Promoting second graders’ attitudes towards technology through computational thinking instruction

Olmo‐Muñoz, Javier del; Gutiérrez, Ramón Cózar; González‐Calero, José Antonio

doi:10.1007/s10798-021-09679-1

Cited by 8 publications

(4 citation statements)

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“…Es cierto que en la literatura científica se indican mayores puntuaciones en cuanto al género masculino (Vandenberg et al, 2021;Del Olmo-Muñoz, et al, 2022), sin embargo, hay constancia de que la diferencia de género en el ámbito de la computación y la informática dependen del contexto sociocultural en el que se encuentren los estudiantes (Rachmatullah, et al, 2022) y de que interfieren los estereotipos de género inculcadas en edades tempranas (Master, et al, 2021). Hoy en día, en las sociedades desarrolladas, cada vez más alumnas se interesan por los estudios del ámbito científico gracias a la educación universal y al interés creciente en desarrollar estrategias de enseñanza-aprendizaje con perspectiva de género (Torres-Torres et al, 2021).…”

Section: Discussionunclassified

Alfabetización Computacional: Actividades musicales desenchufadas sobre el Desafío Internacional de Bebras

Durán¹,

García-Fernández²,

Galán³

2023

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Computer Literacy is a reality in current educational legislation. Within the STEAM competence approach, music education and the development of Computational Thinking (CT) are located in this discipline. In this work, unplugged musical activities are designed based on the Bebras challenges, and their effectiveness is evaluated in terms of CT development in students. A quasi-experimental study was carried out with pre-post test measures in a group of 220 Primary School students (experimental, N = 170; control, N = 50). The experimental group performed three blocks of unplugged musical activities. Computational Thinking Test using Bebras Problems (Lockwood and Moone, 2018) was used as an instrument. Variables of gender, course, environment and academic ability were taken into account. The results show a significant increase in CT in the experimental group at a general level and in the Bebras activities of medium and advanced levels of difficulty. Schoolchildren from the rural context showed higher scores in CT development compared to the urban one. No significant differences are observed in the rest of the variables. Finally, a higher level of correct answers was observed in "easy" activities, greater completion of "medium" activities and a decrease in both in "advanced" activities. La Alfabetización Computacional es una realidad en las legislaciones educativas actuales. Dentro del enfoque competencial STEAM, se ubica la educación musical y el desarrollo del Pensamiento Computacional (PC) en esta disciplina. En este trabajo se diseñan actividades musicales desenchufadas desde los desafíos de Bebras y se evalúa su eficacia en cuanto al desarrollo del PC en estudiantes. Se realizó un estudio cuasi-experimental con medidas pre-post test en un grupo de 220 escolares de Educación Primaria (experimental, N = 170; control, N = 50). El grupo experimental realizó tres bloques de actividades musicales desenchufadas. Como instrumento se utilizó Computational Thinking Test using Bebras Problems (Lockwood y Moone, 2018). Se tuvieron en cuenta variables de género, curso, entorno y capacidad académica. Los resultados muestran aumento significativo del PC en el grupo experimental a nivel general y en las actividades de Bebras de niveles medio y avanzado de dificultad. Los escolares de contexto rural mostraron puntuaciones mayores en el desarrollo del PC en comparación con el urbano. No se observan diferencias significativas en el resto de variables. Por último, se observó mayor nivel de respuestas correctas en actividades “fáciles”, mayor cumplimentación de actividades “medias” y descenso de ambas en actividades “avanzadas”.

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Section: Discussionunclassified

Alfabetización Computacional: Actividades musicales desenchufadas sobre el Desafío Internacional de Bebras

Durán¹,

García-Fernández²,

Galán³

2023

Red

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“…instructional design followed a blended approach, incorporating both u plugged CT sessions, with three unplugged and two plugged sessions (an e of them can be seen in Figure 3). This sequence of instruction has been succ mented in previous studies, as documented in references [17,58], and furthe activities can be consulted therein. What sets this research apart from the aforementioned studies is the different gamification techniques to the blended CT instructional sequence in the design section, the control group received CT instruction with shallow while the experimental group received CT instruction with a deeper level o First, we will outline the common aspects for both groups, followed by an the shallow gamification techniques and, finally, the deep gamification t ployed.…”

Section: Methodsmentioning

confidence: 98%

“…The instructional design followed a blended approach, incorporating both unplugged and plugged CT sessions, with three unplugged and two plugged sessions (an example of each of them can be seen in Figure 3). This sequence of instruction has been successfully implemented in previous studies, as documented in references [17,58], and further details of the activities can be consulted therein.…”

Section: Methodsmentioning

confidence: 99%

Exploring Gamification Approaches for Enhancing Computational Thinking in Young Learners

del Olmo-Muñoz,

Bueno-Baquero,

Cózar-Gutiérrez

et al. 2023

Education Sciences

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The integration of computational thinking (CT) in mathematics education is increasingly important due to its intersections with mathematical thinking and its role in the 21st century. Recent years have seen a growing interest in the use of innovative tools to enhance mathematics education, including the exploration of gamification techniques to improve student engagement. While previous research suggests that the inclusion of CT activities at an early age can positively impact students’ motivation and CT skills, the potential benefits of incorporating gamification techniques into CT instruction remain unexplored. In this study, we investigated the impact of shallow and deep gamification techniques on the CT skills and the intrinsic and extrinsic motivation of second-grade students in a blended teaching sequence that combined both unplugged and plugged CT activities. A quasi-experimental design was used with a control group and an experimental group. The findings suggest that both shallow and deep gamification techniques can be effective in improving CT skills in young students, but deep gamification may have a stronger impact on motivation. These results contribute to the growing body of literature on the integration of gamification techniques in CT instruction.

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“…Real-world problems can inspire and motivate students [1] and educational robotics is a suitable approach to apply STEM methodology in classrooms [2]- [6]. With the increased use of educational robotics, it has been noticed the importance of computational thinking in education [7], [8]. A trend in the research area of educational systems is the development of learning programming environments which make the programming tasks more friendly to beginner students [9].…”

Section: Introductionmentioning

confidence: 99%

Toward Embedding Robotics in Learning Environments With Support to Teachers: The IDEE Experience

Orlando,

Gaudioso,

de la Paz

2024

IEEE Trans. Learning Technol.

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Nowadays there is an increasing interest in using different technologies such as educational robotics in classrooms. However, in many cases, teachers have neither the necessary background to efficiently use these kits nor the information about how students are using robotics in class. To support teachers, learning environments with robotics tools should monitor the students' interaction data while they are interacting with the different resources provided. With the analysis of this data, teachers can obtain valuable information about students' learning progress. In previous work, we presented IDEE, an integrated learning environment that uses robotics to support physics laboratories in secondary education. Students' interactions with IDEE are stored and analyzed using the Additive Factor Model to show the teachers the most significant skills in the learning process and those students who have difficulties with these skills. Now, our goal is to enhance the information given to the teachers to allow them to focus on the specific needs of each student on every different skill involved in the activities and not only the significant skills. To this end, we use a Conjunctive Knowledge Tracing model based on a Hidden Markov Model. In this paper: i) we describe how the CKT model has been adapted to the pedagogical model of IDEE, ii) we show that this model can identify the skills that each student masters and thus, support teachers in identifying learning criticalities in students.

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Promoting second graders’ attitudes towards technology through computational thinking instruction

Cited by 8 publications

References 50 publications

Alfabetización Computacional: Actividades musicales desenchufadas sobre el Desafío Internacional de Bebras

Alfabetización Computacional: Actividades musicales desenchufadas sobre el Desafío Internacional de Bebras

Exploring Gamification Approaches for Enhancing Computational Thinking in Young Learners

Toward Embedding Robotics in Learning Environments With Support to Teachers: The IDEE Experience

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