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Creators/Authors contains: "Tseng, C"

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  1. ; ; ; ; ; ; (, 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. 
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    Free, publicly-accessible full text available April 30, 2026
  2. ; ; ; ; ; (, American Educational Research Association Annual Meeting)
    The current in-situ, descriptive case study demonstrated how we involved in-service teachers as informants in designing an educational game to enhance middle school students’ computational thinking through participatory design. Data were collected from eight in-service teachers at middle schools through individual interviews, focus groups, and field notes. The study results indicated that in-service teachers made 82% of contributions to the Learning facet, followed by 14% of the Gameplay facet, at the early stage of conceptualization. Additionally, participants provided insights on intrinsically embedding content in game design processes by offering valuable and relevant pedagogical content knowledge, including knowledge of content and students, knowledge of content and teaching, and knowledge of content and curriculum. 
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    Free, publicly-accessible full text available April 30, 2026
  3. ; ; ; ; ; (, International Conference of the Learning Sciences (ICLS))
    This study explored how participants practice computational thinking (CT) concepts and skills while playing the game. Regarding 11 learning standards from the Computer Science Teacher Association (CSTA), researchers designed gameplay tasks in Minecraft and a supplemental platform called Minecraft Factory Planner (MFP). Data was collected through the cognitive walkthrough with a think-aloud method and semi-structured retrospective interview. The results showed that different game tasks triggered gameplay actions that allowed the practice of different CT skills. 
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    Accepted Manuscript Full Text Available
  4. ; ; ; ; ; ; ; (, American Educational Research Association Annual Meeting)
    The current in-situ, descriptive case study explored in-service teachers’ contributions and perspectives in the participatory design of an educational game for enhancing middle school students’ computational thinking skills. The informant design technique was adopted, involving specific stakeholders at the stage of conceptualization. Data were collected from 8 in-service teachers at 9 middle schools through observation, a series of individual interviews, and focus-group interviews. The study results indicated that in-service teachers made contributions to the content design at the stage of conceptualization. 
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    Accepted Manuscript Full Text Available
  5. ; ; ; ; ; ; ; ; (, Association for Educational Communications and Technology (AECT))
    Computational thinking is acknowledged as a fundamental and essential competency that everyone needs to learn for the future. Game-based learning could be a potential platform for improving students’ computational thinking competency with respect to its unique features. However, prior research studies in the field of using games to improve computational thinking draw predominant attention to programming concepts and skills which are fundamental skills of computer science than developing computational thinking competency which students can use across the interdisciplinary. Therefore, the current study investigated how curriculum-oriented game-based learning impacted middle school students’ learning processes, particularly on the development of students’ computational thinking competency, self-efficacy toward computational thinking, and learning engagement in terms of their grade, gender, and prior gaming experience. 
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    Accepted Manuscript Full Text Available
  6. ; ; ; ; ; ; ; ; (, American Educational Research Association Annual Meeting)
    Accepted Manuscript Full Text Available
  7. ; ; ; ; ; ; (, National Council for Measurement in Education (NCME))
    This session will highlight innovations in assessing K-12 computational thinking (CT). As an emerging construct, the definition of CT is generally characterized as the thinking processes involved in formulating problems and their solutions in a form that can be effectively carried out by an information-processing agent (Wing, 2006). The thinking skills involved in this process include abstraction, decomposition, evaluation, pattern recognition, logic, and algorithm design (Grover & Pea, 2017). This session brings together researchers representing four innovative approaches to assessing CT, each of which provides teachers with useful information to guide instruction. Each presentation will describe the operational definition of CT for the assessment, development and validation work, and how teachers use assessment results to guide K-12 instruction. 
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    Accepted Manuscript Full Text Available
  8. ; ; ; ; ; ; ; (, American Educational Research Association Annual Meeting)
    Accepted Manuscript Full Text Available