Effects of Game-Based Learning on Students’ Computational Thinking: A Meta-Analysis

Lu, Zhuotao; Chiu, Ming Ming; Cui, Yunhuo; Mao, Weijie; Lei, Hao

doi:10.1177/07356331221100740

Cited by 11 publications

(10 citation statements)

References 41 publications

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“…More specific positive learning gains were reported in a number of skills, e.g., problem-solving skills and pattern exploration skills (Higgins et al, 2012 ), metacognitive learning outcomes (Verschaffel et al, 2019 ), literacy skills, computational thinking skills, emotion control skills, and collaborative inquiry skills (Lu et al, 2022 ; Su & Yang, 2022 ; Su et al, 2022 ). Additionally, several investigations have reported benefits from the use of ICT on students’ creativity (Fielding & Murcia, 2022 ; Liu et al, 2022 ; Quah & Ng, 2022 ).…”

Section: Resultsmentioning

confidence: 99%

Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review

et al. 2022

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Digital technologies have brought changes to the nature and scope of education and led education systems worldwide to adopt strategies and policies for ICT integration. The latter brought about issues regarding the quality of teaching and learning with ICTs, especially concerning the understanding, adaptation, and design of the education systems in accordance with current technological trends. These issues were emphasized during the recent COVID-19 pandemic that accelerated the use of digital technologies in education, generating questions regarding digitalization in schools. Specifically, many schools demonstrated a lack of experience and low digital capacity, which resulted in widening gaps, inequalities, and learning losses. Such results have engendered the need for schools to learn and build upon the experience to enhance their digital capacity and preparedness, increase their digitalization levels, and achieve a successful digital transformation. Given that the integration of digital technologies is a complex and continuous process that impacts different actors within the school ecosystem, there is a need to show how these impacts are interconnected and identify the factors that can encourage an effective and efficient change in the school environments. For this purpose, we conducted a non-systematic literature review. The results of the literature review were organized thematically based on the evidence presented about the impact of digital technology on education and the factors that affect the schools’ digital capacity and digital transformation. The findings suggest that ICT integration in schools impacts more than just students’ performance; it affects several other school-related aspects and stakeholders, too. Furthermore, various factors affect the impact of digital technologies on education. These factors are interconnected and play a vital role in the digital transformation process. The study results shed light on how ICTs can positively contribute to the digital transformation of schools and which factors should be considered for schools to achieve effective and efficient change.

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Section: Resultsmentioning

confidence: 99%

Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review

et al. 2022

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“…If not, the effect sizes were combined. For instance, if a study reported the effect size of a genderspecific group of students, the effect size of each group was calculated, assuming that each group was independent, and the participants did not overlap (Lipsey & Wilson, 2001). In particular, if a study reported multiple assessments of CT but not an overarching assessment, they were not considered independent outcomes but calculated as a combined effect size (Halme et al, 2010).…”

Section: Discussionmentioning

confidence: 99%

“…The issue of missing data is important in the coding of moderating variables. Studies that do not report certain item codes might yield implausible conclusions if they are discarded (Lipsey & Wilson, 2001). Therefore, we provided an "NA" option for these items.…”

Section: Coding Of Study Characteristics and Moderator Variablesmentioning

confidence: 99%

“…People can effectively solve various problems and cultivate CT through game-based learning (GBL) (Kazimoglu et al, 2012). GBL is known to use motivational contexts to foster CT (Jääskä et al, 2022; Lu et al, 2022; Yunus & Zaibon, 2021), thus avoiding the low-interest experiences associated with noninteractive learning environments. Therefore, GBL can be considered an effective approach for cultivating CT.…”

Section: Introductionmentioning

confidence: 99%

“…GBL’s ability to foster students’ CT has attracted increasing attention from researchers. To our knowledge, however, only a few studies have specifically explored the effect of GBL on CT (Lu et al, 2022; Sun et al, 2021). Lu et al (2022) conducted a meta-analysis to determine GBL’s overall effect on CT and found that GBL had a significant positive overall effect on students’ CT.…”

Section: Introductionmentioning

confidence: 99%

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Game-Based Learning for Students’ Computational Thinking: A Meta-Analysis

Zhang

Zhu

et al. 2023

Journal of Educational Computing Research

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Computational thinking (CT) education has drawn increasing attention from educators and researchers. This study conducted a meta-analysis of 27 empirical studies to examine the effectiveness of game-based learning (GBL) for fostering students’ CT. The effects of various factors on the learning process for acquiring CT were also examined. The results showed that (a) conducting GBL can foster students’ CT, and the overall effect was at the upper-middle level (Hedges’ g = .600, 95% CI [.465, .735], p < .001). (b) Furthermore, conducting GBL can improve students’ CT concepts (Hedges’ g = .916, 95% CI [.410, 1.423], p < .001), CT skills (Hedges’ g = .494, 95% CI [.389, .600], p < .001), and CT perspectives (Hedges’ g = .927, 95% CI [.039, 1.816], p < .05). (c) Additionally, game mode, teaching context, and participant characteristics have positive effects on CT. Based on the findings, it is suggested that using more unplugged games and video games, designing collaborative game activities, and tailoring approaches according to gender difference and programming experience can effectively promote CT. The results have significance for fostering students’ CT in GBL; it is further suggested that instruction processes be rationally designed.

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Computational thinking with game design: An action research study with middle school students

Cafarella,

Vasconcelos

2024

Educ Inf Technol

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Middle school students often enter Computer Science (CS) classes without previous CS or Computational Thinking (CT) instruction. This study evaluated how Code.org’s block-based programming curriculum affects middle school students’ CT skills and attitudes toward CT and CS. Sixteen students participated in the study. This was a mixed methods action research study that used pre- and post-tests, surveys, artifacts, and interviews as data sources. Descriptive statistics, paired samples t-tests, and inductive thematic analysis were administered. Findings showed a statistically significant increase in participants’ algorithmic thinking, debugging, and pattern recognition skills but not in abstraction skills. Attitudes toward CT and CS improved but the difference was not statistically significant. Qualitative themes revealed benefits of game-based learning to promote CT skills, collaboration to promote successful error debugging, and enjoyment of programming resulting from a balance between structured guidance and creative freedom. Findings emphasize the importance of low-threshold and engaging strategies to introduce novice learners to CT and CS.

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Effects of Game-Based Learning on Students’ Computational Thinking: A Meta-Analysis

Cited by 11 publications

References 41 publications

Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review

Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review

Game-Based Learning for Students’ Computational Thinking: A Meta-Analysis

Computational thinking with game design: An action research study with middle school students

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