The purpose of this paper is to present computational algorithms as potential bearers of biases and also tools for reflection, and to advance strategies for engaging with them in education.
Three example games (Dwarf Fortress, RimWorld, FreeCiv) are provided for introducing algorithms as meaningful and critical processes. Therefore, a three-step instructional strategy is advanced for introducing students to the topic.
The examples reported point to hidden values embedded in the computational algorithms and opportunities for reflecting about their role, setting the stage for critical thinking and participative design sections.
The originality of this paper relies on framing algorithms beyond their functional orientation (the current emphasis in literature), targeting critical connotations and biases that they may imply. Such an attention can make a difference in fostering awareness toward the topic in young learners, and entail novel possibilities for creativity and inclusiveness with and through coding.
