Computational Thinking in Educational Digital Games

2021 ◽  
pp. 345-376
Author(s):  
Halil İbrahim Haseski ◽  
Ulaş Ilic ◽  
Ufuk Tuğtekin
Keyword(s):  
Literature Review ◽  
21St Century ◽  
Computational Thinking ◽  
Digital Games ◽  
Thinking Skills ◽  
Future Research ◽  
Measurement Tool ◽  
Measurement Tools ◽  
Systematic Behavior

In our age, computational thinking is a required skill for the 21st century that guides individuals' systematic behavior towards resolving the problems they face. Today, it could be argued that one of the tools that could be used with the students to achieve this skill is the educational digital games. Literature review revealed no measurement tools that scrutinize the readiness levels of educational digital games for the students to achieve computational thinking skills. Thus, the present study aimed to develop a checklist to determine the competency of educational digital games in promoting the achievement of computational thinking skills determined by ISTE and CSTA (2011) by the students. It was considered that the developed measurement tool would facilitate the assessment of educational digital games for achievement of computational thinking skills and guide the designers. At the end of the study, recommendations for future research and applications are presented.

Computational Thinking in Educational Digital Games

2018 ◽  
pp. 256-287
Author(s):  
Halil İbrahim Haseski ◽  
Ulaş Ilic ◽  
Ufuk Tuğtekin
Keyword(s):  
Literature Review ◽  
21St Century ◽  
Computational Thinking ◽  
Digital Games ◽  
Thinking Skills ◽  
Future Research ◽  
Measurement Tool ◽  
Measurement Tools ◽  
Systematic Behavior

In our age, computational thinking is a required skill for the 21st century that guides individuals' systematic behavior towards resolving the problems they face. Today, it could be argued that one of the tools that could be used with the students to achieve this skill is the educational digital games. Literature review revealed no measurement tools that scrutinize the readiness levels of educational digital games for the students to achieve computational thinking skills. Thus, the present study aimed to develop a checklist to determine the competency of educational digital games in promoting the achievement of computational thinking skills determined by ISTE and CSTA (2011) by the students. It was considered that the developed measurement tool would facilitate the assessment of educational digital games for achievement of computational thinking skills and guide the designers. At the end of the study, recommendations for future research and applications are presented.

Computer Science Unplugged: A Systematic Literature Review

2021 ◽  
pp. 004723952110188
Author(s):  
Ali Battal ◽  
Gülgün Afacan Adanır ◽  
Yasemin Gülbahar
Keyword(s):  
Literature Review ◽  
Computer Science ◽  
Systematic Literature Review ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Inclusion Criteria ◽  
Relevant Research ◽  
Tangible Programming ◽  
Review Procedure ◽  
Research Studies

The computer science (CS) unplugged approach intends to teach CS concepts and computational thinking skills without employing any digital tools. The current study conducted a systematic literature review to analyze research studies that conducted investigations related to implementations of CS unplugged activities. A systematic review procedure was developed and applied to detect and subsequently review relevant research studies published from 2010 to 2019. It was found that 55 research studies (17 articles + 38 conference proceedings) satisfied the inclusion criteria for the analysis. These research studies were then examined with regard to their demographic characteristics, research methodologies, research results, and main findings. It was found that the unplugged approach was realized and utilized differently among researchers. The majority of the studies used the CS unplugged term when referring to “paper–pencil activities,” “problem solving,” “storytelling,” “games,” “tangible programming,” and even “robotics.”

Computational Expression

2021 ◽  
pp. 134-156
Author(s):  
Amanda L. Strawhacker ◽  
Amanda A. Sullivan
Keyword(s):  
Stem Education ◽  
Visual Arts ◽  
21St Century ◽  
Fine Arts ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Pedagogical Approach ◽  
The Past ◽  
Science Technology ◽  
And Mathematics

In the past two decades, STEM education has been slowly replaced by “STEAM,” which refers to learning that integrates science, technology, engineering, arts, and mathematics. The added “Arts” portion of this pedagogical approach, although an important step towards integrated 21st century learning, has long confused policymakers, with definitions ranging from visual arts to humanities to art education and more. The authors take the position that Arts can be broadly interpreted to mean any approach that brings interpretive and expressive perspectives to STEM activities. In this chapter, they present illustrative cases inspired by work in real learning settings that showcase how STEAM concepts and computational thinking skills can support children's engagement in cultural, performing, and fine arts, including painting, sculpture, architecture, poetry, music, dance, and drama.

The Role of Executive Function and Self-Regulation in the Development of Computational Thinking

2021 ◽  
pp. 64-83
Author(s):  
Elizabeth Kazakoff Myers
Keyword(s):  
Early Childhood ◽  
Executive Function ◽  
School Readiness ◽  
21St Century ◽  
Self Regulation ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Early Childhood Curriculum ◽  
The Relationship

This chapter summarizes theoretical connections between computational thinking through learning to code, self-regulation, and executive function and discusses why it is important to continue exploring the intersection of executive function, self-regulation, and computational thinking, including the need to revisit the socio-cultural underpinnings of foundational self-regulation, executive function, and school readiness research. As an example, findings from a 2014 study that explored the relationship between self-regulation and computational thinking when learning to code are shared. Research supports the idea of teaching computational thinking skills within an integrated early childhood curriculum to support the development of well-prepared citizens for the 21st century by drawing on the connections between executive function, self-regulation, and computational thinking.

scholarly journals EXISTENCE AND ROLE OF CHARACTER EDUCATION IN THE MIDDLE OF DIGITALIZATION OF EDUCATION 4.0.EXISTENCE AND ROLE OF CHARACTER EDUCATION IN THE MIDDLE OF DIGITALIZATION OF EDUCATION 4.0.

2019 ◽  
Vol 1 (2) ◽  
pp. 140-143
Author(s):  
Herlina Ragalutu ◽  
Nurdin Ibrahim ◽  
Maruf Madokala
Keyword(s):  
Online Learning ◽  
Data Collection ◽  
Literature Review ◽  
Character Education ◽  
21St Century ◽  
Thinking Skills ◽  
Affective Domain ◽  
Creative Literacy ◽  
High Order Thinking

Character Education Strengthening is one of 5 (five) programs initiated by education in Indonesia. KDP is one of the goals of learning so that it is one of the thinking skills needed by students in the 21st century. 4 (four) other programs are 4C (collaborative, communicative, critical thinking, creative), literacy, HOTS (High Order Thinking Skills), and digitalization of learning. Digitizing education, especially online learning, is considered by many to be unable to transfer capabilities in the affective domain. This study conducted a study and analysis of how character education synergizes with digital-based online learning. This study is expected to be an answer to the concerns of academics and practitioners in other fields of education. The method of data collection in this study was carried out through literature review, interviews and observations, and analyzed qualitatively. The results of the study show that online learning based on digitalization implicitly and exponentially synergizes with character education, especially on character values ​​of responsibility, independence, honesty, discipline, hard work, creative, independent, and curiosity.

Robotics as a Powerful Vehicle Toward Learning and Computational Thinking in Secondary Education of 21st Century

2022 ◽  
pp. 716-755
Author(s):  
Katerina V. Glezou
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary Education ◽  
21St Century ◽  
Computational Thinking ◽  
Future Research ◽  
Digital Learning ◽  
School Students ◽  
Teaching Interventions ◽  
Authentic Classroom

This chapter focuses on the design and implementation of robotics activities in authentic classroom conditions in secondary education. It suggests that robotics can provide a powerful educational vehicle for guiding high school students toward learning in 21st century. It presents a constructionist approach to foster computational thinking and creativity by engaging in robotics and programming activities in real-world classroom. More specifically, this chapter presents teaching interventions that have been implemented in real conditions to high school students during robotics courses at Arsakeia Schools Psychikou in Athens, Greece. It describes robotics activities employing the Edison educational robotics system. Main features of teaching interventions concerning the utilization of Edison robot, digital learning environments, and unplugged activities in the classroom focused on 21st century skills, computational thinking, and creativity development as well as findings, solutions, recommendations, and future research directions are discussed.

Robotics as a Powerful Vehicle Toward Learning and Computational Thinking in Secondary Education of 21st Century

2021 ◽  
pp. 1-40
Author(s):  
Katerina V. Glezou
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary Education ◽  
21St Century ◽  
Computational Thinking ◽  
Future Research ◽  
Digital Learning ◽  
School Students ◽  
Teaching Interventions ◽  
Authentic Classroom

This chapter focuses on the design and implementation of robotics activities in authentic classroom conditions in secondary education. It suggests that robotics can provide a powerful educational vehicle for guiding high school students toward learning in 21st century. It presents a constructionist approach to foster computational thinking and creativity by engaging in robotics and programming activities in real-world classroom. More specifically, this chapter presents teaching interventions that have been implemented in real conditions to high school students during robotics courses at Arsakeia Schools Psychikou in Athens, Greece. It describes robotics activities employing the Edison educational robotics system. Main features of teaching interventions concerning the utilization of Edison robot, digital learning environments, and unplugged activities in the classroom focused on 21st century skills, computational thinking, and creativity development as well as findings, solutions, recommendations, and future research directions are discussed.

Digital Game-Based Learning and Computational Thinking in P-12 Education

2022 ◽  
pp. 1894-1919
Author(s):  
Anastasios Theodoropoulos ◽  
Georgios Lepouras
Keyword(s):  
Literature Review ◽  
Student Learning ◽  
Empirical Evidence ◽  
Systematic Literature Review ◽  
Computational Thinking ◽  
Digital Games ◽  
Digital Game ◽  
Game Based Learning ◽  
Comprehensive Overview ◽  
Computing Education

The objective of this chapter is to explore the evolution and opportunities of the emerging field of digital games for programming learning, the challenges and tensions that they present, and how educators may be able to collectively advance this work to benefit student learning. This work summarizes previous empirical evidence concerning the positive impacts and outcomes of digital games in computing education, or even impacts that do not let games to spread. Hence, a systematic literature review is carried out in this context to provide a comprehensive overview of works carried out towards incorporating digital games in order to acquire CT skills or learn basic programming concepts within P12 education. The chapter discusses on the range of indicators and measures used in the 44 selected studies, together with methodological limitations and recommendations for further work in this area.

Computational Thinking and Robotics

2020 ◽  
pp. 90-115
Author(s):  
Carol Munn
Keyword(s):  
21St Century ◽  
Computational Thinking ◽  
Essential Element ◽  
Thinking Skills ◽  
Robotics Education ◽  
Hands On ◽  
Unique Framework ◽  
And Mathematics ◽  
And Robotics ◽  
Mathematics And Science

This chapter explores a unique framework that expresses freshness and innovation within revolutionary learning experiences. The chapter focuses on the implementation of computational thinking skills as an essential element of a robotics education program that was driven by hands-on activities instilling the notion of imagination through innovative projects. Engineering design applications with robotics created an atmosphere in which students applied abstract mathematics and science concepts. The robot and its technology imploding in the field of education created excitement in the minds of students with renewed, revitalized interest, and curiosity stretching across the areas of science, technology, engineering, and mathematics (STEM). Robotics education along with computational thinking skills are primary keys for unlocking the unlimited creative and innovative potential with engaging hands-on activities. Robots, a fascinating learning instrument, rejuvenate, animate, and revive 21st century skills in tech-savvy language familiar with today's students.

Digital Games for Diagnostic Assessment of Cognitive Skills and Competences

2019 ◽  
pp. 260-286
Author(s):  
Joao Mattar ◽  
Viviane Marques Goi
Keyword(s):  
Literature Review ◽  
Cognitive Assessment ◽  
Cognitive Skills ◽  
Digital Games ◽  
Diagnostic Assessment ◽  
Future Research ◽  
Knowledge Domain ◽  
Adaptive Assessment ◽  
Generic Competences ◽  
Primary Type

This chapter is a literature review on the uses of games for assessment. Its purpose is to outline a framework for the design of digital games for the assessment of cognitive skills and competences. A model for the assessment of generic competences is initially presented. Four categories for assessment through digital games are then explored (aim, implementation, integration, and primary type), including the strategies of in-game and out-game assessment. Methodological questions are then raised, involving approaches for linking the types of actions performed by the players during the game to a knowledge domain, tests for cognitive assessment, and adaptive assessment. As solutions, recommendations, and suggestions for future research a model is proposed to guide the design and development of digital games that aim to assess cognitive skills and competences, named DACSC.

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