Cognitive Correlates of Computational Thinking

Tsarava, Katerina; Leifheit, Luzia; Ninaus, Manuel; González, Marcos Román; Butz, Martin V.; Golle, Jessika; Trautwein, Ulrich; Moeller, Korbinian

doi:10.1145/3361721.3361729

Cited by 34 publications

(14 citation statements)

References 46 publications

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“…Apart from such discrepancies, several researchers agree on four skills (algorithmic thinking, creating and generalizing efficient and repeatable patterns, debugging, and simulation) and three types of conceptual knowledge of CT (sequence, conditional, and loop logic) that could together support the development of CT. Although researchers might have defined these skills and conceptual knowledge differently, one way or another, they mostly agree on their importance to CT [4,8,17,28].…”

Section: Related Researchmentioning

confidence: 99%

Effects of technology‐enhanced learning approaches on learners with different prior learning attitudes and knowledge in computational thinking

Hooshyar

2021

Comput Appl Eng Educ

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This study investigated the effect of two technology‐enhanced learning methods (an adaptive educational computer game vs. a PowerPoint presentation with multimedia) on learners with different prior learning attitudes and knowledge regarding skills, conceptual knowledge, and overall knowledge of computational thinking (CT). Data from 70 students aged 11–12 were analysed using factorial multivariate analysis of covariance and analysis of covariance. Our findings revealed that while effective in fostering conceptual knowledge of CT (such as sequence, loop, and conditional), the conventional technology‐enhanced learning approach falls short when it comes to promoting CT skills (such as pattern recognition and debugging). The game approach, however, could simultaneously promote CT skills and conceptual knowledge, leading to improvement in the overall knowledge of CT. Additional analysis showed that learners with different prior knowledge and learning attitudes made a higher improvement using the adaptive game in terms of skills, conceptual knowledge, and overall knowledge of CT, especially for medium and lower prior knowledge learners that did not have a very high prior learning attitude. Consequently, to promote CT in primary school students, educators can employ computer game approaches that not only can foster both skills and conceptual knowledge of CT but also more effectively assist students with lower prior learning attitudes and knowledge.

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Section: Related Researchmentioning

confidence: 99%

Effects of technology‐enhanced learning approaches on learners with different prior learning attitudes and knowledge in computational thinking

Hooshyar

2021

Comput Appl Eng Educ

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“…Tsarava et al (2017) developed a game to teach programming and basic programming concepts for elementary school children, based on structured board games in a treasure hunt. Students are motivated by badges and the presentation of statistics on their learning process.…”

Section: Introductionmentioning

confidence: 99%

About Gamifying an Emotional Learning Companion to Teach Programming to Primary Education Students

Ocaña

Morales-Urrutia

Marín

et al. 2023

Simulation & Gaming

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Background Gamification is a promising field of research that can benefit education. In particular, it can benefit teaching programming to children. Emotional Learning Companions (ELCs) are interactive systems that dialogue with the students as well as provide them with emotional support. Intervention The design of ELCs was extended with gamification to teach programming to Primary Education children. Riddles, levels, badges, and a leader board with trophies among other traditional gamification elements were incorporated into the learning companion, as well as game mechanics, aesthetics and connection with the players (students) to increase their learning, motivation and satisfaction levels. Methods A pre-post test single group experimental research design was followed to test the proposal. In total, 137 students aged between 10 and 12 years used the gamified learning companion during an academic year in Ecuador. Results The results showed a significant increase in students’ learning scores as well as satisfaction and motivation levels above 90%. Conclusion Therefore, the conclusion is that gamifying ELCs to teach programming in Primary Education can improve students’ learning scores, satisfaction, and motivation levels.

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“…Education digitalization is having a significant impact on 21st-century learning, proving the conceptual underpinning of integrating technology in education 4.0 ( Maharani et al, 2019 ; Karimah et al, 2020 ; Samri et al, 2020 ) to solve problems effectively and efficiently with broad applicability by employing computational thinking ( Tsarava et al, 2019 ). Computational thinking is a set of problem-solving abilities that today’s learners must master and improve ( Román-González et al, 2017 ), and it has progressively grown in importance as a means of thinking about addressing complicated or open-ended situations.…”

Section: Introductionmentioning

confidence: 99%

“…According to research, computational thinking is closely linked to cognitive concepts such as coding and programming ( Kazimoglu et al, 2012 ; Arihasnida et al, 2017 ; Samri et al, 2020 ) both are cognitive processes. According to previous research, programming is an effective and strategic way to improve problem-solving skills in students ( Tsarava et al, 2019 ). Furthermore, involving students in programming activities is synonymous with the development of computational thinking skills.…”

Section: Introductionmentioning

confidence: 99%

Integrating Computational Thinking and Empowering Metacognitive Awareness in Stem Education

2022

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Education digitization highly enthuses learners for deeper learning and developing thought processes in formulating problems and their solutions effectively in their real-life circumstances. Implementing computational thinking skills through programming in Malaysian primary and secondary school STEM curriculum create huge challenges, especially among STEM educators. This study highlights the integration of four major theories in developing the Metacognitive Empowerment by Computational Thinking (ME-CoT) learning module by cultivating computational thinking through programming skills to promote metacognitive awareness in Biology students. Pilot research was conducted to investigate the reliability of the ME-CoT learning module. Since the study sample was less than 30 students then, the consistency of the measurements, Pearson’s r was calculated to identify stability reliability. Findings revealed that the ME-CoT learning module has very strong stability reliability with a value of r = 0.974 and provides advantages such as assisting students to understand the content of the lesson more actively and in a fun way.

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Cognitive Correlates of Computational Thinking

Cited by 34 publications

References 46 publications

Effects of technology‐enhanced learning approaches on learners with different prior learning attitudes and knowledge in computational thinking

Effects of technology‐enhanced learning approaches on learners with different prior learning attitudes and knowledge in computational thinking

About Gamifying an Emotional Learning Companion to Teach Programming to Primary Education Students

Integrating Computational Thinking and Empowering Metacognitive Awareness in Stem Education

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