To code or not to code: Introducing coding in primary schools

Videnovik, Maja; Vlahu‐Gjorgievska, Elena; Trajkovik, Vladimir

doi:10.1002/cae.22369

Cited by 10 publications

(7 citation statements)

References 31 publications

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“…Therefore, these game activities were required to simulate real problem-solving environments and students had to solve problems cooperatively by doing or through experience. Videnovik et al (2021) organized a game-based learning activity based on constructivist learning theory. In this activity, students acquired basic programming knowledge by playing games, and transferred the knowledge onto other programming tools (Scratch, Micro:bit) to collaborate on game projects.…”

Section: Theoretical Foundationsmentioning

confidence: 99%

“…Flow theory emphasizes the overall feeling that is generated when people are fully engaged in an activity, which is closely related to motivation (Mihaly, 2000). (Seralidou & Douligeris, 2021), (Pellas & Peroutseas, 2016), (Turchi et al, 2019), (Lin et al, 2020), (Munoz et al, 2018), (Videnovik et al, 2021) individual and collaborative with the student individually completing the task in the single player mode. The collaborative mode involved one student setting a challenge for another to solve, without competition, although the two were allowed to communicate and help each other.…”

Section: Theoretical Foundationsmentioning

confidence: 99%

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Teaching and Learning Computational Thinking Through Game-Based Learning: A Systematic Review

Wang,

Cheng,

2023

Journal of Educational Computing Research

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Computational thinking (CT) is considered a fundamental skill that everyone in the 21st century should have. Game-based learning (GBL) may be used to teach CT, and it’s necessary to clarify how to design and implement game-based CT teaching. The literature was systematically searched for empirical studies published between 2011 and 2021. Thirty-nine studies were included in the review and findings suggested that GBL has positive effects on CT, but has non-significant effects on some CT elements (e.g., conditions, triggers, and abstraction) because of limited time to learn these elements and students’ preferences for using CT elements. Game elements, particularly clear goals and rules, progressive challenges, immediate feedback, storyline, avatar, social interaction and various reward mechanisms were used to motivate students to engage in activities to develop CT. Furthermore, single or multiple theoretical foundations, such as constructivist learning theory and experiential learning theory, may guide the design and implementation of game-based activities. Problem-solving, project-based approaches were used to encourage students to use CT to solve problems or complete a project. Finally, guidelines for designing and implementing game-based learning activities for promoting CT were discussed.

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Section: Theoretical Foundationsmentioning

confidence: 99%

Section: Theoretical Foundationsmentioning

confidence: 99%

Teaching and Learning Computational Thinking Through Game-Based Learning: A Systematic Review

Wang,

Cheng,

2023

Journal of Educational Computing Research

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“…For a decade, there has been a focus on educational reform in the form of educational apps. As most young students are familiar with mobile technologies, it is also common to use mobile devices for educational purposes (Videnovik et al, 2021). Given the increase in the use of mobile technology and the ubiquity of various smart mobile devices, learning experiences can also be ubiquitous, personalized, and outside of formal learning environments (Booton et al, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Furthermore, to encourage the widest participation in science and relative fields by women and underrepresented minorities (Dietz et al, 2021, p. 291). In addition, students exposed to CT, coding, and STEM opportunities early on develop fewer genderbased stereotypes regarding relative careers associated with work and life (Bati, 2021;Sullivan & Strawhacker, 2021;Videnovik et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Can Preschoolers Learn Computational Thinking and Coding Skills with ScratchJr? A Systematic Literature Review

Papadakis

2022

International Journal of Educational Reform

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Computational Thinking (CT) and the understanding of how programs are being executed is internationally acknowledging as a necessity for today's students and citizens of tomorrow. Despite the multifaceted nature of CT, the introduction of CT and associate concepts such as coding is regarded as developmental acceptable for preschool and kindergarten children. For a decade, there has been a focus on educational reform in the form of educational apps. For young children, an influx of mobile apps offering various interfaces and styles promote themselves as having educational value to introduce children aged 5–7 to essential CT, coding, and problem-solving skills. On the contrary, little is known about the educational value of these apps. The fast pace at which developers produce these apps and the breadth of the available apps have gone beyond what it is reasonable for researchers and experts in the domain to evaluate. This article presents a literature review on how the ScratchJr app affects young children's CT, coding, and general literacy skills. The literature review includes 18 studies. The main conclusion is that although ScratchJr is not a panacea, it seems to be a helpful app that positively affects children's CT and coding skills.

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“…The educational elements that were supposed to be implemented mostly acquire higher-order thinking skills (creativity, algorithmic thinking, cooperation, critical thinking, and problem solving) [56]. Implementation of these outcomes in coding gives students an opportunity chance to solve problems and to experiment creatively [57]. Students understand that they can learn from their mistakes, which increases their confidence in a fun and exciting way.…”

Section: Ideate Phase: Ideating Aspects Of the Digital Escape Room-st...mentioning

confidence: 99%

Migration of an Escape Room–Style Educational Game to an Online Environment: Design Thinking Methodology

Videnovik¹,

Vold²,

Dimova³

et al. 2022

JMIR Serious Games

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Background The COVID-19 pandemic outbreak has led to a sudden change in education, closing schools and shifting to online teaching, which has become an enormous challenge for teachers and students. Implementing adequate online pedagogical approaches and integrating different digital tools in the teaching process have become a priority in educational systems. Finding a way to keep students' interest and persistence in learning is an important issue that online education is facing. One possible way to establish engaging and interactive learning environments, using the energy and enthusiasm of students for educational purposes, is the use of game-based learning activities and gamification of different parts of the educational process. Objective This paper presents a use case of migrating an escape room–style educational game to an online environment by using the design thinking methodology. We wanted to show that the design thinking methodology is useful to create engaging and motivating online games that provide educational value. Methods Starting from students’ perspective, we created a simple digital escape room–style game where students got an opportunity to self-assess their knowledge in computer science at their own pace. Students tested this prototype game, and their opinions about the game were collected through an online survey. The test's goal was to evaluate the students' perceptions about the implemented digital escape room–style educational game and gather information about whether it could achieve students' engagement in learning computer science during online teaching. Results In total, 117 students from sixth and seventh grades completed the survey regarding the achieved student engagement. Despite the differences in students’ answers about game complexity and puzzle difficulty, most students liked the activity (mean 4.75, SD 0.67, on a scale from 1 to 5). They enjoyed the game, and they would like to participate in this kind of activity again (mean 4.74, SD 0.68). All (n=117, 100%) students found the digital escape room–style educational game interesting for playing and learning. Conclusions The results confirmed that digital escape room–style games could be used as an educational tool to engage students in the learning process and achieve learning outcomes. Furthermore, the design thinking methodology proved to be a useful tool in the process of adding novel educational value to the digital escape room–style game.

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To code or not to code: Introducing coding in primary schools

Cited by 10 publications

References 31 publications

Teaching and Learning Computational Thinking Through Game-Based Learning: A Systematic Review

Teaching and Learning Computational Thinking Through Game-Based Learning: A Systematic Review

Can Preschoolers Learn Computational Thinking and Coding Skills with ScratchJr? A Systematic Literature Review

Migration of an Escape Room–Style Educational Game to an Online Environment: Design Thinking Methodology

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