ScratchThAI: A conversation-based learning support framework for computational thinking development

Abstract

Computational Thinking (CT) has been formally incorporated into the National Curriculum of Thailand since 2017, where Scratch, a block-based visual programming language, has been widely adopted as CT learning environment for primary-level students. However, conducting hands-on coding activities in a classroom has caused substantial challenges including mixed-ability students in the same class, high student-teacher ratio and learning-hour limitation. This research proposes and develops ScratchThAI as a conversation-based learning support framework for computational thinking development to support both students and teachers. More specifically, it provides learning experiences tailored to individual needs. Students can learn CT concepts and practice online coding anywhere, anytime. Moreover, through its ScratChatbot, students can ask for CT concept explanations, coding syntax or practice exercises. Additional exercises may be assigned to students based on the diagnosed individual learning difficulties in a particular topic to provide possible and timely intervention. Teachers can track learning progress and performance of the whole class as well as of individuals through the dashboard and can take suitable intervention within limited school hours. Deploying ScratchThAI to several Thai schools has enabled this research to investigate its effectiveness in a school setting. The obtained results indicated positive teacher satisfaction, better learning performance and higher student engagement. Thus, ScratchThAI contributes as a possible and practical solution to CT skill development and CT education improvement under the aforementioned challenges in Thailand.

Analysis of Scratch Software in Scientific Production for 20 Years: Programming in Education to Develop Computational Thinking and STEAM Disciplines

“…Focusing on the evolution of the Scratch themes and keywords, the results of the P1 study show how play and thinking skills are key driving terms for programming by playing in education because students can create interactive games that teach specific concepts in a fun and engaging way as argued by [60], and that are compatible with the teaching of robotics [63,64] by bringing mathematical concepts and problem solving into play in a proficient way, as pointed out by [23,24]. In P2, the research results present CT and school as the motor themes and keywords, in line with [3][4][5][6], which point out that through Scratch, CT skills can be developed in schools with many countries including it in their educational plans. In P3, the driving themes of this study are implementation and curriculum, in line with [39,79], which considers it necessary to introduce subjects or areas related to information and communication technology (ICT) or computer science in education that develop programming skills from an early age.…”

“…This drop can be explained by the appearance of the COVID-19 pandemic, as has occurred in other educational fields such as robotics [70] or STEAM [110]. The performance of the scientific production shown in the study consolidated English as the language most used in publications and the USA as the country that has most promoted Scratch-EDU documents, despite being a collaborative programme and a community that reaches millions of users around the world [3][4][5][6]36,94]. This could be due to the fact that the English language is more present in scientific articles.…”

“…Twenty-first century learning skills and abilities are a necessity in our rapidly changing times [1] due to the onslaught of technology and are of great importance to the new generations [2]. In recent years, many countries have updated curricula and syllabuses in compulsory education [3][4][5][6] by introducing the basic concepts of computing and science, to develop students' computational thinking (CT) skills, thus fostering other subjects such as science, technology, engineering and mathematics (STEM) disciplines [7], so that young people are equipped to face the challenges of the future and to make the most of the opportunities offered by technology [8]. One of the ways to develop this STEM field as a teaching tool [9] is block programming from an early age.…”

Game-Based Learning for Students’ Computational Thinking: A Meta-Analysis

“…It has been reported that GBL motivates students and improves their learning performance (Hwang et al, 2015). GBL has also been found to have a positive effect on CT and problem-solving skills (Cakir et al, 2021;Katchapakirin et al, 2022;Partovi & Razavi, 2019).…”

The implementation of chatbot-mediated immediacy for synchronous communication in an online chemistry course

“…Their system, Rexy, was tested with on-campus undergraduate students at the Politecnico di Milano with much success (Benedetto & Cremonesi, 2019 ). Another example is Katchapakirin et al’s ( 2022 ) ScratchThAI and ScratChatbot, which when integrated into MIT Scratch Environment allowed students to request personalised practice assignments and learning materials to pick up Computational Thinking and coding. At the same time, their system gathered data on weaker students finishing fewer and less difficult practice assignments, allowing targeted monitoring by teachers.…”