Developing rural Chinese children’s computational thinking through ­game-based learning and parental involvement

Zhang, Xiangling; Tlili, Ahmed; Guo, Jing; Griffiths, David; Huang, Ronghuai; Looi, Chee-Kit; Burgos, Daniel

doi:10.1080/00220671.2023.2167798

Cited by 4 publications

(1 citation statement)

References 58 publications

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“…Much research attention has been focused on learning through game playing (see recent reviews by Videnovik et al, 2023 andWang et al, 2023). However, very little has been focused on student learning through game making (Dishon & Kafai, 2020), especially in science.…”

Section: Introductionmentioning

confidence: 99%

“So, we kind of started from scratch, no pun intended”: What can students learn from designing games?

Puttick,

Cassidy,

Tucker‐Raymond

et al. 2023

J Res Sci Teach

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Much research attention has been focused on learning through game playing. However, very little has been focused on student learning through game making, especially in science. Moreover, none of the studies on learning through making games has presented an account of how students engage in the process of game design in real time. The present study seeks to address that gap. We report an exploratory embedded case study in which three groups of students in one classroom created a computer game designed to teach peers about climate science, while drawing on scientific knowledge, principles of game design, and computational thinking practices. Data sources were student design sheets, computer video, and audio screen capture while students created their game, and interviews after completing the curriculum unit. A theme‐driven framework was used to code the data. A curricular emphasis on systems across climate systems, game design, and computational thinking practices provided a context designed to synergistically supported student learning. This embedded case study provides a rich example of what a collaborative game design task in a constructionist context looks like in a middle school science classroom, and how it supports student learning. Game design in a constructionist learning environment that emphasized learning through building a game allowed students to choose their pathways through the learning experience and resulted in learning for all despite various levels of programming experience. Our findings suggest that game design may be a promising context for supporting student learning in STEM disciplines.

show abstract

Section: Introductionmentioning

confidence: 99%

“So, we kind of started from scratch, no pun intended”: What can students learn from designing games?

Puttick,

Cassidy,

Tucker‐Raymond

et al. 2023

J Res Sci Teach

View full text Add to dashboard Cite

show abstract

Computational thinking for the digital age: a systematic review of tools, pedagogical strategies, and assessment practices

Rao,

Bhagat

2024

Education Tech Research Dev

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Enhancing elementary school students' computational thinking and programming learning with graphic organizers

Yang,

Lin

2024

Computers & Education

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Developing rural Chinese children’s computational thinking through game-based learning and parental involvement

Cited by 4 publications

References 58 publications

“So, we kind of started from scratch, no pun intended”: What can students learn from designing games?

“So, we kind of started from scratch, no pun intended”: What can students learn from designing games?

Computational thinking for the digital age: a systematic review of tools, pedagogical strategies, and assessment practices

Enhancing elementary school students' computational thinking and programming learning with graphic organizers

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Developing rural Chinese children’s computational thinking through ­game-based learning and parental involvement

Cited by 4 publications

References 58 publications

“So, we kind of started from scratch, no pun intended”: What can students learn from designing games?

“So, we kind of started from scratch, no pun intended”: What can students learn from designing games?

Computational thinking for the digital age: a systematic review of tools, pedagogical strategies, and assessment practices

Enhancing elementary school students' computational thinking and programming learning with graphic organizers

Contact Info

Product

Resources

About

Developing rural Chinese children’s computational thinking through game-based learning and parental involvement