Flash How You Feel

Project Report

Flash How You Feel

Report by:

Aninakwah Vera Yeboah

December 1, 2025

Citation

Quansah, S., Asante, V., Aninakwah, V. Y., Debrah, A. B., & Nsiah, N. A. A. (2023)

Abstract

This project built on the foundation of the Show How You Feel activity, introducing 68 learners aged 7–15 to the concept of loops, one of the most fundamental coding structures used by programmers worldwide.

Using the BBC micro:bit, learners created flashing emoji displays that represented their emotions, reinforcing prior learning in event handling and algorithmic thinking while adding iterative control flow to their programming toolkit.

This project deepened both digital skills and emotional literacy, supporting Sustainable Development Goals (SDG) 3: Good Health and Well-Being and SDG 4: Quality Education.

1.0 Introduction

Loops are a fundamental concept in computer science, allowing programmers to repeat a set of instructions efficiently without duplicating code. According to Wing (2006), understanding such core computational thinking concepts is key to developing problem-solving skills that transfer beyond programming.

In this project, learners applied for and while loops in a relatable, emotionally engaging task, making their micro:bit flash custom emojis to represent how they felt. Building on their earlier Show How You Feel project, they moved from displaying static emojis to creating dynamic, interactive animations.

This approach not only deepened learners’ coding skills, such as understanding inputs, outputs, and event handling, but also supported creativity, self-expression, and engagement. Research in constructionist learning (Papert, 1980) shows that when students program personally meaningful projects, they learn concepts more deeply while developing confidence as creators of technology.

2.0 Method

2.1 Learners

Total learners: 68
Gender representation: 34 males (50%), 34 females (50%)
Age range: 7–15 years
Learners aged 7–9: Used block-based coding
Learners aged 10–15: Used Python programming

2.2 Mode of Delivery

Virtual Live Sessions: Introduction to loops, revisiting event handling, and discussing real-life examples of repetition in both technology and nature.
In-Person Sessions: Hands-on loop coding with BBC micro:bits, integrating flashing sequences into previously created emojis.

3.0 Results

3.1 Learning Outcomes

Learners understood what loops are and how they simplify coding tasks.
Strengthened skills in event handling, input–output, and LED matrix control.
Learned to combine loops with emotional expression for more dynamic displays.
Developed greater confidence in debugging and iterative problem-solving.

3.2 Project Activities

Reviewing “Show How You Feel” projects.
Introduction to for and while loops in MakeCode.
Modifying existing emoji code to add flashing animations.
Group sharing of creative flashing emoji designs.

3.3 Materials Used

BBC micro:bit
Computers with MakeCode editor
Emoji planning sheets and loop diagrams

3.4 Project Code Repository

Learners used BBC micro:bit and Microsoft MakeCode to program emojis with loops for flashing effects.

4.0 Discussion

Enhanced Emotional Expression:
By adding motion through loops, learners’ emojis became more engaging, reflecting feelings in a livelier way.

Mental Health Awareness Integration:
Animating emotional states sparked further discussions about how moods can change and fluctuate, mirrored by the flashing patterns.

Coding Skill Development:
Learners applied loops, algorithmic thinking, event-driven programming, LED control, and input–output handling to create interactive displays.

Creativity and Project Ownership:
Learners proudly designed unique flashing effects, demonstrating problem-solving in sequencing and timing to match emotional intent.

5.0 Feedback and Reflections

Learners described the activity as ‘bringing emotions to life on the screen’ and expressed a sense of accomplishment in mastering loops, with many showing enthusiasm to explore more animations.

6.0 Challenges Faced

The Flash How You Feel project successfully built upon earlier learning by introducing loops in a meaningful, emotionally connected way. Integrating self-expression with coding skill development, fostered both emotional intelligence and programming competence.

7.0 Conclusion

This project was an emotional literacy experience.Learners discovered how to express themselves using technology, deepening their understanding of feelings and mental health.

The activity addressed both technical education and well-being, laying the foundation for more empathetic, expressive, and digitally empowered learners. It also advanced SDGs 3 and 4 by promoting healthy minds and equitable access to quality learning tools.

8.0 Contributors

Sam Quansah – Principal Investigator & Curriculum Designer & Curriculum Designer
Vera Yeboah Aninakwah – Lead Facilitator & Code Developer
Nana Adwoa Nsiah – Instructional Facilitator
Victor Ofori Asante – Instructional Facilitator

9.0 References

WHO (2021). Adolescent Mental Health.

CASEL. (2023). Social and Emotional Learning Framework.

Papert, S. (1980). Mindstorms: learners, Computers, and Powerful Ideas.

Vygotsky, L.S. (1978). Mind in Society: The Development of Higher Psychological Processes.

United Nations (2015). Sustainable Development Goals – Goal 3: Good Health and Well-being; Goal 4: Quality Education.

Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33–35.

Project Report