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Project Report

Show How You Feel

LDIT Project Reports

Report by:

Aninakwah Vera Yeboah

December 1, 2025

Citation

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

Tags

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Abstract

This project empowered 68 learners aged 7–15 to creatively express their emotions by coding custom emojis on the BBC micro:bit. 

Using principles of event handling and algorithmic thinking, learners developed a sense of agency in creating digital tools rather than simply consuming them.
Through this activity, they explored emotional literacy, which supports mental health and well-being, an essential aspect of Sustainable Development Goal (SDG) 3: Good Health and Well-Being. 

The hands-on approach bridged creativity, coding, and self-expression to foster healthy emotional habits while also contributing to SDG 4: Quality Education by providing access to meaningful, applied learning.

1.0 Introduction

According to the World Health Organization (WHO), one in seven adolescents (10–19 years) experiences a mental health disorder, accounting for 13% of the global burden of disease in this age group. In Ghana and other parts of the world, emotional well-being among learners and teens is often overlooked in schools. Yet, emotional expression and recognition are vital to supporting self-awareness, empathy, and healthy mental habits.

This project introduces a powerful learning experience where learners code their own emoji expressions using the BBC micro:bit. Instead of passively using emojis on platforms like WhatsApp and SMS, they become creators of these expressions, learning how to communicate how they feel through creative coding. 

This fosters both digital creativity and emotional literacy, contributing to mental well-being in a fun, child-centered way. The project also provided learners with the tools and knowledge to become digital makers, supporting SDG.  The Learning activity leveraged Constructionism (Papert) by helping learners build personal digital artifacts that reflected their emotional states. Constructivist principles (Piaget, Vygotsky) were evident in the social and exploratory learning process.

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

    • Introduced learners to the UN Sustainable Development Goals (SDGs)

    • Facilitated real-time discussions about emotional health and how we show feelings in digital communication

    In-Person Sessions

    • Enabled hands-on interaction with BBC micro:bits

    • Learners explored real-world connections between their emotions and SDG 3: Good Health and Well-Being

3.0 Results

3.1 Learning Outcomes

  • Learners understood what emotions are and how they affect daily life

  • Learners developed digital skills in programming with event handling and algorithmic thinking

  • Learners created emojis representing their emotions, strengthening self-expression

  • Learners realized they can be technology creators, not just consumers

3.2 Project Activities

  • Introduction to feelings, emojis, and how we show emotions in digital conversations

  • Coding emojis using the BBC micro:bit display

  • Implementing event handling to trigger specific emotions (e.g., press button A for happy face)

3.3 Materials Used

  • BBC micro:bit
  • Computers with MakeCode editor
  • Emoji Planning Sheets

3.4 Project Code Repository

Learners used the BBC micro:bit and Microsoft MakeCode to design custom emojis representing their feelings, promoting creativity, emotional expression, and digital skills. Here are sample codes learners used to bring their ideas to life:

Code repository

4.0 Discussion

Enhanced Emotional Expression:
Learners translated their feelings into custom-coded emoji displays on the BBC micro:bit, gaining a tangible way to communicate emotions in real time. This fostered both self-awareness and peer empathy.

Mental Health Awareness Integration:
By embedding emotional states into a programmable device, the activity created a safe, tech-enabled entry point to discuss emotional well-being and the importance of expressing rather than suppressing feelings.

Coding Skill Development:
Learners applied algorithmic thinking, event-driven programming, LED matrix control, and input–output handling in Microsoft MakeCode. They programmed buttons (inputs) to trigger specific emojis (outputs), reinforcing their understanding of computational logic and interactive systems design.

Creativity and Project Ownership:
Moving from consuming technology to creating with it, learners demonstrated agency by designing unique emoji representations, debugging their own code, and iteratively refining their projects to match their vision.

5.0 Feedback and Reflections

Learners shared their excitement about expressing emotions through technology, describing it as a fun and empowering way to “code their feelings” and make them visible.

6.0 Challenges Faced

  • Initially, learners found it hard to turn their feelings into simple emoji designs that could fit on the micro:bit’s small LED grid.

  • Younger Learners needed extra help to understand and break down the logic for inputs, outputs, and event handling.

  • Unstable internet connectivity adversely affected the flow of the sessions.

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.

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