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

Author(s):  
Ceylan Zhao ◽  
Timothy Burgess

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.

Author(s):  
Elisabeth R. Gee ◽  
Kelly M. Tran

The purpose of this chapter is to provide an overview of current literature on video game making and modding (modification). The chapter describes key game making tools and educational programs that incorporate game making, to promote student outcomes ranging from media literacy to the development of computational thinking and greater interest in computer science. This is followed by a discussion of empirical literature on game making and modding as fan practices, and an overview of new game making tools and communities that are blurring the lines between educational, professional, and fan-driven game making practices. Lastly, the chapter addresses key issues, directions for future research, and recommendations for policy and practice.


Author(s):  
Betul C. Czerkawski

It has been more than a decade since Jeanette Wing's (2006) influential article about computational thinking (CT) proposed CT to be a “fundamental skill for everyone” (p. 33) and that needs to be added to every child's knowledge and skill set like reading, writing and arithmetic. Wing suggested that CT is a universal skill, and not only for computer scientists. This call resonated with many educators leading to various initiatives by the International Society for Teacher in Education (ISTE) and Computer Science Teachers Association (CSTA) provided the groundwork to integrate CT into the K-12 curriculum. While CT is not a new concept and has been taught in computer science departments for decades, Wing's call created a shift towards educational computing and the need for integrating it into curriculum for all. Since 2006, many scholars have conducted empirical or qualitative research to study the what, how and why of CT. This chapter reviews the most current literature and identifies general research patterns, themes and directions for the future. The purpose of the chapter is to emphasize future research needs by cumulatively looking at what has been done to date in computational thinking research. Consequently, the conclusion and discussion section of the paper presents a research agenda for future.


2018 ◽  
Vol 3 (3) ◽  
pp. 51 ◽  
Author(s):  
Lauren Birney ◽  
Denise McNamara

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.


2008 ◽  
Vol 11 (4) ◽  
pp. 2156759X0801100
Author(s):  
Lia D. Falco ◽  
Hugh Crethar ◽  
Sheri Bauman

This article presents findings from a pilot study that examined the effect of a school counselor-led intervention, using the “Skill-Builders” curriculum, on middle-school students’ attitudes toward mathematics learning. Results from the current study demonstrated that students who received the Skill-Builders curriculum had significantly higher posttest scores on a measure of attitudes toward mathematics learning, including self-confidence, value, enjoyment, and motivation. Females in the Skill-Builders group improved significantly more than their male classmates. Implications and directions for future research are discussed.


2022 ◽  
pp. 88-106
Author(s):  
Marcie J. Walsh ◽  
Anita Crowder ◽  
Maggie Smith

Critter Code is an innovative informal arts-integrated computer science experience created to provide a unique opportunity to reach students from underserved urban populations. Designed to make the connections between physical making and coding, learning to program becomes the bridge between a crafted “Critter” and its digital version starring in a student-created video game. This chapter offers a rich analysis of the impact of Critter Code on participants, families, and instructors through the framework of the self-determination theory of motivation. The chapter then describes Critter Code's application of collaborative problem-solving and student agency to create personal connections to the content to positively affect students' computer science self-identity and interest. Finally, potential classroom applications and future research directions are explored.


2012 ◽  
pp. 1111-1123
Author(s):  
Kathleen Guinee

E-learning occurs throughout the middle school curriculum. Children use computers and the Internet to learn skills, complete assignments, and deepen their understanding of concepts. Supplementary computer software helps students build literacy skills, while digital texts provide affordances and challenges for comprehension and learning. During Web-based research, students leverage literacy and technical skills to accumulate knowledge. Students can use word processing or multimedia to demonstrate their learning. Simulations help create authentic learning experiences in the content areas and promote the transfer of learned skills. Even with the introduction of new technologies, teacher quality and classroom structure are important for student learning. Home video game and computer use also impacts students’ academic performance. Future research should continue to investigate the impact of e-learning on middle school students’ learning and development.


Author(s):  
Desmond Bonner ◽  
Michael Dorneich

This paper presents work on the development of a Game-Based Learning (GBL) application’s requirements for female middle school students which teaches fundamental concepts of programming. Currently, there are not enough students who desire to pursue Science, Technology, Engineering, and Mathematic (STEM) career fields. Additionally, female are underrepresented in STEM fields, and increased female participation may help partially address this gap. GBL was used to encourage middle school student interest in STEM by allowing them to practice computer science concepts in engaging contexts outside the classroom. The game Sorceress of Seasons was built to teach fundamental programming concepts, and was based on six requirements specifically targeted at female middle school students. The game was tested with 15 middle school-aged students. Playing the game had a positive effect on students’ attitudes towards programming, with female students reporting a larger increase in computer science interest than males when compared with their previous attitudes. The results suggest that the game may be successful in increasing interest in STEM in these students. The requirements developed to guide the design of the game played a role in the game’s effectiveness, and may be useful when developing an educational tool targeting female STEM interest.


Author(s):  
Kyungbin Kwon ◽  
Jongpil Cheon

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.


2020 ◽  
Vol 11 (2) ◽  
pp. 17-26
Author(s):  
Elisabeth Gee ◽  
Kelly M. Tran ◽  
Priyanka Parekh

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.


2011 ◽  
Author(s):  
Edusmildo Orozco ◽  
Rafael Arce-Nazario ◽  
Peter Musial ◽  
Cynthia Lucena-Roman ◽  
Zoraida Santiago

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