Assessing Computational Thinking in Students' Game Designs

Hoover, Amy K.; Barnes, Jackie; Fatehi, Borna; Moreno-León, Jesús; Puttick, Gillian; Tucker‐Raymond, Eli; Harteveld, Casper

doi:10.1145/2968120.2987750

Cited by 20 publications

(11 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The evaluation task was given in the form of an essay with 16 numbers, consisting of 8 CT skill indicators. According to Hoover et al (2016), CT assessments can potentially be automatic to encourage the development of CT skills.…”

Section: Resultsmentioning

confidence: 99%

Developing Scientific Literacy-Based Teaching Materials to Improve Students’ Computational Thinking Skills

Fakhriyah

Masfuah

Mardapi

2019

JPII

View full text Add to dashboard Cite

Computational thinking and scientific literacy are competencies compulsorily required by pre-service primary teachers in the 21st century. This study aimed to examine the effectiveness of scientific-based teaching materials that have been developed in improving the computational thinking skills of Primary School Education Department students of UniversitasMuria Kudus Indonesia. This research employed the Research & Development (R & D) procedure, which includes three stages, namely preliminary studies, development, and validation. In the validation stage, the scientific literacy-based materials were applied in large-scale trials with quasi-experimental control groups design for the fourth-semester students of Primary School Education Department in the academic year of 2018/2019, where class 4A as the control group and class 4C as the experimental group were taken randomly. The experimental class consisted of 44 students, while the control class consisted of 46 students. After being given the treatment, the two classes were given a post-test to examine its effectiveness. Based on the hypothesis testing using the right t-test, it has a tcountof 2,215 and ttableof 1.99. Thus, it could be concluded that the teaching materials of the developed scientific literacy concepts were effective in improving the students' computational thinking skills.

show abstract

Section: Resultsmentioning

confidence: 99%

Developing Scientific Literacy-Based Teaching Materials to Improve Students’ Computational Thinking Skills

Fakhriyah

Masfuah

Mardapi

2019

JPII

View full text Add to dashboard Cite

show abstract

“…It also provides instant feedback and acts as a tutorial about how one can improve his program, which makes it especially adequate for self-assessment. Hoover et al (2016) believe that automated assessment of CT can potentially encourage CT development. However, Dr. Scratch only considers the complexity of programs, not their meaning.…”

Section: Assessment Of Computational Thinkingmentioning

confidence: 99%

Computational thinking development through creative programming in higher education

Roméro

Lepage

Lille

2017

Int J Educ Technol High Educ

170

109

View full text Add to dashboard Cite

Creative and problem-solving competencies are part of the so-called twenty-first century skills. The creative use of digital technologies to solve problems is also related to computational thinking as a set of cognitive and metacognitive strategies in which the learner is engaged in an active design and creation process and mobilized computational concepts and methods. At different educational levels, computational thinking can be developed and assessed through solving ill-defined problems. This paper introduces computational thinking in the context of Higher Education creative programming activities. In this study, we engage undergraduate students in a creative programming activity using Scratch. Then, we analyze the computational thinking scores of an automatic analysis tool and the human assessment of the creative programming projects. Results suggested the need for a human assessment of creative programming while pointing the limits of an automated analytical tool, which does not reflect the creative diversity of the Scratch projects and overrates algorithmic complexity.

show abstract

“…al. [200] who found that the quantitative (Dr. Scratch) and qualitative results differed greatly. Students designed games based around climate change and although Dr. Scratch gave similar scores based on its metrics, more complex game design and more realistic representations of climate change were found in each game (these were taken as indicators of higher levels of CT based on [20]).…”

Section: Introductionmentioning

confidence: 99%

Computational Thinking in Secondary Education: Where does it fit? A systematic literary review

Lockwood

Mooney

2018

IJCSES

113

View full text Add to dashboard Cite

Computational Thinking (CT) has been described as an essential skill which everyone should learn and can therefore include in their skill set. Seymour Papert [1] is credited as concretising Computational Thinking in 1980 but since Wing [2] popularised the term in 2006 and brought it to the international community's attention, more and more research has been conducted on CT in education. The aim of this systematic literary review is to give educators and education researchers an overview of what work has been carried out in the domain, as well as potential gaps and opportunities that still exist.

show abstract

Assessing Computational Thinking in Students' Game Designs

Cited by 20 publications

References 10 publications

Developing Scientific Literacy-Based Teaching Materials to Improve Students’ Computational Thinking Skills

Developing Scientific Literacy-Based Teaching Materials to Improve Students’ Computational Thinking Skills

Computational thinking development through creative programming in higher education

Computational Thinking in Secondary Education: Where does it fit? A systematic literary review

Contact Info

Product

Resources

About