USING SCOTTIE GO! AS GAME BASED LEARNING TOOL FOR COMPUTATIONAL THINKING COURSE

Despite the prevalence of game-based learning (GBL), most applications of GBL focus on teaching routine skills that are easily teachable, drill-able, and testable. Much less work has examined complex cognitive skills such as computational thinking, and even fewer are projects that have demonstrated commercial or critical success with complex learning in game contexts. Yet, recent successes in the games industry have provided examples of success in game-based complex learning. This article represents a series of case studies on those successes. We interviewed game designers Zach Gage and Jack Schlesinger, creators of Good Sudoku, and Zach Barth, creator of Zachtronics games, using reflexive thematic analysis to thematize findings. We additionally conducted a close play of Duolingo following Bizzocchi and Tanenbaum’s adaptation of close reading. Several insights result from these case studies, including the practice of game design as instructional design, the use of constructionist environments, the tensions between formal education and informal learning, and the importance of entrepreneurialism. Specific recommendations for GBL designers are provided.

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Designing Educational Games

Gamification for Human Factors Integration - Advances in Human and Social Aspects of Technology ◽

10.4018/978-1-4666-5071-8.ch011 ◽

2014 ◽

pp. 181-198 ◽

Cited By ~ 6

Author(s):

Stephen Tang ◽

Martin Hanneghan

Keyword(s):

Game Design ◽

Teaching And Learning ◽

Educational Games ◽

Educational Game ◽

Game Based Learning ◽

Computing Technology ◽

Learning Tool ◽

Educational Content ◽

Constructive Learning ◽

Informal Approach

Play has been an informal approach to teach young ones the skills of survival for centuries. With advancements in computing technology, many researchers believe that computer games1 can be used as a viable teaching and learning tool to enhance a student’s learning. It is important that the educational content of these games is well designed with meaningful game-play based on pedagogically sound theories to ensure constructive learning. This chapter features theoretical aspects of game design from a pedagogical perspective. It serves as a useful guide for educational game designers to design better educational games for use in game-based learning. The chapter provides a brief overview of educational games and game-based learning before highlighting theories of learning that are relevant to educational games. Selected theories of learning are then integrated into conventional game design practices to produce a set of guidelines for educational games design.

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Designing Educational Games

Gamification ◽

10.4018/978-1-4666-8200-9.ch028 ◽

2015 ◽

pp. 576-594 ◽

Cited By ~ 1

Author(s):

Stephen Tang ◽

Martin Hanneghan

Keyword(s):

Game Design ◽

Teaching And Learning ◽

Educational Games ◽

Educational Game ◽

Game Based Learning ◽

Computing Technology ◽

Learning Tool ◽

Educational Content ◽

Constructive Learning ◽

Informal Approach

Play has been an informal approach to teach young ones the skills of survival for centuries. With advancements in computing technology, many researchers believe that computer games1 can be used as a viable teaching and learning tool to enhance a student's learning. It is important that the educational content of these games is well designed with meaningful game-play based on pedagogically sound theories to ensure constructive learning. This chapter features theoretical aspects of game design from a pedagogical perspective. It serves as a useful guide for educational game designers to design better educational games for use in game-based learning. The chapter provides a brief overview of educational games and game-based learning before highlighting theories of learning that are relevant to educational games. Selected theories of learning are then integrated into conventional game design practices to produce a set of guidelines for educational games design.

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Educational Robotics for Creating Effective Computer Science Learning for All

Advances in Early Childhood and K-12 Education - Handbook of Research on Equity in Computer Science in P-16 Education ◽

10.4018/978-1-7998-4739-7.ch004 ◽

2021 ◽

pp. 44-69

Author(s):

Amy Eguchi

Keyword(s):

Computer Science ◽

Effective Teachers ◽

Computational Thinking ◽

Thinking Skills ◽

People Of Color ◽

Underrepresented Minorities ◽

Educational Robotics ◽

Learning Tool ◽

Real Picture ◽

K 12

President Obama's initiative, “computer science for all,” has been a rallying slogan for promoting computer science in K-12 education. Although the participation of people of color in computer science (CS) has increased in the past several years, it is still drastically low and does not reflect the real picture of our society. This chapter explores how educational robotics as a learning tool can inspire underrepresented minorities including females and students of color to become interested in CS. Supported by Papert's constructionism theory, educational robotics effectively facilitates students' learning of various concepts in CS and STEM. Educational robotics is a learning tool which inspires students' interest in learning. It provides a learning environment that promotes students' learning of various CS concepts and computational thinking skills. Although robots naturally spark students' interests, to make it most effective, teachers are required effortfully to create learning opportunities that are authentic and meaningful for individual students.

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Shooting for the Stars

Early Warning Systems and Targeted Interventions for Student Success in Online Courses - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-5074-8.ch012 ◽

2020 ◽

pp. 239-258

Author(s):

Rotem Israel-Fishelson ◽

Arnon Hershkovitz

Keyword(s):

Learning Environments ◽

Deleterious Effect ◽

Large Scale ◽

Computational Thinking ◽

Game Based Learning ◽

School Students ◽

Low Achieving Students ◽

Multi Level ◽

Context Of Learning ◽

Elementary And Middle School

Persistence is considered a crucial factor for success in online learning environments. However, in interactive game-based learning environments, persistence in progressing in the game may come at the expense of investing in each of the game's levels. That is, the motivation to complete the game may have a deleterious effect on learning at specific levels and hence on learning from the game in general. Therefore, it is imperative that research focuses on micro-persistence, i.e., persistence during each component of the learning process. Taking a learning analytics approach, this large-scale log-based study (N=25,812 elementary- and middle-school students) examines micro-persistence within the context of learning computational thinking, a key skill for the 21st-century. Data was collected and analyzed from an online, game-based learning environment (CodeMonkey™). Results suggest that the acquisition of computational thinking is a multi-dimensional process, and that persistence is a crucial factor for success in multi-level game-based learning environments. The authors also found that game-based learning environments may prove effective in narrowing the gap between high-and low-achieving students.

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Educational Robotics for Creating Effective Computer Science Learning for All

10.4018/978-1-6684-2411-7.ch033 ◽

2022 ◽

pp. 756-781

Author(s):

Amy Eguchi

Keyword(s):

Computer Science ◽

Effective Teachers ◽

Computational Thinking ◽

Thinking Skills ◽

People Of Color ◽

Underrepresented Minorities ◽

Educational Robotics ◽

Learning Tool ◽

Real Picture ◽

K 12

President Obama's initiative, “computer science for all,” has been a rallying slogan for promoting computer science in K-12 education. Although the participation of people of color in computer science (CS) has increased in the past several years, it is still drastically low and does not reflect the real picture of our society. This chapter explores how educational robotics as a learning tool can inspire underrepresented minorities including females and students of color to become interested in CS. Supported by Papert's constructionism theory, educational robotics effectively facilitates students' learning of various concepts in CS and STEM. Educational robotics is a learning tool which inspires students' interest in learning. It provides a learning environment that promotes students' learning of various CS concepts and computational thinking skills. Although robots naturally spark students' interests, to make it most effective, teachers are required effortfully to create learning opportunities that are authentic and meaningful for individual students.

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The Associations Between Computational Thinking and Creativity: The Role of Personal Characteristics

Journal of Educational Computing Research ◽

10.1177/0735633120940954 ◽

2020 ◽

Vol 58 (8) ◽

pp. 1415-1447 ◽

Cited By ~ 1

Author(s):

Rotem Israel-Fishelson ◽

Arnon Hershkovitz ◽

Andoni Eguíluz ◽

Pablo Garaizar ◽

Mariluz Guenaga

Keyword(s):

Creative Thinking ◽

Computational Thinking ◽

Personal Characteristics ◽

Computational Creativity ◽

Game Based Learning ◽

School Students ◽

Log Files ◽

The Relationship ◽

Shed Light

Computational Thinking (CT) and creativity are considered two vital skills for the 21st century that should be incorporated into future curricula around the world. We studied the relationship between these two constructs while focusing on learners’ personal characteristics. Two types of creativity were examined: creative thinking and computational creativity. The research was conducted among 174 middle school students from Spain. Data collected using a standardized creativity test (Torrance's TTCT) were triangulated with data drawn from students' log files that documented their activity in a game-based learning environment for CT (Kodetu). We found some interesting associations between CT and the two constructs of creativity. These associations shed light on positive associations between each of the two creativity constructs and CT acquisition, as well as between the two creativity constructs themselves. Additionally, we highlight differences between boys and girls, as girls were found to be more creative on both creativity measures. Other differences associated with school affiliation, prior coding knowledge, and technology affinity are also discussed.

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Tools and Techniques for Teaching Computer Programming: A Review

Journal of Educational Technology Systems ◽

10.1177/0047239520926971 ◽

2020 ◽

Vol 49 (2) ◽

pp. 170-198 ◽

Cited By ~ 3

Author(s):

Kanika ◽

Shampa Chakraverty ◽

Pinaki Chakraborty

Keyword(s):

Computer Programming ◽

Online Courses ◽

Computational Thinking ◽

Visual Programming ◽

Research Literature ◽

Game Based Learning ◽

Problem Solving Skills ◽

Timely Feedback ◽

Almost All ◽

Tools And Techniques

Courses on computer programming are included in the curricula of almost all engineering disciplines. We surveyed the research literature and identified the techniques that are commonly used by instructors for teaching these courses. We observed that visual programming and game-based learning can enhance computational thinking and problem-solving skills in students and may be used to introduce them to programming. Robot programming may be used to attract students to programming, but the success of this technique is subjected to the availability of robots. Pair and collaborative programming allows students to learn from one another and write efficient programs. Assessment systems help instructors in evaluating programs written by students and provide them with timely feedback. Furthermore, an analysis of citations showed that Scratch is the most researched tool for teaching programming. We discuss how these techniques may be used to teach introductory courses, advanced courses, and massive open online courses on programming.

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