Learning Programming at the Computational Thinking Level via Digital Game-Play

Kazimoglu, Cagin; Kiernan, Mary; Bacon, Liz; MacKinnon, Lachlan

doi:10.1016/j.procs.2012.04.056

Cited by 161 publications

(96 citation statements)

References 22 publications

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“…In 2012, Kazimoglu (2012a) and his team at the University of Greenwich designed an educational game framework focused on the development of CT. They showed that this approach was beneficial for helping students learn problem-solving skills.…”

Section: Computational Thinkingmentioning

confidence: 99%

“…In particular, computational thinking (CT) is essential for the ability to convert concepts into viable products (Kim and Han 2012). In addition, CT education is an important factor in the development of logical thinking and creativity (Liu, Cheng, and Huang 2011;Aiken et al 2012;Bers 2010;Kazimoglu et al 2012aKazimoglu et al , 2012bSengupta et al 2013). By using computers as tools, CT education provides learners with the opportunity to express their individual ideas and create programs.…”

Section: Introductionmentioning

confidence: 99%

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Effect of design-based learning on improving computational thinking

Soojin

Han

Kim

2016

Behaviour & Information Technology

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The results of this study indicated that design-based learning (DBL) improves computational thinking (CT) in a sample of elementary school students. The experiment consisted of participants using the Scratch Program and Creative Computing Guidebook, both developed by the MIT (Massachusetts Institute of Technology) media laboratory, for a total of 15 hours. An experimental group and a control group were formed and consisted of fourth to sixth graders. DBL was applied to the experimental group, while a traditional, direct method of teaching was applied to the control group. The experiment was designed to examine several aspects of learning: self-efficacy, self-interest, and self-CT. Moreover, we compared changes in students' perceptions of computers and analysed differences in students' responses between the two groups according to each of the steps of DBL. Then, we verified the effects of DBL by examining the progress of each group and the differences between the two groups. At the end of the experiment, we found that both groups showed enhanced self-efficacy, self-interest, and self-CT. However, the experimental group had a greater number of significant positive changes than the control group did in all areas (p < .01). In conclusion, the findings presented herein demonstrated that applying DBL is more effective for improving CT than traditional methodologies are. ARTICLE HISTORY

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Section: Computational Thinkingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Effect of design-based learning on improving computational thinking

Soojin

Han

Kim

2016

Behaviour & Information Technology

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“…To delimit the study, we see that there are many common features among most of the current tools geared to developing CT skills like code.org, Alice, Scratch, or Kodable: they are open and free for general use; they focus mainly on primary and secondary school students; and there is an explicit gaming characteristic, which facilitates the use by these learners and applies the proven benefits of games in education [6].…”

Section: Introductionmentioning

confidence: 99%

An Evaluation of Open Digital Gaming Platforms for Developing Computational Thinking Skills

Eguíluz¹,

Garaizar²,

Guenaga³

2018

Simulation and Gaming

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Due to business needs and the growing importance of technology in society, in recent years, the concept of computational thinking has emerged, especially focused on its inclusion in compulsory education as a relevant complement, transversal to traditional subjects. In parallel, various initiatives have developed interactive digital tools for learners to meet this type of thinking through a series of activities commonly framed as games. In this chapter, we evaluate many of the existing free access platforms to propose pedagogical, design, and content approaches with which they can be compared.

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“…Various studies have argued that it is essential for students to develop skills in CT before being introduced to introductory programming courses Kazimoglu, Kiernan, Bacon, & MacKinnon, 2012;Han, Kim, & Wohn, 2015). As such, researchers in the domain of computer science education have conducted various studies to understand the different skills and approaches that constitute CT and which methods and tools can be used to teach and support students enrolled for computer science majors (Kazimoglu et al, 2012;Moreno, 2012;Katai & Toth, 2010).…”

Section: Introductionmentioning

confidence: 99%