Boardgames and Computational Thinking

Abstract

Boardgames exist that explicitly address Computational Thinking (CT for short) concepts and practices. Some are actual games, while others are more akin to gamified learning activities. And since CT has been formalized only recently, many existing boardgames unknowingly might support aspects of CT. To help educators and game practitioners navigate this complex landscape, we analyze a selected sample of analog games, and propose to categorize their features with respect to CT concepts and practices. The main contribution of this paper is a novel way to identify potential CT-relevant games, that leverages on the authors' experience with digital and analog games, playful and game-based learning. Although limited, this approach appears promising and practical for CT teachers and game designers interested in adapting existing games to the classroom or developing better CT-supporting boardgames.CCS Concepts: • Applied computing → Interactive learning environments; • Theory of computation → Models of computation;• General and reference → Surveys and overviews.

Design, Development, and Evaluation of the Robobug Board Game: An Unplugged Approach to Computational Thinking

“…One of the experts proposed that we examine additional CT kits to improve the design of the coding blocks. This is line with the work of Scirea and Valente [34], who suggested that analyzing myriad CT kits could aid CT teachers and game designers in adapting existing games for the classroom and generating more CT-supporting board games. The following is an excerpt from the expert panels' comments: Expert 6: "Being from a computer science background, I think it is easy to create an algorithm from the sequence of cards that have been built during the game.…”

“…Data is the process of storing, retrieving, and updating values. Changing a parameter or variable, such as the distance travelled or the number of loop repeats, typically achieves this [19] [34]. As a result of this finding, the 'Undo' button will get a variable wherein players can reverse actions if needed.…”

“…There are numerous advantages of using board games to deliver CT lessons in an unplugged manner. According to Scirea and Valente [34], board games are a superior option compared to digital games for teaching CT in the classroom, as the latter suffer from a high level of inaccessibility, single-player attention, and difficulties in adapting/ modifying them for the classroom environment. Additionally, Berland and Lee's [5] research established that complex CT develops spontaneously when non-traditional, non-computational media like strategic board games are used.…”

“…Consequently, the Robobug board game does not support event parallelism. Parallelism is an important CT concept because it encourages players to monitor their opponents' planned programming and use it to their advantage [34]. Therefore, to support the CT concept of event parallelism, the researchers will modify the gameplay of Robobug.…”

Educational Game for C++ Programming Language: SLC++ Approached for Introductory

“…As a result, they become active learners and engage very well in the teaching and learning process (ibrahim et al, 2018; meriyati et al, 2019). Scirea and valente (2020) also agreed that selecting board games as a tool in teaching computational thinking helps students do the debugging and testing process for various programming games and become more active learners. Furthermore, the collaboration between the players and resource management in real-time game progression has been developed through board games.…”