Components of computational thinking in citizen science games and its contribution to reasoning for complexity through digital game-based learning: A framework proposal

Alfaro-Ponce, Berenice; Patiño, Azeneth; Sanabria-Z, Jorge

doi:10.1080/2331186x.2023.2191751

Cited by 15 publications

(9 citation statements)

References 97 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The importance of initiative and independence in learning found in our study aligns with the findings of Alfaro-Ponce et al (2023), Tavares (2022), andSharma et al (2022). These studies discussed the impact of game-based learning on academic skills development and the importance of encouraging independent learning.…”

Section: Discussionsupporting

confidence: 91%

“…Our study revealed a significant increase in factors considered in students' self-directed learning. This supports the existing literature on the potential of game-based learning to enhance self-directed learning skills (Taylor, 2020;Alfaro-Ponce et al, 2023;Pacheco et al, 2020;Bastos et al, 2020;Tavares, 2022). These results also align with the observations of Sharma et al (2022) and Camacho et al (2019), who found a positive impact of game-based learning on computational thinking, a key component of self-directed learning.…”

Section: Discussionsupporting

confidence: 90%

“…Individuals must become "learners of learning", and universities must prepare to confront these challenges (LeBlanc, 2018). Therefore, universities must prioritize the incorporation of competencies that foster greater autonomy and independent learning capacity, enabling students to navigate changing situations, uncertainty, and ambiguity (Ramirez-Montoya, Castillo-Martínez, Sanabria-Zepeda & Miranda, 2022;Alfaro-Ponce, Patiño, & Sanabria, 2023). These requirements encompass a broad range of competencies, including openness to new ideas, critical thinking, problem-solving, information search and selection, initiative, and self-direction (van Laar, van Deursen, van Dijk & de Haan, 2020;Almeida & Simoes, 2019).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Developing learning skills through game-based learning in complex scenarios: A case in undergraduate logistics education

Pacheco-Velazquez,

Rodés,

Salinas-Navarro

2024

J. Technol. Sci. Educ.

View full text Add to dashboard Cite

This study investigates the impact of game-based learning (GBL), an increasingly popular educational approach, on the development of self-directed learning (SDL) skills in complex scenarios, particularly in undergraduate logistics education. A key component of the three year study is LOST (Logistics Education Simulator), a serious game platform, deployed in an undergraduate engineering course in Mexico. An extensive literature review was carried out using Scopus to examine recent works published between 2019 and 2024, providing a state-of-the-art overview of the field. Subsequently, a survey based on the scale created by Fisher, King, and Tague (2001), known for its extensively evaluated internal consistency, revealed five distinct factors of self-directed learning. The findings underscore that the LOST platform significantly enhances self-directed learning, promoting the development of Self-management Skills, Openness to Learning Opportunities, Initiative and Independence in Learning, Self-concept as an Effective Learner, and Love of Learning. The students demonstrated a significant increase in their perception of these skills over the course of the study, highlighting the effectiveness of GBL in promoting such learning skills. These findings highlight the multidimensional nature of learning skills that can be fostered through GBL. The study concludes by discussing the vital role of GBL in complex scenarios, particularly in enhancing the development of self-directed learning skills in undergraduate logistics education.

show abstract

Section: Discussionsupporting

confidence: 91%

Section: Discussionsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Developing learning skills through game-based learning in complex scenarios: A case in undergraduate logistics education

Pacheco-Velazquez,

Rodés,

Salinas-Navarro

2024

J. Technol. Sci. Educ.

View full text Add to dashboard Cite

show abstract

“…This approach fosters essential skills, such as social entrepreneurship, that promote creative thinking, collaboration and the ability to adapt to complex and changing environments to generate alternatives (V azquez-Parra et al, 2023). The competence of computational thinking is relevant in an increasingly digitized society and refers to the ability to address problems logically, analytically and systematically by applying principles and tools from computer science (Alfaro-Ponce et al, 2023). Within the framework of complex thinking, computational thinking enables us to analyze situations from an algorithmic perspective, identify patterns and devise efficient solutions.…”

Section: Complex Thinking In Higher Educationmentioning

confidence: 99%

“…, 2023). The competence of computational thinking is relevant in an increasingly digitized society and refers to the ability to address problems logically, analytically and systematically by applying principles and tools from computer science (Alfaro-Ponce et al. , 2023).…”

Section: Introductionmentioning

confidence: 99%

Expanding horizons for the future with an open educational model for complex thinking: external and internal validation

Ramírez-Montoya,

Portuguez-Castro

2024

OTH

View full text Add to dashboard Cite

Purpose The challenges facing 21st-century society are becoming increasingly complex, requiring the development of new citizen competencies. This study aims to validate an educational model focused on developing complex thinking in higher education students. Current educational models lack future-ready competencies, necessitating the emergence of new models to guide future generations toward the common good. Design/methodology/approach This was an adaptation of the causal-layered analysis (CLA) applied to 415 participants from higher education institutions in Mexico, Panama and Spain. Sessions were designed to present the proposed educational model and explore participants’ perceptions of its significance and contributions to future education. Findings Key findings include the following: participants perceived complexity as difficult and challenging; causes of problems were linked to outdated educational models requiring replacement by those that develop students’ competencies; participants envisioned changes that would develop individuals capable of understanding and transforming society; and participants recognized the model’s transformative potential, offering a novel proposal for 21st-century education. Originality/value This research sought to gather opinions from different stakeholders using the CLA methodology, providing a deep understanding of participants’ perspectives on the proposed solution.

show abstract

Cultivating Higher Order Competencies: Complex Thinking in Latin American University Context

Sanabria-Z,

Ramírez-Montoya,

García-Peñalvo

et al. 2024

Communications in Computer and Information Science

View full text Add to dashboard Cite

Components of computational thinking in citizen science games and its contribution to reasoning for complexity through digital game-based learning: A framework proposal

Cited by 15 publications

References 97 publications

Developing learning skills through game-based learning in complex scenarios: A case in undergraduate logistics education

Developing learning skills through game-based learning in complex scenarios: A case in undergraduate logistics education

Expanding horizons for the future with an open educational model for complex thinking: external and internal validation

Cultivating Higher Order Competencies: Complex Thinking in Latin American University Context

Contact Info

Product

Resources

About