scholarly journals Designing Analog Games that Engage Girls with Computer Science Concepts

2020 ◽  
Vol 11 (2) ◽  
pp. 17-26
Author(s):  
Elisabeth Gee ◽  
Kelly M. Tran ◽  
Priyanka Parekh
Keyword(s):  
Middle School ◽  
Computer Science ◽  
Design Process ◽  
Computational Thinking ◽  
Learning Objectives ◽  
School Age ◽  
Game Mechanics ◽  
Design Case ◽  
Science Concepts ◽  
Future Work

This design case describes the development of three analog games intended to introduce middle-school-age girls to core computer science (CS) concepts. We describe the learning objectives, game mechanics, and narrative elements of each game, and some key problems and decisions that we confronted during the design process. Our design process was guided by two key goals and assumptions: (a) the games should help players develop a situated understanding of CS concepts through engaging them in computational thinking (CT) practices associated with each concept, and (b) game mechanics and story elements should be meaningfully integrated with and supportive of the games’ learning objectives. We discuss several challenges that we encountered in the design process, both in identifying CT practices that lent themselves to game mechanics, and in finding ways to embed mechanics into stories in a meaningful way. Data from gameplay sessions suggests that, on the whole, girls found the games engaging and improved their understanding of CS concepts. However, we conclude that we were only partially successful in achieving our design goals. Testing the facilitator guides with a broader set of users and integrating the facilitator role into gameplay and story are potential goals for future work.

Is it possible that playing a video game might help you improve your computational thinking abilities?

2022 ◽  
Vol 1 (2) ◽  
Author(s):  
Ceylan Zhao ◽  
Timothy Burgess
Keyword(s):  
Middle School ◽  
Computer Science ◽  
Video Game ◽  
Detrimental Effect ◽  
Computational Thinking ◽  
Behavioral Effects ◽  
Future Research ◽  
Students Attitudes ◽  
Feature Constraints

In this research, we looked at the cognitive and behavioral effects of playing Penguin Go, a video game that was created to help middle school kids improve their computational thinking (CT) abilities. Apart from the general efficacy of the game, we looked at the effects of a single game feature—constraints on the amount of blocks that may be used in a solution. Students' CT abilities increased dramatically after playing Penguin Go for fewer than two hours, according to the findings, but the extra limits had no meaningful effect on learning. Furthermore, although the game as a whole had no effect on students' views toward computer science, the limitations condition of the game had a detrimental effect on students' attitudes toward computer science. The outcomes of this study, as well as suggested possibilities for future research in the area of employing these sorts of games to build computational thinking abilities, are reviewed.

scholarly journals Computational Thinking Integration Strategy for the Urban Middle School Classroom

2018 ◽  
Vol 3 (3) ◽  
pp. 51 ◽  
Author(s):  
Lauren Birney ◽  
Denise McNamara
Keyword(s):  
Middle School ◽  
New York ◽  
Computer Science ◽  
Science Teachers ◽  
Computational Thinking ◽  
Field Station ◽  
Science Project ◽  
Digital Platform ◽  
School Classroom ◽  
K 12

This article provides an overview of the work pioneered by the consortium of collaborators in the Billion Oyster Curriculum and Community Enterprise for Restoration Science Project (BOP-CCERS). The BOP-CCERS are working to support computational thinking in the New York City public school classrooms by creating curriculum which combines:1. The Field Station Research (Oyster Restoration Stations) and data collection2. The Billion Oyster Project Digital Platform and data input and storage 3. The New York State Science Intermediate Level Learning Standards. 4. The Computer Science Teachers Association K-12 Computer Science StandardsThe integration of computational thinking in the STEM middle school classroom is showcased through the intertwining of these dimensions into a trans-disciplinary learning experience that is rich in both content and practice. Students will be able to explain real-world phenomena found in their own community and design possible solutions through the key components of computational thinking.The Curriculum and Community Enterprise for Restoration Science Project digital platform and curriculum will be the resources that provide the underpinnings of the integration of computational thinking in the STEM middle school classroom. The primary functions of the platform include the collection and housing of the data pertaining to the harbor and its component parts, both abiotic and biotic and the storage of the curriculum for both the classroom and the field stations.

Understanding Computational Thinking before Programming

2011 ◽  
Vol 1 (3) ◽  
pp. 30-52 ◽  
Author(s):  
Cagin Kazimoglu ◽  
Mary Kiernan ◽  
Liz Bacon ◽  
Lachlan MacKinnon
Keyword(s):  
Computer Science ◽  
Computational Thinking ◽  
Learning Approaches ◽  
Skills Acquisition ◽  
Game Based Learning ◽  
Game Play ◽  
Introductory Programming ◽  
Science Concepts ◽  
Game Elements ◽  
Applied Knowledge

This paper outlines an innovative game-based approach to learning introductory programming that is grounded in the development of computational thinking at an abstract conceptual level, but also provides a direct contextual relationship between game-play and learning traditional introductory programming. The paper proposes a possible model for, and guidelines in support of, this games-based approach contextualized by an analysis of existing research into the issues of learning programming and game based learning approaches. Furthermore, the proposed game-based learning model focuses not only on procedural and applied knowledge and associated skills acquisition in computational thinking, but also provides contextualised theoretical knowledge on Computer Science concepts. By way of illustration, the authors introduce a game prototype currently being developed to combine a puzzle solving game-play that uses Computer Science concepts as the game elements.

scholarly journals Engaging Students in Curriculum Development Through Design Thinking: A Course Design Case

2020 ◽  
Vol 11 (3) ◽  
pp. 107-125
Author(s):  
Sarah Rutherford
Keyword(s):  
Curriculum Development ◽  
Design Process ◽  
Development Process ◽  
Design Thinking ◽  
Course Design ◽  
Student Experience ◽  
Learning Objectives ◽  
Detailed Evaluation ◽  
Design Case ◽  
Student Input

This design case documents the motivations, decisions, and results of an experimental course that involved students in the curriculum development process through the use of design thinking methodology. Primary points of student input were determining assignment topics, developing learning objectives, and contributing to the design of grading assessment. The case also examines the student experience and provides a detailed evaluation of the process, including an assessment of the benefits of the approach and a dissection of the unforeseen obstacles in the design process. In this investigation into the intention and execution of the course, educators may find the inspiration and framework to adapt this approach for their own courses.

scholarly journals Patterns of Computational Thinking Development while Solving Unplugged Coding Activities Coupled with the 3S Approach for Self-Directed Learning

2020 ◽  
Vol 9 (3) ◽  
pp. 1025-1045
Author(s):  
Arinchaya Threekunprapa ◽  
Pratchayapong Yasrİ
Keyword(s):  
High School ◽  
High School Students ◽  
Computer Science ◽  
Computational Thinking ◽  
Cost Effective ◽  
Self Directed Learning ◽  
School Students ◽  
Directed Learning ◽  
Science Concepts ◽  
The Cost

Using unplugged coding activities to promote computational thinking (CT) among secondary learners has become increasing popular. Benefits of using unplugged coding activities involve the cost-effective implementation, the ability to promote computer science concepts and self-efficacy in learning computer programming, and the engaging nature of active learning through collaboration. However, there is insufficient information regarding qualitative investigation on how learners develop their CT skills while working on unplugged coding tasks. This study therefore developed unplugged coding activities using flowcharts for high school students to learn computer science concepts, and to promote their CT skills. The activities consisted of five missions encompassing the concepts of sequence, repetition, input & variable, condition, and loop with condition. The data collection was carried out with 120 high students whose participation was video recorded and observed. A thematic analysis revealed that patterns of CT development started from initially developed, to partially developed and fully developed stages, respectively. The various stages were derived from different abilities to apply the computer science concepts to complete the missions with different expressions of CT skills. In addition, the study proposed a 3S self-directed learning approach for fostering the CT development, composing of self-check (in pairs), self-debug (in pairs), and scaffolding. It is therefore suggested to use the 3S model integrated with the unplugged coding activities for developing CT among high school learners.

scholarly journals Computational Thinking Tools: Analyzing concurrency and its representations

2018 ◽  
Vol 9 (1) ◽  
pp. 1
Author(s):  
Cleyton Slaviero ◽  
Edward Herman Haeusler
Keyword(s):  
Computer Science ◽  
Computational Thinking ◽  
Software System ◽  
Systematic Analysis ◽  
Science Concepts ◽  
Games And Simulations ◽  
Thinking Tools ◽  
Future Learning

Computational thinking (CT) tools, as a software system, express their designers' perspective on how a selected set of Computer Science concepts should be introduced, typically hiding details to avoid unnecessary complexity. This paper focuses on how concurrency is dealt with by five well-known tools in this domain: Scratch, Alice, AgentSheets, NetLogo and Greenfoot. We present the results of a systematic analysis contrasting their model of concurrent behavior with the corresponding metamessages, the messages about messages of concurrency, that trigger users' interpretation and learning of concurrency-related concepts. We present and discuss the conceptualizations that potentially emerge from using these five tools and compare them with established concurrency concepts. Our findings indicate opportunities for an explicit exploration of how some concurrency aspects are implemented in games and simulations built with CT tools. We believe that this might facilitate future learning and comprehension of complex concurrency concepts, considering that the knowledge embedded in these tools can also influence students’ understanding of concurrency.

scholarly journals A report on strategies for motivating and developing the computational thinking for and by women

2020 ◽  
Vol 3 (1) ◽  
pp. 34
Author(s):  
Camila Do Amaral Sass ◽  
Julia Baldi De Luccas ◽  
Lara Tenore Ferreira ◽  
Carla Lopes Rodriguez ◽  
Denise Hideko Goya ◽  
...  
Keyword(s):  
High Schools ◽  
Computer Science ◽  
Local Community ◽  
Computational Thinking ◽  
Female Participation ◽  
Institutional Level ◽  
Programming Logic ◽  
Preliminary Research ◽  
Future Work ◽  
External Community

INTRODUCTION : Initiatives to engage girls and women in STEM-related areas have been successfully reported in the literature. However, such initiatives should involve the participation of the local community and address their needs and interests. OBJECTIVE : This article reports a project that aims to apply different strategies to motivate and teach computational thinking for women, led by students of Science and Technology at UFABC. METHOD : The methodology proposes three working branches: research (understanding the factors that discourage girls from the Computer Science course), outreach actions and teaching programming logic for women. RESULTS : Preliminary research revealed a female participation of less than 18% in all subjects of the course and a percentage lower than 15% of female graduates. The teaching actions had a total of 61 graduates. The events held (workshop and seminar) had about 80 participants. CONCLUSION : The actions of research, teaching, extension and dissemination of this project managed to engage more than 200 women and contemplate the interests of the internal and external community to UFABC. As future work, the initiatives will be extended to high schools in the region. The methodology should be consolidated and applied at the institutional level to include other STEM courses at UFABC.

Understanding Computational Thinking before Programming

2013 ◽  
pp. 316-338 ◽  
Author(s):  
Cagin Kazimoglu ◽  
Mary Kiernan ◽  
Liz Bacon ◽  
Lachlan MacKinnon
Keyword(s):  
Computer Science ◽  
Computational Thinking ◽  
Learning Approaches ◽  
Skills Acquisition ◽  
Game Based Learning ◽  
Game Play ◽  
Introductory Programming ◽  
Science Concepts ◽  
Game Elements ◽  
Learning Programming

This paper outlines an innovative game-based approach to learning introductory programming that is grounded in the development of computational thinking at an abstract conceptual level, but also provides a direct contextual relationship between game-play and learning traditional introductory programming. The paper proposes a possible model for, and guidelines in support of, this games-based approach contextualized by an analysis of existing research into the issues of learning programming and game based learning approaches. Furthermore, the proposed game-based learning model focuses not only on procedural and applied knowledge and associated skills acquisition in computational thinking, but also provides contextualised theoretical knowledge on Computer Science concepts. By way of illustration, the authors introduce a game prototype currently being developed to combine a puzzle solving game-play that uses Computer Science concepts as the game elements.

scholarly journals Exploring problem decomposition and program development through block-based programs

2019 ◽  
Vol 3 (1) ◽  
pp. 3-16
Author(s):  
Kyungbin Kwon ◽  
Jongpil Cheon
Keyword(s):  
Middle School ◽  
Science Education ◽  
Computer Science ◽  
Program Development ◽  
Computer Science Education ◽  
Computational Thinking ◽  
Problem Decomposition ◽  
Development Processes ◽  
Block Based ◽  
K 12

Although teachers need to assess computational thinking (CT) for computer science education in K-12, it is not easy for them to evaluate students’ programs based on the perspective. The purpose of this study was to investigate students’ CT skills reflected in their Scratch programs. The context of the study was a middle school coding club where seven students voluntarily participated in a five-week coding activity. A total of eleven Scratch programs were analyzed in two aspects: problem decomposition and program development. Results revealed that students demonstrated proper decompositions of problems, which supported program development processes. However, in some cases, students failed to decompose necessary parts as their projects got sophisticated, which resulted in the failure or errors of programs. Regarding program development, algorythmic thinking had been identified as the area to be improved. Debugging and evaluation of programs were the necessary process students needed to practice. Implications for teaching CT skills were discussed.

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