Analysis of linkages between an unplugged activity and the development of computational thinking

Looi, Chee-Kit; How, Meng-Leong; Wu, Longkai; Seow, Peter; Liu, Liu

doi:10.1080/08993408.2018.1533297

Cited by 51 publications

(38 citation statements)

References 51 publications

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“…Many of the studies had diverse definitions of computational thinking, and it makes sense that assessments of those constructs would need to be diverse as well. This diversity often includes programming as a key component to the assessment, however, unplugged interventions have been shown to help develop computational thinking [23]. One way in which computational thinking interventions could improve based on the diversity of definitions and assessments, would be a backward design approach when creating classroom interventions, where interventions are designed with what the instructor wants to assess in the students first, and moves toward how to instruct the material last [51].…”

Section: Implications For Teaching and Learningmentioning

confidence: 99%

Computational thinking in higher education: A review of the literature

Lyon

Magana

2020

Comp Applic In Engineering

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Computational thinking is of growing interest to the science, technology, engineering, and mathematics (STEM) education research community. Calls from national agencies look to increase computation in STEM education. This review identifies key areas for future study by reviewing recent empirical studies that investigate computational thinking in teaching and learning contexts within higher education. Using a systematic process, this review identified four different databases for peer‐reviewed research articles using keywords. Results were evaluated against inclusion and exclusion criteria. Studies were analyzed for types of methods, target population, the role of computational thinking, pedagogical designs used, and significant findings of the study. This process resulted in a final set of 13 studies. The results indicate that computational thinking research in higher education is growing, yet there are opportunities for more research. The findings of this study highlight the need for more concrete definitions and implementations of computational thinking within higher education spaces.

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Section: Implications For Teaching and Learningmentioning

confidence: 99%

Computational thinking in higher education: A review of the literature

Lyon

Magana

2020

Comp Applic In Engineering

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“…Some studies implicitly explain that CT is related to programming [12]. However, a few works of literature explicitly relate CT elements to the programming syntax.…”

Section: How Ct Related To Programmingmentioning

confidence: 99%

Analyzing students’ experience in programming with computational thinking through competitive, physical, and tactile games: the quadrilateral method approach

Habib¹,

Raja-Yusof²,

Salim³

et al. 2021

Turk J Elec Eng & Comp Sci

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The lack of computational thinking (CT) skills can be one of the reasons why students find themselves having difficulties in writing a good program. Therefore, understanding how CT skills can be developed is essential. This research explores how CT skills can be developed for programming through competitive, physical, and tactile games. The CT elements in this research focus on four major programming concepts, and they are, decomposition, pattern recognition, abstraction and algorithmic. We have conducted game activities through several examples that include sorting, swapping and graph algorithms and analyze how the game affects the student experience (SX) in understanding the CT concept in those examples. We have applied the quadrilateral method approach on the data collection and analysis. The data was obtained through observation, interview/survey based on six SX criteria; attention, engagement, awareness, satisfaction, confidence and performance, and comparative performances in relation to the game activities conducted. The results of the quadrilation of the data collected show positive impact on the SX, therefore, highlighting the effectiveness of the competitive, physical and tactile game approach proposed in this research towards programming and CT skills development.

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“…However, this example shows that Harald seems frustrated when the robot does not respond, as Harald has decided. Such play can be sustained by the mediation of teachers, parents, other adults or children by helping the child start from a working solution to implement a more complex solution (reasoning based on the concept of analogy), which is particularly important [15,16].…”

Section: "The Robot Doesn't Understand Anything!": An Example Of How To Help Children Understand and Develop Computational Thinkingmentioning

confidence: 99%

Preschoolers Learning by Playing with Technology

Granone¹,

Reikerås²

2021

Education in Childhood

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In an evolving world, where both adults and children continuously have to adapt to different and unexpected situations, the need to develop strong problem-solving skills from early years is evident. In addition, recent events such as COVID-19 that have led schools to close have highlighted the parent’s role in supporting learning. Technology should be considered a useful tool for communication and learning, both in-home and in preschool. A possible approach to enhance problem-solving skills is to play with technological devices together. This chapter results from a series of considerations on playful programming-based home learning experiences with tactile elements for preschool children. The text presents a qualitative analysis of children’s learning of problem-solving skills enhanced by this activity as well as mathematics and language. The children use the device as part of their free play. In the state of this play, the children in our examples show happiness and a form of flow that can remind of what is found in mindfulness. The findings are discussed in light of related theories on play and problem-solving. Some practical advice for teachers and parents on how to set theory into practice is included.

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Analysis of linkages between an unplugged activity and the development of computational thinking

Cited by 51 publications

References 51 publications

Computational thinking in higher education: A review of the literature

Computational thinking in higher education: A review of the literature

Analyzing students’ experience in programming with computational thinking through competitive, physical, and tactile games: the quadrilateral method approach

Preschoolers Learning by Playing with Technology

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