 10.1145/3749995
ISSN: 1946-6226
Abstract: In recent years, the intersection of music and coding has emerged as a cross-disciplinary approach to engage learners in both musical and computational expression. This article examines the motivations and framing of recent music and coding research through an analysis of 65 articles published between 2004 and 2024. We survey the key findings of this body of work, exploring the extent to which they generalize across diverse populations and educational contexts. We situate these findings within the broader aims of the field of computer science education, critiquing the use of music as a motivational tool in computing education rather than as a topic worthy of exploration in its own right. Methodological limitations are identified, with recommendations for future research to address these gaps. Drawing on theories of onto-epistemic heterogeneity, we call for a more inclusive approach to computing education that integrates sociocultural, historical, and critical perspectives to more effectively support learners from diverse linguistic, cultural, and economic backgrounds.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1488814
Database: ERIC
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  Data: Computational Thinking and Epistemic Heterogeneity: A Critical Review of Music+Coding
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  Data: <searchLink fieldCode="AR" term="%22Cameron+L%2E+Roberts%22">Cameron L. Roberts</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1448-0829">0000-0003-1448-0829</externalLink>)<br /><searchLink fieldCode="AR" term="%22Michael+S%2E+Horn%22">Michael S. Horn</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4892-6801">0000-0002-4892-6801</externalLink>)
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  Data: In recent years, the intersection of music and coding has emerged as a cross-disciplinary approach to engage learners in both musical and computational expression. This article examines the motivations and framing of recent music and coding research through an analysis of 65 articles published between 2004 and 2024. We survey the key findings of this body of work, exploring the extent to which they generalize across diverse populations and educational contexts. We situate these findings within the broader aims of the field of computer science education, critiquing the use of music as a motivational tool in computing education rather than as a topic worthy of exploration in its own right. Methodological limitations are identified, with recommendations for future research to address these gaps. Drawing on theories of onto-epistemic heterogeneity, we call for a more inclusive approach to computing education that integrates sociocultural, historical, and critical perspectives to more effectively support learners from diverse linguistic, cultural, and economic backgrounds.
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