Abstract
In this study, the effect of learning sequences on the understanding and experience of proactive cloud usage was examined among third-grade elementary school students. The results of a two-factor analysis of variance revealed that third graders in elementary school, the awareness to utilize the cloud proactively was fostered by the understanding of the cloud. The learning sequence of first promoting understanding of the cloud and then experiencing the utilization of the cloud had a positive effect on the awareness to utilize the cloud proactively. The results also suggest that learning that promotes understanding of the cloud first, followed by learning that allows students to experience the use of the cloud, fosters a greater awareness of the need to use the cloud proactively. In addition, the results of the questionnaire survey on the affective aspect of the practice revealed that the study was highly evaluated by the children. Based on the above results, we discuss the effectiveness of developmentally appropriate learning that promotes understanding of cloud computing when introducing it to elementary school learning.
