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Persistence has proven to be a great challenge in online learning environments. Gaming and interactivity have been suggested as essential features in reducing dropout and increasing persistence in online learning. Yet in interactive game-based learning environments, persistence in moving forward in the game may come at the expense of investing in each of the game’s levels. That is, the motivation to complete the game may have a deleterious effect on learning at specific levels and hence on learning from the game in general. Therefore, we have chosen to focus on microlevel persistence (i.e., persistence during each component of the learning process). We study microlevel persistence in the context of acquiring computational thinking—the thought process of solving problems through abstraction—which is a key component of the new literacies needed for tomorrow’s citizens. In this study, we analyze data collected from an online, game-based learning environment (CodeMonkey™). The data document the activity of first to sixth graders ( N = 2,040). Overall, we find that persistence is positively associated with difficulty and that the most determined learners were highly persistent across topics in achieving the best solution.

Computational Thinking (CT) and creativity are considered two vital skills for the 21st century that should be incorporated into future curricula around the world. We studied the relationship between these two constructs while focusing on learners’ personal characteristics. Two types of creativity were examined: creative thinking and computational creativity. The research was conducted among 174 middle school students from Spain. Data collected using a standardized creativity test (Torrance's TTCT) were triangulated with data drawn from students' log files that documented their activity in a game-based learning environment for CT (Kodetu). We found some interesting associations between CT and the two constructs of creativity. These associations shed light on positive associations between each of the two creativity constructs and CT acquisition, as well as between the two creativity constructs themselves. Additionally, we highlight differences between boys and girls, as girls were found to be more creative on both creativity measures. Other differences associated with school affiliation, prior coding knowledge, and technology affinity are also discussed.

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Creativity and Computational Thinking (CT) have been both extensively researched in recent years. However, the associations between them are still not fully understood despite their recognition as essential competencies for the digital age. This study looks to bridge this gap by examining the association between CT and two types of creativity, i.e., Creative Thinking and Computational Creativity. The research was conducted among 124 middle school students from Spain, who were divided into control and experimental groups; the intervention included an explicit encouragement to be as creative as possible (i.e., to submit multiple correct solutions) in a given learning task. Data were analyzed from a standardized creativity test (Torrance's TTCT) and cross-referenced with log files that documented the students' activities in the Kodetu game-based learning environment. Our research findings indicate some interesting associations between CT and Creativity. First, we found that creativity contributes to CT. Second, we found that CT is transferable across different domains. Finally, we found that Computational Creativity can develop and improve over time.