More Like this

1. Enhancing middle school students’ computational thinking competency through game-based learning

   https://doi.org/10.1007/s11423-024-10400-x  

   Pan, Yanjun; Adams, Elizabeth_L; Ketterlin-Geller, Leanne_R; Larson, Eric_C; Clark, Corey (July 2024, Educational technology research and development)

   Abstract Computational thinking is acknowledged as an essential competency for everyone to learn. However, teachers find it challenging to implement the existing learning approaches in K-12 settings because the existing approaches often focus on teaching computing concepts and skills (i.e., programming skills) rather than on helping students develop their computational thinking competency—a competency that can be used across disciplinary boundaries in accordance with curriculum requirements. To address this need, the current study investigated how game-based learning influenced middle school students’ learning processes, particularly on the development of computational thinking competency, self-efficacy toward computational thinking, and engagement during gameplay. Additionally, the study examined how these outcomes were moderated by individual differences. We observed evidence that the gaming experience influenced students’ computational thinking self-efficacy, but not computational thinking competency or game-based engagement. Compared to age (grade) and prior gaming experience, gender tended to play a more important role in moderating students’ computational thinking competency, self-efficacy toward computational thinking competency, and game-based engagement. Implications and possible directions for future research regarding using game-based learning to enhance computational thinking competency are discussed. 

   more » « less
2. Plan to learn: Improving middle school students' computational thinking through game-based learning

   Pan, Y; Tseng, C; Klinkert, L; Ketterlin-Geller; L; Larson, E; Clark, C (April 2025, American Educational Research Association Annual Meeting, Denver, CO, US.)

   Game-based learning shows great potential as a tool for enhancing students’ computational thinking abilities. However, these approaches in K-12 settings frequently emphasize the teaching of specific computing concepts and programming skills. This approach often overlooks the broader goal of developing students’ computational thinking competency—a set of skills that can be applied across various subjects and aligns with curriculum standards. To address this need, the current study investigated how game-based learning influenced middle school students’ learning performance. One hundred sixty-nine students participated in the study, playing the game over a period of 4 weeks. We observed evidence that the gaming experience significantly influenced the development of computational thinking competency, self-efficacy toward computational thinking, and interest in STEM career after gameplay. 

   more » « less
3. Position: IntelliBlox: A Toolkit for Integrating Block-Based Programming into Game-Based Learning Environments

   https://doi.org/10.1109/BB48857.2019.8941222  

   Taylor, Sandra; Min, Wookhee; Mott, Bradford; Emerson, Andrew; Smith, Andy; Wiebe, Eric; Lester, James (October 2019, 2019 IEEE Blocks and Beyond Workshop (B&B))

   Block-based programming languages reduce the need to learn low-level programming syntax while enabling novice learners to focus on computational thinking skills. Game-based learning environments have been shown to create effective and engaging learning experiences for students in a broad range of educational domains. The fusion of block-based programming with game-based learning offers significant potential to motivate learners to develop computational thinking skills. A key challenge educational game developers face in creating rich, interactive learning experiences that integrate computational thinking activities is the lack of an embeddable block-based programming toolkit. Current block-based programming languages, such as Blockly and Scratch, cannot be easily embedded into industry-standard 3D game engines. This paper presents IntelliBlox, a Blockly-inspired toolkit for the Unity cross-platform game engine that enables learners to create block-based programs within immersive game-based learning environments. Our experience using IntelliBlox suggests that it is an effective toolkit for integrating block-based programming challenges into game-based learning environments. 

   more » « less
4. Increasing Students Expertise and Career Competencies Skills in Computer Network using Project-Based Learning and Blended Practical in a Cognitive Apprenticeship Framework

   Walters-Williams, Janett (April 2023, Association of Computer Science Departments at Minority Institutions (ADMI 2023) Symposium)

   The digital revolution resulted in an increase demand for a computer network workforce prepared by universities and colleges. The Computer Network field however, is complex and unpredictable, making it challenging to study and teach yet educators must prepare graduates who understand concepts, have practical network skills as well the necessary Higher Order Thinking Skills. This paper presents a case study utilizing a new methodology based on a merger of Project-Based Learning, Hands-on Learning, Simulation Based Learning, in a Cognitive Apprenticeship framework. It seeks to increase students’ (i) expertise in Computer Network, (ii) self efficacy and (iii) Higher Order Thinking skills competency levels. After 4 years of implementation, analysis of results shows, despite the COVID-19 pandemic, that students (i) acquired and increased their domain knowledge, (ii) acquired procedural and processed knowledge while solving problems, in given scenarios (iii) increased their self-efficacy in Computer Networks and (iv) increased their Higher Order Thinking skills 

   more » « less
5. Toward a Block-Based Programming Approach to Interactive Storytelling for Upper Elementary Students

   https://doi.org/10.1007/978-3-030-62516-0_10  

   Smith, Andy; Mott, Bradford; Taylor, Sandra; Hubbard-Cheuoua, Aleata; Minogue, James; Oliver, Kevin; Ringstaff, Cathy (October 2020, International Conference on Interactive Digital Storytelling)

   null (Ed.)

   Developing narrative and computational thinking skills is crucial for K-12 student learning. A growing number of K-12 teachers are utilizing digital storytelling, where students create short narratives around a topic, as a means of creating motivating problem-solving activities for a variety of domains, including history and science. At the same time, there is increasing awareness of the need to engage K-12 students in computational thinking, including elementary school students. Given the challenges that the syntax of text-based programming languages poses for even novice university-level learners, block-based programming languages have emerged as an effective tool for introducing computational thinking to elementary-level students. Leveraging the unique affordances of narrative and computational thinking offers significant potential for student learning; however, integrating them presents significant challenges. In this paper, we describe initial work toward solving this problem by introducing an approach to block-based programming for interactive storytelling to engage upper elementary students (ages 9 to 11) in computational thinking and narrative skill development. Leveraging design principles and best practices from prior research on elementary-grade block-based programming and digital storytelling, we propose a set of custom blocks enabling learners to create interactive narratives. We describe both the process used to derive the custom blocks, including their alignment with elements of interactive narrative and with specific computational thinking curricular goals, as well as lessons learned from students interacting with a prototype learning environment utilizing the block-based programming approach. 

   more » « less