Fostering computational thinking through collaborative game-based learning

Abstract

Algorithms are more and more pervading our everyday life: from automatic checkouts in supermarkets and e-banking to booking a flight online. Understanding an algorithmic solution to a problem is a very relevant activity to improve end-users' involvement. To this end, adopting a meta-design approach may help to support end-users to appropriate the design skills necessary for contributing to system design, in new and engaging modalities. By acquiring Computational Thinking (CT) skills (e.g., algorithmic thinking, abstraction), end-users will be able to understand and trust algorithms, while at the same time participate in the design and development of systems evolving in accordance with their needs. In this work, we focus on two different ways of improving CT skills: playfulness and collaboration. We introduce a game-based system, TAPASPlay, to foster CT skills and we report the results of an exploratory study with 18 users; our hypothesis is that learning CT through gameplay is effective and we tested it by involving participants in game sessions providing playful experience and collaborative learning. Keywords Computational thinking • Gameplay • Tangible user interface • Constructionist video games This is an extended and revised version of a paper that was presented at the 2017 Workshop on Games-Human Interaction [19]. This paper significantly expands over the presentation and experimental validation of TAPASPlay.

Benefits and Challenges of Applying Computational Thinking in Education

“…The latest literature shows a growing interest in CT [35], and describes the importance of CT among students and teachers in education. According to [50], CT skills can be vastly are developed through collaborative and game-based learning like TAPASPlay, which provides a playful environment.…”

Learn to Machine Learn: Designing a Game Based Approach for Teaching Machine Learning to Primary and Secondary Education Students

“…Students need to be able to understand how computational systems work and their value for societal issues [1] and also develop the skills to access, critically analyse and interpret data and information, recognise emerging cultural and social biases embedded in the design of computer systems, and the ethical and political implications [6,7,18]. Such skills and competences can empower students to adopt a more critical and inquisitive approach towards existing technological environments and to engage more actively in the design of new technology systems [15].…”

Fostering Computational Thinking Through Unplugged and Robotic Collaborative Game-Based Learning on Primary School Students

“…There are many approaches to promote learning CT in young children which led to popular research topics, such as block-based programming [8], robotic programming [9], unplugged activity [10], collaborative game-based learning [11], integrated into STEM [12], from STEM to STEAM [13], board game [7], and so on.…”

“…Moreover, students can learn how to solve problems effectively and foster CT skills. Several studies have shown that game-based learning can increase student motivation and improve their learning outcomes [11].…”