Effect of SRA-programming on computational thinking through different output modalities

Fanchamps, Nardie; Slangen, Lou; Specht, Marcus; Hennissen, Paul

doi:10.1007/s40692-022-00236-w

Cited by 7 publications

(2 citation statements)

References 85 publications

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“…The computational strategies of the universalization of computational thinking for the decomposition of problems, the recognition of patterns, the design of algorithms and the development of abstraction processes, all of this, constitute useful elements for the resolution of complex problems (López et al, 2023). These aspects encourage the development of complex concepts and constitute key elements for the development of digital competencies and skills in citizens (Fanchamps et al, 2023;Hernández & Bermúdez, 2023).…”

Section: Programming and Applied Robotics As A Learning Toolmentioning

confidence: 99%

Impact of teacher training in computational thinking on educational innovation and use of Artificial Intelligence

Vidal,

García,

González

2024

Preprint

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The increase in virtual educational spaces has meant that teachers develop digital skills required in the 21st century. However, few studies explore teacher training in virtual environments linked to the concept of universalization of computational thinking to improve their performance in virtual teaching environments. The objective of this work is to analyze the impact of teacher training in universalization of computational thinking to enhance educational innovation in virtual teaching environments and the use of artificial intelligence (AI). Supported by the Google Scholar, Scopus and Springerlink databases, a systematic review of 75 scientific publications was carried out, using quantitative and qualitative scientific methods, as well as the Prism Model, which allowed organizing quality and selection criteria. The results show that the definition of computational thinking changes as its understanding materializes and develops in new generations of teachers based on a contemporary vision of the concept applied to all citizens. The curricular integration of programming and robotics in teacher training improves their digital literacy. At the same time, the educational practices resulting from the dual dialectic: experiment-conceptualize and act-reflect, supported by Kold's model, could favor educational innovation and the use of AI in educational environments within an ethical and social framework. The TRACK model is pointed out as a strategy to implement computational thinking in teacher training, considering three types of knowledge (namely: technological, pedagogical and the contents of the discipline) necessary for STEAM education, as well as improving teacher performance. in virtual teaching environments.

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Section: Programming and Applied Robotics As A Learning Toolmentioning

confidence: 99%

Impact of teacher training in computational thinking on educational innovation and use of Artificial Intelligence

Vidal,

García,

González

2024

Preprint

View full text Add to dashboard Cite

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“…Also, Cheng et al (2018) worked on an investigation regarding the fundamental applications of the educational robot, through a requirements analysis, seen from the eyes of experts and researchers. On SRA (Sence, Reasoning, Action) coding the authors Fanchamps et al (2020Fanchamps et al ( , 2021, worked regarding the implication of SRA coding on algorithmic thinking. In addition, the implications of using cell phone applications to command robots with elementary school students in school was investigated (Yi andTing, 2020 in Kong et al, 2020).…”

Section: Educational Roboticsmentioning

confidence: 99%

Teaching computer programming: impact of Brown and Wilson's didactical principles

Belmar

2023

Front. Comput. Sci.

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This research studies the effects of the application of didactics to the teaching of computer programming, focusing on programming skills in the Python computer language. The problem arises from the failure and dropout rates of students in computer programming in computer science careers in INACAP and the consequent interest in promoting better learning. The general objective is to study the effects of an innovative methodology, based on Brown and Wilson's didactic principles, on the teaching process of Python programming in computer science students at INACAP. The theoretical framework is based on the didactics of teaching computer programming and the concepts of computational thinking skills of various theoretical references, and in particular on the didactic principles of Brown and Wilson. This research is carried out with a quantitative methodology of explanatory scope and with a quasi-experimental design, with a purposive sample, for the experimental stage the sample will consist of 100 first year undergraduate students of Computer Science, of which 50 will be the experimental group and 50 will be the control group. The hypothesis proposed is that “The students in the experimental group obtain a higher performance when applying Brown and Wilson's didactic principles than the students in the control group who are taught in a traditional way.” The data collection technique used will be a 45-question multiple-choice test. The data analysis will be performed by applying statistical criteria, comparison of means and variances, among others.

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The effect on computational thinking and identified learning aspects: Comparing unplugged smartGames with SRA-Programming with tangible or On-screen output

Fanchamps,

van Gool,

Slangen

et al. 2023

Educ Inf Technol

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Learning basic concepts of programming resulting in a development on computational thinking (CT) can be reached by means of digital programming environments. As a counterpart, the application of unplugged programming activities seems also to have promising potential regarding the impact on CT. The main characteristic of unplugged programming is that it comprises activities without the use of information and communication technologies (ICT). Since previous research has shown that the application of sense-reason-act (SRA) programming with different types of output demonstrated a better understanding of underlying complex programming concepts with an impact on CT, our research investigates whether the application of unplugged programming, offered via SmartGames, can also generate such a distinctive impact on developing CT. To capture the effects of the different interventions applied, a mixed-methods study was conducted among primary school students aged ten to twelve. Research data were obtained by means of a pretest–posttest questionnaire survey using the validated Computational Thinking Test (CTt), and by conducting interviews to determine the effects of CT and to ascertain identifiable learning effects. Our research indicates that unplugged programming by applying SmartGames can be a consummate regarding the development of CT, similar to SRA-programming using either robotics with tangible output or robot simulations with on-screen output. The research findings identified support our claim that the application of unplugged SmartGames shows equivalent development on CT sub-characteristics in comparison with plugged-in SRA-programming with tangible or on-screen output. A better understanding of complex programming concepts and positive identified learning effects could only be partly demonstrated.

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Effect of SRA-programming on computational thinking through different output modalities

Cited by 7 publications

References 85 publications

Impact of teacher training in computational thinking on educational innovation and use of Artificial Intelligence

Impact of teacher training in computational thinking on educational innovation and use of Artificial Intelligence

Teaching computer programming: impact of Brown and Wilson's didactical principles

The effect on computational thinking and identified learning aspects: Comparing unplugged smartGames with SRA-Programming with tangible or On-screen output

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