Exploring Gamification Approaches for Enhancing Computational Thinking in Young Learners

Abstract

The integration of computational thinking (CT) in mathematics education is increasingly important due to its intersections with mathematical thinking and its role in the 21st century. Recent years have seen a growing interest in the use of innovative tools to enhance mathematics education, including the exploration of gamification techniques to improve student engagement. While previous research suggests that the inclusion of CT activities at an early age can positively impact students’ motivation and CT skills, the potential benefits of incorporating gamification techniques into CT instruction remain unexplored. In this study, we investigated the impact of shallow and deep gamification techniques on the CT skills and the intrinsic and extrinsic motivation of second-grade students in a blended teaching sequence that combined both unplugged and plugged CT activities. A quasi-experimental design was used with a control group and an experimental group. The findings suggest that both shallow and deep gamification techniques can be effective in improving CT skills in young students, but deep gamification may have a stronger impact on motivation. These results contribute to the growing body of literature on the integration of gamification techniques in CT instruction.

Level of Computational Thinking and Technological Literacy Skills to Improve pre-Service Teacher Learning Innovation

“…A lack of proficiency in technological literacy may hamper the effective incorporation of digital materials and technologies into the curriculum. As a result, the learning materials offered become less interactive, repetitive, and less able to effectively incorporate technology to increase student involvement (del Olmo-Muñoz et al, 2023;Ehsan et al, 2023).…”

Math Gamification and ICT for University Learning: Systematic Review Article

“…Also, technological resources allow the creation of personalized educational experiences (Fraga Varela et al,2021), where students can advance as their own pace, explore areas of interest and receive specific feedback. This contributes to a more meaningful and lasting learning, as the diversity of students' abilities and preferences are addressed (Del Olmo-Muñoz et al, 2023) and (Melgar et al, 2021). This work is justified by the importance that lies in the overwhelming existing information on how to improve the educational quality of teaching, it means, learning with innovation using technology as an ally to the development of learning and professionalization according to academic disciplines.…”

Exploration of computational thinking skills: A case study of islamic senior high school students

“…One of the essential thinking skills at this time is Computational thinking (CT). CT skills are a thinking process that can be done in mathematical and other disciplines (Del Olmo-Muñoz et al, 2023;Weintrop et al, 2016;Wing, 2006). CT trains students in problem-solving in the digital age (George-Reyes, 2023;Palts & Pedaste, 2020).…”

“…There are several problems of madrasah students commonly encountered in the classroom, such as lack of experience in computing (Del Olmo-Muñoz et al, 2023;Saidin et al, 2021;Wegerif, 2017) and knowledge in mathematics and logic (Aminah et al, 2022;Fanchamps et al, 2021;Lee & Malyn-Smith, 2020). In addition, the CT skills possessed by students still need to be improved (Chevalier et al, 2020;Fanchamps et al, 2021;Gong et al, 2020).…”