Connecting Computational Thinking (CT) Concept with the Game-Based Learning (GBL) Elements

Abstract

<p class="StyleAbstractLeft075Right075">This study aims to identify the game-based learning component (GBL) and the concept of computational thinking (CT) that can be integrated together in a design model. GBL and CT concept components are obtained through analysis of previous research and specialist consultancy. The method of analytical analysis is based on the Kitchenham method, (2004) which consists of 3 phases i.e. planning, implementation and documentation. This analysis started on March to May 2020 and involved 398 articles related to GBL and CT. However, there are only 15 articles on the development element of the GBL application and 8 articles related to the CT concept were used. During an expert consultancy, 15 specialists was involved in various backgrounds and experience in GBL and CT. The result shows that there are 6 main elements and 21 sub-elements of GBL. 6 main elements consist of rules, objectives, feedback, interactions, challenges and narrative. Meanwhile, the sub-element consists of the operating rules, basic rules, explicit rules and behaviours, measures, goals, gamification purposes, marks, rewards, badges/awards, player charts, characters, consequences, constraints, levels of games, fun, competition, control, space, engagement and curiosity that have been matched with their main elements. The main element and sub-element of the GBL is called GBL component. Each of these GBL components is integrated with 7 concepts of CT i.e. decomposition, algorithm, abstraction, logical reasoning, assessment, evaluation, pattern recognition and automation.</p>

Alcance del pensamiento computacional en educación secundaria: Currículo nacional y percepción docente

“…A pesar de estas discrepancias, la diversidad de estudios que han explorado el pensamiento computacional pone de manifiesto que se trata de un concepto que ha venido para quedarse. Algunos ejemplos son la relación entre pensamiento computacional y las matemáticas (Rich et al, 2020;Pei et al, 2018), sinergias con aspectos del juego como estrategia de aprendizaje (Yunus y Zaibon, 2021), con el pensamiento espacial (Moschella y Basso, 2020), con el aprendizaje del pensamiento computacional en entornos analógicos (en inglés unplugged), es decir, sin la utilización de ordenadores o dispositivos computacionales (Tonbuloglu y Tonbuloglu, 2019;Delal y Oner, 2020), o incluso emplazando el pensamiento computacional en la nueva ola de conceptos que forma parte de modelos computacionales en boga actualmente como el aprendizaje automático (Tedre et al, 2021).…”

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

“…These views align with those of Almeida and Machado [1], who stated that game difficulty is a necessary component of instructional game design. According to Yunus' study [25], "Challenge" is a critical component of game-based learning that integrates CT concepts. Expert 7: "The coding blocks introduced are appropriate in exposing the players to the concept of creating an algorithm.…”

Study Trends and Core Content Trends of Research on Enhancing Computational Thinking: An Incorporated Bibliometric and Content Analysis Based on the Scopus Database

“…For computer science (CS) and all sciences, the acquisition of CT is fundamental [5]. Tsarava [6] mentioned that Wing also emphasized the importance of CT skills [7] for everyone and not only programmers and computer scientists [8]. Wing determined CT [9] as a method [10] for solving problems [11] that involve conceptualizing, creating abstractions [12], and designing systems [13].…”