Developing Computational Thinking Skills in Adolescents With Autism Spectrum Disorder Through Digital Game Programming

Castro-Muñoz, Roberto; Villarroel, Rodolfo; Barcelos, Thiago; Riquelme, Fabián; Quezada, Ángeles; Bustos-Valenzuela, Patricia

doi:10.1109/access.2018.2877417

Cited by 30 publications

(20 citation statements)

References 36 publications

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“…It is indicated that the block-based coding platform constructs a basis for advanced computational thinking and programming skills and basic programming logic for students (Israel, Pearson et al, 2015). The studies state that children with typical development learn programming skills with block-based coding applications on platforms such as Code.org, and their motivation to acquire these skills increases (Barradas et al, 2020;Lambić et al, 2020;Munoz et al, 2018). In this process, it was seen that the participant had fun and was highly motivated at all stages, from basic level exercises to the design process.…”

Section: Discussionmentioning

confidence: 99%

Teaching Block-Based Coding to a Student with Autism Spectrum Disorder

Özgüç

Altin

2022

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi

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Introduction:The aim of this study is to review the process of teaching coding to a student with autism spectrum disorder (ASD) and to examine that student's educational gains, problems encountered during process, and suggestions for solutions. Method:The research was designed as a case study and involved a three-month instruction process, during which the instruction sessions were prepared via the explicit instruction method of coding skills for a 10-year-old boy with autism spectrum disorder. Further, the contributions of this study were analysed through the data obtained via content analysis method with the NVivo 10 program. Findings:The findings indicated that the participant demonstrated significant gains as a result of the coding teaching process. He successfully completed the first and second levels in the Code.org platform by reducing the level of help given under the researcher's supervision. The participant completed the last two lessons of his second level without any help and became independent in coding skills. The gains increased the participant's motivation; he further stated that he wanted to make coding his future profession. Discussion:The participant not only gained skills in programming, he also learned new skills, e.g., finding the document he saved on a computer, taking a screenshot, and printing something out. According to the literature, programming teaching not only contributes to career planning in the field of engineering, these skills can also be used in daily life or will be needed in other professions. It has been emphasized that individuals with ASD should not only use technology as consumers, but also should be productive individuals in the field of technology by developing their computational thinking skills.

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Section: Discussionmentioning

confidence: 99%

Teaching Block-Based Coding to a Student with Autism Spectrum Disorder

Özgüç

Altin

2022

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi

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“…A study by Munoz et al [31] shows that the computational thinking skills of children with ASC could be improved by the use of VPTs. The study involved seven children aged between 11 and 15 years participating in a five week workshop for creating games using Scratch.…”

Section: Vpts As Learning and Teaching Aids For Children With Ascmentioning

confidence: 99%

Designing accessible visual programming tools for children with autism spectrum condition

Zubair

Brown

Hughes-Roberts

et al. 2021

Univ Access Inf Soc

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Visual programming tools allow users to create interactive media projects such as games and animations using visual representations of programming concepts. Although these tools have been shown to have huge potential for teaching children, research has shown that they may not be accessible for children with cognitive impairments, including those with autism spectrum condition. Therefore, this study proposes a set of recommendations for the design of accessible visual programming tools for children with autism spectrum condition. Semi-structured interviews with experts ($$n=7$$ n = 7 ) were conducted and thematically analysed to identify initial recommendations. A second set of semi-structured interviews with a subset of the initial experts ($$n=3$$ n = 3 ) were then conducted to validate and produce a final set of recommendations.

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“…Por otro lado, el pensamiento computacional representa un conjunto de habilidades relacionadas con la informática que deben ser desarrolladas por todos los seres humanos y gradualmente se está convirtiendo en una habilidad crucial para el siglo XXI, debido a los beneficios potenciales que conlleva el desarrollo de estas habilidades y que a la vez ayuda a la comprensión de otras zonas [18]. Sin embargo, volviendo al objeto de nuestra atención ahora que son los maestros en formación, para lograr su aproximación al Pensamiento Computacional Computacional, el primer paso que hay que hacer es lograr que los docentes asimilen este cambio de mentalidad y lo incorporen en su práctica educativa (en su trabajo en el aula), y que los futuros maestros lo exploren durante su formación para que puedan aplicarlo en su futuro profesional en las escuelas [19].…”

Section: Pensamiento Computacional En Maestrosunclassified

Pensamiento Computacional para la formación de maestros: Una revisión sistemática de literatura

Ramos¹,

Jiménez²,

Muñoz³

et al. 2020

Proceedings of the 18th LACCEI International Multi-Conference for Engineering, Education, and Technology: Engineering, Integrat

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The incorporation of computational thinking in the classroom has been identified as a fundamental strategy that could spread student participation and have an effective impact on learning. Although there are studies done on this subject, we do not find a systematic dissertation that compiles the fundamental practices of Computational Thinking in teacher training. That is why this article presents a systematic review of literature with the objective of summarizing studies on computational thinking for initial teacher training. Initially the search was conducted in five databases of scientific publications, 100 studies published in the last five years were obtained. After a method of analysis of each of them, verify that they match the requirements of the review, obtaining as a result the compilation of the main experiences and practices reported in the process of Computational Thinking for teachers. In addition, the determined systematic review will determine the associated problems, studies on computational thinking, characteristics, methodologies, teaching-learning strategies and trends. This article is an important starting point for future projects that wish to continue contributing to experiences that benefit both students and teachers in this field of Teaching Computational Thinking.

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Developing Computational Thinking Skills in Adolescents With Autism Spectrum Disorder Through Digital Game Programming

Cited by 30 publications

References 36 publications

Teaching Block-Based Coding to a Student with Autism Spectrum Disorder

Teaching Block-Based Coding to a Student with Autism Spectrum Disorder

Designing accessible visual programming tools for children with autism spectrum condition

Pensamiento Computacional para la formación de maestros: Una revisión sistemática de literatura

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