AutoThinking: An Adaptive Computational Thinking Game

Hooshyar, Danial; Lim, Heuiseok; Pedaste, Margus; Yang, Kisu; Fathi, Moein; Yang, Yeongwook

doi:10.1007/978-3-030-35343-8_41

Cited by 28 publications

(26 citation statements)

References 16 publications

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“…Regarding RQ1 whether students improve their learning about programming concepts by using DFD-C the results validated H1 as students who used DFD-C significantly improved their learning of programming fundamentals compared to those who did not use it. This result is similar to the ones found in the experiments with other SGs such as Wu's Castle [23], SortingGame, SortingCasino, Secret rule and Draw and guess [24], Capital Tycoon [27], HIT Typing, Serious Cube and 3D action game [28], ProGames [30], The Odyssey of Phoenix [32], TIS-Q-SP [18] and Autothink [17]. However, the use of games in formal educational environments is not always successful [41].…”

Section: A Evaluation Of Results and Implicationssupporting

confidence: 82%

“…Autothink [17] is an intelligent adaptive SG to develop Computational Thinking [21] for Primary and Secondary school students. It seeks to engage players through personalized and fun game play while offering hints, feedback and tutorials.…”

Section: Figure 1 the Three Kernels Of Sg Design (Source: [19])mentioning

confidence: 99%

“…Among the main benefits of SGs, it can be cited that they help motivation, improve logical reasoning, and encourage learning through interactivity [14], [15]. In addition, there are recent studies on the particular benefits of using serious games to teach computer education [16], [17].…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Using an Online Serious Game to Teach Basic Programming Concepts and Facilitate Gameful Experiences for High School Students

2021

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Section: A Evaluation Of Results and Implicationssupporting

confidence: 82%

Section: Figure 1 the Three Kernels Of Sg Design (Source: [19])mentioning

confidence: 99%

See 1 more Smart Citation

Using an Online Serious Game to Teach Basic Programming Concepts and Facilitate Gameful Experiences for High School Students

2021

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“…Previous research has shown that specific features of digital games might enhance learning, such as automatically generated exercises, immediate feedback (O’Rourke, Main, & Hill, 2017), interaction between the system and the learner, concrete representations, and an attractive narrative (Ronimus, Kujala, Tolvanen, & Lyytinen, 2014). Recently, there has been increased attention for the integration of adaptivity which facilitates the alignment of exercise difficulty to the child’s ability (Hooshyar et al , 2019; Vanbecelaere et al , 2019).…”

Section: Introductionmentioning

confidence: 99%

The effectiveness of an adaptive digital educational game for the training of early numerical abilities in terms of cognitive, noncognitive and efficiency outcomes

Vanbecelaere¹,

Cornillie²,

Sasanguie³

et al. 2020

Brit J Educational Tech

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Adaptive educational games provide new opportunities to train early numerical skills. However, empirical evidence for the effectiveness of adaptive educational games is scarce. This study investigated the effectiveness of an adaptive game compared to a nonadaptive game in terms of cognitive, noncognitive and efficiency outcomes. In total, 84 children were randomly assigned to a condition in which children trained early numerical skills with an adaptive version of the Number Sense Game (NSG), or to a condition in which they trained with a nonadaptive version. Early numeracy was evaluated before the training, immediately after the training and 3 weeks after the training. Math anxiety (MA) was assessed before and 3 weeks after the training. The time children practiced with the NSG was used to assess efficiency. Results revealed that children in both conditions improved on early numerical ability, with sustained effects 3 weeks after the training. In both conditions, children’s MA scores were lower after the training. Children in the adaptive condition learned more efficiently compared to the nonadaptive condition, and the interaction between prior knowledge and condition has shown that children with low prior knowledge benefited more from a nonadaptive training while children with high prior knowledge benefited more from an adaptive training in terms of learning efficiency. These results confirm that adaptive educational games can offer solace in terms of the need for differentiation.

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“…Procedural abstraction is introduced in several existing educational games. How this is implemented depends on the type of programming interface used, which can be split into two categories: games that use symbolic programming interfaces with minimal text, including Lightbot (Yaroslavaski, 2014) and AutoThinking (Hooshyar et al., 2019), and those that use text-heavy block-based languages like Google Blockly (Google, 2020), including ctGameStudio (Werneburg et al., 2016) and Dragon Architect (Bauer et al., 2017). In the first category, procedural abstraction is implemented similarly to Lightbot, which gives the player one or two procedures that can be called from the main set of instructions (Figure 3).…”

Section: Introductionmentioning

confidence: 99%

Designing a Programming Game to Improve Children’s Procedural Abstraction Skills in Scratch

Rose

Habgood

Jay

2020

Journal of Educational Computing Research

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The recent shift in compulsory education from ICT-focused computing curricula to informatics, digital literacy and computer science, has resulted in children being taught computing using block-based programming tools such as Scratch, with teaching that is often limited by school resources and teacher expertise. Even without these limitations, Scratch users often produce code with ‘code smells’ such as duplicate blocks and long scripts which impact how they understand and debug projects. These code smells can be removed using procedural abstraction, an important concept in computer science rarely taught to this age group. This article describes the design of a novel educational block-based programming game, Pirate Plunder, which concentrates on how procedural abstraction is introduced and reinforced. The article then reports an extended evaluation to measure the game’s efficacy with children aged 10 and 11, finding that children who played the game were then able to use procedural abstraction in Scratch. The article then uses game analytics to explore why the game was effective and gives three recommendations for educational game design based on this research: using learning trajectories and restrictive success conditions to introduce complex content, increasing learner investment through customisable avatars and suggestions for improving the evaluations of educational games.

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AutoThinking: An Adaptive Computational Thinking Game

Cited by 28 publications

References 16 publications

Using an Online Serious Game to Teach Basic Programming Concepts and Facilitate Gameful Experiences for High School Students

Using an Online Serious Game to Teach Basic Programming Concepts and Facilitate Gameful Experiences for High School Students

The effectiveness of an adaptive digital educational game for the training of early numerical abilities in terms of cognitive, noncognitive and efficiency outcomes

Designing a Programming Game to Improve Children’s Procedural Abstraction Skills in Scratch

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