Computational thinking development and assessment through tabletop escape games

Menon, Divya; Roméro, Margarida; Viéville, Thierry

doi:10.17083/ijsg.v6i4.319

Cited by 12 publications

(5 citation statements)

References 21 publications

(44 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Even though these niche areas beneficial, to effectively incorporate CT into a K-12 curriculum, it is necessary to provide teachers with guidance for how to assess it (Grover and Pea 2013). Additionally, teachers must develop personal CT competency for their professional work to certify achievement of learning objectives (Menon et al 2019).…”

Section: Assessment and Ctmentioning

confidence: 99%

Assessment of Computational Thinking: A Study of Preservice Teachers’ Knowledge and Beliefs

Li¹,

McNary²,

Boyd³

2023

AJS

View full text Add to dashboard Cite

Aiming to bridge the gap in the field of computational thinking and computing education, this study examines preservice teachers’ knowledge of and self-efficacy related to CT assessment. It also develops a reliable instrument to understand the construct of teacher assessment of CT. Specifically, the research questions focus on investigating the extent of preservice teachers’ knowledge and level of self-efficacy of CT assessment, and identifying the difference between demographic variables on teacher knowledge and self-efficacy related to CT assessment. Adopting a cross-sectional survey design, the participants were 182 preservice teachers. Both descriptive statistics and Exploratory Factor Analysis were used to analyze the data. The results show that the preservice teachers know little about how to use CT assessment to help students, and they believe they know even less about using specific assessment techniques to accomplish assessment. Keywords: computational thinking, assessment, teacher knowledge, teacher self-efficacy

show abstract

Section: Assessment and Ctmentioning

confidence: 99%

Assessment of Computational Thinking: A Study of Preservice Teachers’ Knowledge and Beliefs

Li¹,

McNary²,

Boyd³

2023

AJS

View full text Add to dashboard Cite

show abstract

“…In particular, for the development of CT skills, additional sets of cards that enhance gamification were included in the board game, as illustrated in Figure 3 To supplement the game cards, 'Computational Thinking Challenge' cards were created based on a Bebras task that requires students to transfer and project their CT abilities to solve 'real-world' situations. Substantial research has shown that Bebras tasks are effective for assessing CT skill transfer and may be used as measurement instruments or CT teaching and learning tools in meaningful ways [10][11] [12][15] [23]. Therefore, we incorporated the CT challenge aspect into the Robobug board game.…”

Section: Stage 1-designing the Robobug Board Game's Featuresmentioning

confidence: 99%

Design, Development, and Evaluation of the Robobug Board Game: An Unplugged Approach to Computational Thinking

Yoon¹,

Khambari

2022

Int. J. Interact. Mob. Technol.

View full text Add to dashboard Cite

This paper presents the design, development, and evaluation of the Robobug board game, which was developed to foster computational thinking (CT) among primary school pupils in Malaysia, particularly those who encounter computer and Internet access issues. Utilizing Richey and Klein's design and development (DDR) methodologies, this research serves as a primer by first concentrating on needs analysis for the design, then converting it into the development of the board game. The focus of this study was on how the design aspects of Robobug might help children grasp CT principles and foster CT practices. The Robobug board game was initially assessed remotely via questionnaire by a panel of eight subject matter experts from Malaysian institutions. Using the questionnaire and evaluation rubrics, experts were asked to offer insights with the following objectives: (i) to evaluate the design features; (ii) to examine the computational concepts; and (iii) to examine the computational practices of the Robobug board game. The research found that the Robobug board game has significant potential for use as an unplugged tool and alternative technique for instructors to enhance CT abilities outside the typical classroom. Additionally, it can be utilized to incorporate collaborative and game-based learning into teachers' instructional strategies to boost student engagement and achievement. The Robobug board game's shortcomings and suggestions for improvement are discussed.

show abstract

“…Compared with traditional board games, modern board games correspond to newer games that offer a wide range of game mechanics (e.g., Ticket to Ride, Splendor, Carcassonne). Playing modern board games has been shown to be related to logical thinking [ 29 ], improved fluid intelligence [ 30 ], and improved verbal working memory [ 31 ]. Moreover, modern board games seem to enhance social abilities, including verbal, relationship, and emotional skills [ 32 ].…”

Section: Introductionmentioning

confidence: 99%

Video games and board games: Effects of playing practice on cognition

2023

View full text Add to dashboard Cite

The worldwide popularity of playing practices has led to a growing research interest in games’ impact on behavior and cognition. Many studies have already reported the benefits of both video games and board games for cognitive functions. However, these studies have mainly defined the term players according to a minimum play time or in connection to a specific game genre. No study has confronted the cognitive implications of video games and board games in the same statistical model. Thus, it remains unclear whether the cognitive benefits of play are due to play time or game type. To address this issue, in this study, we conducted an online experiment in which 496 participants completed six cognitive tests and a playing practice questionnaire. We examined the between the participants’ overall video game and board game play times and cognitive abilities. The results demonstrated significant relations between overall play time and all cognitive functions. Importantly, video games significantly predicted mental flexibility, planning, visual working memory, visuospatial processing, fluid intelligence, and verbal working memory performance, while board games were not found to predict any cognitive performance. These findings suggest that video games affect cognitive functions in specific ways compared to board games. We encourage further investigation to consider players’ individual differences through their play time and the specific features of the games they play.

show abstract

Computational thinking development and assessment through tabletop escape games

Cited by 12 publications

References 21 publications

Assessment of Computational Thinking: A Study of Preservice Teachers’ Knowledge and Beliefs

Assessment of Computational Thinking: A Study of Preservice Teachers’ Knowledge and Beliefs

Design, Development, and Evaluation of the Robobug Board Game: An Unplugged Approach to Computational Thinking

Video games and board games: Effects of playing practice on cognition

Contact Info

Product

Resources

About