Computational thinking in K-12 education. An insight through meta-analysis

2021 ◽  
pp. 1-26
Author(s):  
José Miguel Merino-Armero ◽  
José Antonio González-Calero ◽  
Ramón Cózar-Gutiérrez
Keyword(s):  
Meta Analysis ◽  
Computational Thinking ◽  
K 12

Educational Robots Improve K-12 Students’ Computational Thinking and STEM Attitudes: Systematic Review

2021 ◽  
pp. 073563312199407
Author(s):  
Yanjun Zhang ◽  
Ronghua Luo ◽  
Yijin Zhu ◽  
Yuan Yin
Keyword(s):  
Systematic Review ◽  
Meta Analysis ◽  
Computational Thinking ◽  
Learning Effects ◽  
Short Term ◽  
Stem Attitudes ◽  
Interdisciplinary Nature ◽  
Mean Differences ◽  
K 12 ◽  
Educational Robots

Due to the interdisciplinary nature of robotics, more and more attention has been paid to its effectiveness in the field of education in recent years. This systematic review evaluated existing studies in improving K-12 students’ computational thinking and STEM attitudes. Research articles published between 2010 and 2019 were collated from major databases according to six criteria, and 17 studies were eligible. A meta-analysis was conducted to evaluate the effectiveness of educational robots in terms of standardized mean differences (SMD) or mean differences (MD) of test scores as outcome measures. The overall effect size was medium (SMD = 0.46, 95% CI: 0.23–0.69). Subgroup analysis found that some groups to have better effectiveness. Specifically, the effect of STEM attitudes (SMD = 0.01) was smaller than computational thinking (SMD = 0.48). Educational robots had more significant effect on boys (MD = 0.39) than girls (MD = 0.27). The effect in primary school (SMD = 0.27) was higher than in middle school (SMD = 0.04), and the effect was great on short-term instruction with educational robots (SMD = 0.35). Based on these results, the study makes some recommendations for educators about strengthening the influence of educational robots on STEM attitudes, improving the persistence of their learning effects, and further exploring their application models.

A meta-analysis of self-monitoring on reading performance of K–12 students.

2018 ◽  
Vol 33 (1) ◽  
pp. 160-168 ◽  
Author(s):  
Guadalupe Guzman ◽  
Taryn S. Goldberg ◽  
H. Lee Swanson
Keyword(s):  
Meta Analysis ◽  
Reading Performance ◽  
Self Monitoring ◽  
K 12

scholarly journals Effects of Gamification on Behavioral Change in Education: A Meta-Analysis

2021 ◽  
Vol 18 (7) ◽  
pp. 3550
Author(s):  
Jihoon Kim ◽  
Darla M. Castelli
Keyword(s):  
Behavioral Change ◽  
Information Science ◽  
Meta Analysis ◽  
Learning Outcome ◽  
Random Effects Model ◽  
Educational Setting ◽  
Short Term ◽  
Analytic Review ◽  
K 12 ◽  
Academic Search

Background: Gamified reward systems, such as providing digital badges earned for specific accomplishments, are related to student engagement in educational settings. The purpose of this study was to conduct a meta-analytic review to quantify the effects of gamified interventions on student behavioral change. Methods: A meta-analysis was performed using the following databases: The Academic Search Complete, Communication & Mass Media Complete, Education Source, ERIC, Library Information Science & Technology Abstracts, and PsycINFO. Inclusion in the review required: (a) peer-reviewed conducted between 2010 and 2019, (b) experimental controlled design, (c) gamification elements, and (d) educational setting. Results: Using a random-effects model, a statistically significant (Cohen’s d (ES) = 0.48, 95% CI = 0.33, 0.62) gamification effect was evidenced by moderate and positive grand effects sizes (ES). Gamification effects were higher with adults in higher education (ES = 0.95) than K-12 students (ES = 0.92). Brief interventions delivered in days or less than 1 week were significantly more effective (ES = 1.57) than interventions lasting up to 20 weeks (ES = 0.30). Interventions incorporating gamification elements across years (ES = −0.20) was adversely associated with behavioral change. Conclusions: Findings suggest that short-term over longer-term gamified interventions might be a promising way to initiate changes in learner’s behaviors and improve learning outcome.

Preparing Special Education Preservice Teachers to Teach Computational Thinking and Computer Science in Mathematics

2021 ◽  
pp. 088840642199237
Author(s):  
Emily C. Bouck ◽  
Phil Sands ◽  
Holly Long ◽  
Aman Yadav
Keyword(s):  
Special Education ◽  
Preservice Teachers ◽  
Computer Science ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Computational Thinking ◽  
Lesson Plans ◽  
Methods Course ◽  
Mathematics Methods ◽  
K 12

Increasingly in K–12 schools, students are gaining access to computational thinking (CT) and computer science (CS). This access, however, is not always extended to students with disabilities. One way to increase CT and CS (CT/CS) exposure for students with disabilities is through preparing special education teachers to do so. In this study, researchers explore exposing special education preservice teachers to the ideas of CT/CS in the context of a mathematics methods course for students with disabilities or those at risk of disability. Through analyzing lesson plans and reflections from 31 preservice special education teachers, the researchers learned that overall emerging promise exists with regard to the limited exposure of preservice special education teachers to CT/CS in mathematics. Specifically, preservice teachers demonstrated the ability to include CT/CS in math lesson plans and showed understanding of how CT/CS might enhance instruction with students with disabilities via reflections on these lessons. The researchers, however, also found a need for increased experiences and opportunities for preservice special education teachers with CT/CS to more positively impact access for students with disabilities.

scholarly journals Computational Thinking, Between Papert and Wing

2021 ◽  
Author(s):  
Michael Lodi ◽  
Simone Martini
Keyword(s):  
Science Education ◽  
Computer Science ◽  
Computer Science Education ◽  
Computational Thinking ◽  
School Curriculum ◽  
Common Theme ◽  
Technical Content ◽  
Technical Competencies ◽  
K 12 ◽  
Affective Involvement

AbstractThe pervasiveness of Computer Science (CS) in today’s digital society and the extensive use of computational methods in other sciences call for its introduction in the school curriculum. Hence, Computer Science Education is becoming more and more relevant. In CS K-12 education, computational thinking (CT) is one of the abused buzzwords: different stakeholders (media, educators, politicians) give it different meanings, some more oriented to CS, others more linked to its interdisciplinary value. The expression was introduced by two leading researchers, Jeannette Wing (in 2006) and Seymour Papert (much early, in 1980), each of them stressing different aspects of a common theme. This paper will use a historical approach to review, discuss, and put in context these first two educational and epistemological approaches to CT. We will relate them to today’s context and evaluate what aspects are still relevant for CS K-12 education. Of the two, particular interest is devoted to “Papert’s CT,” which is the lesser-known and the lesser-studied. We will conclude that “Wing’s CT” and “Papert’s CT,” when correctly understood, are both relevant to today’s computer science education. From Wing, we should retain computer science’s centrality, CT being the (scientific and cultural) substratum of the technical competencies. Under this interpretation, CT is a lens and a set of categories for understanding the algorithmic fabric of today’s world. From Papert, we should retain the constructionist idea that only a social and affective involvement of students into the technical content will make programming an interdisciplinary tool for learning (also) other disciplines. We will also discuss the often quoted (and often unverified) claim that CT automatically “transfers” to other broad 21st century skills. Our analysis will be relevant for educators and scholars to recognize and avoid misconceptions and build on the two core roots of CT.

Deriving a Gamified Learning-Design Framework Towards Sustainable Community Engagement and Mashable Innovations in Smart Cities

2018 ◽  
Vol 9 (1) ◽  
pp. 1-22 ◽  
Author(s):  
Chien-Sing Lee ◽  
Kuok-Shoong Daniel Wong
Keyword(s):  
High School Students ◽  
Community Engagement ◽  
Success Factors ◽  
Smart Cities ◽  
Meta Analysis ◽  
Computational Thinking ◽  
School Students ◽  
Art And Design ◽  
Gamified Learning ◽  
Design Factors

Science, technology, engineering and mathematics (STEM) and the inclusion of art and design into STEM (STEAM) as a mediator are increasingly emphasized in innovation and entrepreneurial blueprints across countries due to smart cities. Knowledge creation/construction towards a thriving ecosystem however, is not a given. This exploratory study aims to derive design factors for community engagement and possible mashable opportunities/innovations in smart city communities. We present a meta-analysis of two gamified media-model maker opportunities carried out among Malaysian high school students. These are designed based on computational thinking and different design theories which take into account: a) deriving design factors/requirements (success factors) and barriers to gamified learning; b) mapping and intertwining of different models as genetic blueprint for gamified learning; c) refinement of the authors' socio-cognitive-HCI framework; d) possibilities for personalized inclusive design.

scholarly journals The Big Why of Implementing Computational Thinking In STEM Education: A Systematic Literature Review

2021 ◽  
Vol 6 (3) ◽  
pp. 272-289
Author(s):  
Norhafizan Abdul Wahab ◽  
Othman Talib ◽  
Fazilah Razali ◽  
Nurzatulshima Kamarudin
Keyword(s):  
Literature Review ◽  
Stem Education ◽  
Systematic Literature Review ◽  
Web Of Science ◽  
Meta Analysis ◽  
Computational Thinking ◽  
Considerable Effect ◽  
Research Gaps ◽  
Prisma Statement

Computational Thinking (CT) has been increasingly embraced as a reformation in STEM education. This paper discusses why the implementation of CT would have a considerable effect on STEM education. The first objective of this systematic literature review is to identify the subjects that incorporate the most elements of CT in STEM education. Secondly, it aims to provide an overview of CT practices in the classrooms. Finally, the major findings of this study seek to discuss the benefits and challenges of the use of CT in STEM education. Fifteen articles were methodically selected from Scopus, Web of Science, Dimensions, and Google Scholar databases as the relevant studies to be discussed in this systematic study, based on the PRISMA Statement (Preferred Reporting Items for Systematic Reviews and Meta-Analysis) review technique. This review identifies current research gaps and directions for the practice and implementation of CT in STEM education. Further analysis of the articles has contributed to a conclusion that CT has become more widespread and multi-disciplinary and seems to have propagated improvements in STEM education. Still, a new study is required, especially on long-term implications.

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