Engaging Primary School Children in Computational Thinking: Designing and Developing Videogames

Chiazzese, Giuseppe; Fulantelli, Giovanni; Pipitone, Vito; Taibi, Davide

doi:10.14201/eks20181926381

Cited by 24 publications

(6 citation statements)

References 19 publications

(16 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In fact, the result of the t-test comparing total scores on the Bebras tasks obtained by participants in the two groups showed a significantly higher performance in tasks solution in children attending the robotics laboratory. First of all, our findings are consistent with those reported by existing literature that confirmed the effectiveness of robotics education in supporting the acquisition of cognitive skills related to CT [19,20,36,37]. More specifically, findings of the present study are similar to those shown in a previous study evaluating the development of CT skills in a sample of fifth-grade students [38].…”

Section: Discussionsupporting

confidence: 92%

Educational Robotics in Primary School: Measuring the Development of Computational Thinking Skills with the Bebras Tasks

et al. 2019

View full text Add to dashboard Cite

Research has shown that educational robotics can be an effective tool to increase students’ acquisition of knowledge in the subjects of science, technology, engineering, and mathematics and promote, at the same time, a progression in the development of computational thinking (CT) skills in K–12 (kindergarten to 12th grade) education. Within this research field, the present study first sought to assess the effect of a robotics laboratory on the acquisition of CT-related skills in primary school children. The study also aimed to compare the magnitude of the effect of the laboratory across third- and fourth-grade students. For the purpose of the study, a quasi-experimental post-test-only design was adopted, and a group of 51 students, from third- and fourth-grade classrooms, participating in the robotics laboratories, were compared to a control group of 32 students from classrooms of the same grades. A set of Bebras tasks was selected as an overall measure of CT skills and was administered to children in both the intervention and control groups. Overall, the results showed that programming robotics artefacts may exert a positive impact on students’ learning of computational thinking skills. Moreover, the effect of the intervention was found to be greater among third-grade children.

show abstract

Section: Discussionsupporting

confidence: 92%

Educational Robotics in Primary School: Measuring the Development of Computational Thinking Skills with the Bebras Tasks

et al. 2019

View full text Add to dashboard Cite

show abstract

“…The use of video game engines involves students in the creation of the content on which they work, making them participants in the construction of knowledge and not just as mere consumers [37]. The emergence of simple programming languages that allow the creation of video games makes them easier to use for those interested who do not have advanced knowledge in this area, and has therefore made it possible to incorporate the creation of video games in classrooms from primary school onwards [38]. Some researchers use video game creation to motivate pre-university students to become interested in computer science [39].…”

Section: Use Of Video Game Engines In Educationmentioning

confidence: 99%

Using the Roblox Video Game Engine for Creating Virtual tours and Learning about the Sculptural Heritage

Meier

Saorín

León

et al. 2020

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

This paper describes an experience to incorporate the realization of virtual routes about the sculptural heritage of a city in the classroom by developing a simulation of the urban environment using a video game engine. Video game engines not only allow the creation of video games but also the creation and navigation of in-teractive three-dimensional worlds. For this research, Roblox Studio has been used, a simple and intuitive program in which no previous programming skills are required. During the 2018/2019 academic year, a pilot experience was carried out with 53 secondary school students who were given the task of designing a virtual environment in which they had to include 3D models of the sculptural her-itage of the city of Santa Cruz de Tenerife. Before starting the experience, the par-ticipants answered a questionnaire to obtain a previous idea of the students' knowledge about the creation of video games. Once the activity was finished and in order to evaluate the result of the activity, the participants answered a final questionnaire. The students emphasized that after the activity they are more aware of the sculptural heritage of Santa Cruz and that they consider themselves capable of creating their own interactive worlds with Roblox.

show abstract

“…Three subjects are often involved in previous studies that have two types of learning. Research subjects frequently involved are pre-service elementary education teachers (García-Ceberino, Feu, Gamero, & Ibáñez, 2021;M Martín del Pozo, Basilotta Gómez-Pablos, & García-Valcárcel Muñoz-Repiso, 2017;Mee Mee et al, 2020;Perera & Hervás-Gómez, 2021), primary school teachers (Fraga-Varela, Vila-Couñago, & Rodríguez-Groba, 2021;Susman & Pavlin, 2020;Yaşar, Kıyıcı, & Karataş, 2020), and primary school children (Chiazzese, Fulantelli, Pipitone, & Taibi, 2018;Kayumova, Gainullina, Akhmadieva, Matvienko, & Kabakhidze, 2021). This learning is also related to mobile learning which is considered to be able to penetrate space and time (Jen- Yi, Chuan-His, & Yi-Hsin, 2020), and e-learning which is promoted to increase student motivation, engagement, and learning (T. Alshammari, 2020).…”

Section: Figure 8 the Main Fields Of Study That Use Games In Their Le...mentioning

confidence: 99%

The Use of Games for Learning in Primary Schools: A Bibliometrics Analysis of The Scopus Database

Alfiah

Pratiwi²,

Anjarwati

2022

basicedu

View full text Add to dashboard Cite

Elementary school learning that is integrated with games can increase student motivation in learning so that it can have a positive impact on learning outcomes. The bibliometric review used in this research aims to analyze articles that discuss the use of games at the elementary school level published in the Scopus database indexed journal for the period 2013-2022. A total of 122 articles discussing the integration of games in primary school level learning were analyzed. The review findings show that there was a significant increase in the number of publications in 2016-2021, around 77.87% of articles were published in that period. Spain and Indonesia dominate the number of publications. Four authors with 3 publications each are influential authors. Data visualization shows that this research topic can be grouped based on the type of game, type of game, subject of study, learning approach, type of learning, subject involved in research, and a number of topics that have the potential to be integrated with other topics to obtain novelty. The findings of this study can help relevant researchers to recognize research trends in the use of games for primary school learning globally and recommend directions for further research.

show abstract

Engaging Primary School Children in Computational Thinking: Designing and Developing Videogames

Cited by 24 publications

References 19 publications

Educational Robotics in Primary School: Measuring the Development of Computational Thinking Skills with the Bebras Tasks

Educational Robotics in Primary School: Measuring the Development of Computational Thinking Skills with the Bebras Tasks

Using the Roblox Video Game Engine for Creating Virtual tours and Learning about the Sculptural Heritage

The Use of Games for Learning in Primary Schools: A Bibliometrics Analysis of The Scopus Database

Contact Info

Product

Resources

About