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Creators/Authors contains: "Goesele, Michael"

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  1. ; ; ; ; ; ; ; (, 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
  2. ; ; ; ; ; ; ; ; (, 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
  3. ; ; ; ; ; ; ; ; (, American Educational Research Association Annual Meeting)
    Accepted Manuscript Full Text Available
  4. ; ; ; ; ; ; (, 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
  5. ; ; ; ; ; ; ; (, American Educational Research Association Annual Meeting)
    Accepted Manuscript Full Text Available