Co-design of mini games for learning computational thinking in an online environment

Agbo, Friday Joseph; Oyelere, Solomon Sunday; Suhonen, Jarkko; Laine, Teemu H.

doi:10.1007/s10639-021-10515-1

Cited by 46 publications

(40 citation statements)

References 71 publications

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“…Results obtained from this research support previous studies [24], where participants gained relevant knowledge on also CT using games. This also correlates with other work, where an environment for learning programming such as Scratch was used to ensure motivation and empowerment of students [4], and these positive effects of the Guided Scratch VEE match earlier research studies [32][33][34].…”

Section: Discussion Of Findingssupporting

confidence: 89%

“…Students have traditionally encountered difficulties and misconceptions on the concepts learned [22]. Along with the learning of programming, researchers and educators in higher education aim to improve student computational thinking (CT) skills using appropriate interventions [23] and approaches using games for teaching and learning, CT principles, and concepts [24].…”

Section: Introductionmentioning

confidence: 99%

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A Guided Scratch Visual Execution Environment to Introduce Programming Concepts to CS1 Students

et al. 2021

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First-year computer science (CS1) university students traditionally have difficulties understanding how to program. This paper describes research introducing CS1 students to programming concepts using a Scratch programming language guided visual execution environment (VEE). The concepts addressed are those from an introductory programming course (sequences, variables, operators, conditionals, loops, and events and parallelism). The VEE guides novice students through programming concepts, explaining and guiding interactive exercises executed in Scratch by using metaphors and serious games. The objective of this study is, firstly, to investigate if a cohort of 124 CS1 students, from three distinct groups, studying at the same university, are able to improve their programming skills guided by the VEE. Secondly, is the improvement different for various programming concepts? All the CS1 students were taught the module by the same tutor in four 2-h sessions (8 h), and a qualitative research approach was adopted. The results show students significantly improved their programming knowledge, and this improvement is significant for all the programming concepts, although greater for certain concepts such as operators, conditionals, and loops than others. It also shows that students lacked initial knowledge of events and parallelism, though most had used Scratch during their high school years. The sequence concept was the most popular concept known to them. A collateral finding in this study is how the students’ previous knowledge and learning gaps affected grades they required to access and begin study at the university level.

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Section: Discussion Of Findingssupporting

confidence: 89%

Section: Introductionmentioning

confidence: 99%

A Guided Scratch Visual Execution Environment to Introduce Programming Concepts to CS1 Students

et al. 2021

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“…Relying on the literature review, researchers discovered that six types of tools were used in developing CT in mathematics education. The tools are teaching method (Cheng et al, 2017;Çoban & Korkmaz, 2021;Critten et al, 2021;Fang et al, 2017;Jeng et al, 2020;Marcelino et al, 2018;Matere et al, 2021;Menolli & Neto, 2021;Mouza et al, 2017;Quitério Figueiredo, 2017;Relkin et al, 2021;Rich et al, 2021;Sung & Black, 2020;Tucker-Raymond et al, 2021;Yildiz Durak, 2020), game-based learning (Agbo et al, 2021;Croff, 2017;Hooshyar et al, 2021;Menolli & Neto, 2021;Ng & Cui, 2021), coding programming (Critten et al, 2021;Deng et al, 2020;Fanchamps et al, 2019;Marcelino et al, 2018;Mecca et al, 2021;Ng & Cui, 2021;Özmutlu et al, 2021;Piedade et al, 2020;Quitério Figueiredo, 2017;Relkin et al, 2021;Rich et al, 2021;Ríos Félix et al, 2020;Shorey et al, 2021;Silva et al, 2021;Sun et al, 2021a;Sung & Black, 2020;Yi Wu & Sheng Su, 2021;Yildiz Durak, 2020), robotic activities (Critten et al, 2021;…”

Section: The Most Populated Tools Used To Develop Ct In Mathematics E...mentioning

confidence: 99%

“…In developing CT in education, game-based learning accounts for just 11% of the total. In non-ASEAN nations, four studies were carried out (Agbo et al, 2021;Croff, 2017;Hooshyar et al, 2021;Menolli & Neto, 2021). Croff (2017) investigated the effect of the scalable game design (SGD) and ITEST uGame-iCompute project on students' CT in the USA.…”

Section: Game-based Learningmentioning

confidence: 99%

Computational thinking in mathematics education: A systematic review

Subramaniam

Maat

Mahmud

2022

CJES

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As a research area, computational thinking (CT) has gotten increased attention in mathematics education in the last decade. A study identifying patterns in CT research would be essential in understanding the technique for developing CT in mathematics and guiding future research attempts. As a result, the goal of this systematic literature review is to look at the learning methods promoting CT in mathematics lessons. The Preferred Reporting Items for Systematic Review and Meta-Analyses standards were utilised to guarantee that this study was done systematically. The result shows that even though there are various types of learning tools that are most commonly used, the coding programming tool and robotic activities tool are the most user-friendly methods for encouraging CT in mathematics education. This literature review is intended to provide educators with a better understanding of learning tools in order to enhance CT, which may help transform education into something more creative and meaningful. Keywords: Computational thinking; education; learning tools; mathematics; systematic review

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“…Adaptive educational games provide a motivating learning environment that is reinforced with a personalized learning experience which ensures that the learner takes charge of the learning process. In recent times, artificial intelligence techniques have played a key role in realizing adaptivity features in educational games, including areas such as path finding, role-playing elements, adaptive game engine, macro-adaptivity, dynamic difficulty adjustment, non-player character's behavior, adaptation of challenge ordering and selection [72,[76][77][78][79]. The ELEKTRA game [80] is an example of the application of serious game in the context of personalized learning.…”

Section: Serious Gamesmentioning

confidence: 99%

Multimodal Technologies in Precision Education: Providing New Opportunities or Adding More Challenges?

et al. 2021

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Personalized or precision education (PE) considers the integration of multimodal technologies to tailor individuals’ learning experiences based on their preferences and needs. To identify the impact that emerging multimodal technologies have on personalized education, we reviewed recent implementations and applications of systems (e.g., MOOCs, serious games, artificial intelligence, learning management systems, mobile applications, augmented/virtual reality, classroom technologies) that integrate such features. Our findings revealed that PE techniques could leverage the instructional potential of educational platforms and tools by facilitating students’ knowledge acquisition and skill development. The added value of PE is also extended beyond the online digital learning context, as positive outcomes were also identified in blended/face-to-face learning scenarios, with multiple connections being discussed between the impact of PE on student efficacy, achievement, and well-being. In line with the recommendations and suggestions that supporters of PE make, we provide implications for research and practice as well as ground for policy formulation and reformation on how multimodal technologies can be integrated into the educational context.

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Co-design of mini games for learning computational thinking in an online environment

Cited by 46 publications

References 71 publications

A Guided Scratch Visual Execution Environment to Introduce Programming Concepts to CS1 Students

A Guided Scratch Visual Execution Environment to Introduce Programming Concepts to CS1 Students

Computational thinking in mathematics education: A systematic review

Multimodal Technologies in Precision Education: Providing New Opportunities or Adding More Challenges?

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