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This workshop aims to offer a practical exploration of key insights and observations drawn from the research project developed by Francesco Ragazzini and Mariabeatrice Starace under the supervision of Prof Ricci, and explores how Snap! can be transformed into a metacognitive tool for supporting the development of computational thinking beyond the act of coding itself.

Inspired by the spirit and ideas of S.Papert, our project leverages Snap! flexibility to shift the focus from simply coding to thinking about coding. We aim to empower learners to reflect on their creative processes and support teachers in guiding this reflection.

To this end, we developed a Snap! category: Computational Thinking Assistants (CTA). These are a set of blocks designed to support metacognitive engagement directly within the coding environment. Crucially, each CTA is accompanied by a three-column table detailing relevant competencies (skills), computational practices, and observable behaviors, providing a structured framework for reflection. The CTA toolkit currently includes six blocks, each associated with a colored paperclip-themed sprite and a specific computational thinking skill. These blocks can be triggered via sprite interaction or messaging and activate a basic conversational interface designed to simulate reflective questioning. Although currently rule-based, future iterations may explore AI-powered sentiment analysis to tailor interactions more effectively. At the moment, we have developed an initial prototype of the CTA paper clips and we are conducting the first round of user testing with students and teachers. All interactions with the CTAs are designed and implemented in Italian, but we can certainly translate them into English if our proposal will be accepted. The first prototype is available for viewing at the following links: CTA1-2, CTA3-4, CTA5-6.

Key challenges include ensuring access to hardware, engaging students who prefer creation over reflection, and encouraging teachers to see coding tools as cross-disciplinary, process-oriented supports rather than just technical resources. To address these, we are developing canvas-based templates and toolkits inspired by Service and Game Design, along with a student Learning Journal to help design, deliver, assess, and document meaningful computational thinking experiences.

This workshop offers a novel and practice-oriented perspective on metacognitive engagement in computing education. It highlights Snap!’s potential as a thinking tool by providing educators with pedagogical, not just technical, support—like CTA blocks, design toolkits, and reflective frameworks—to develop computational thinking competencies in a variety of educational settings. By engaging directly with the research in an active format, participants will experience how coding environments can be transformed into spaces for critical thinking, creative iteration, and meaningful reflection.