Learning Computational Thinking Through Gamification and Collaborative Learning

Lee, Lap-Kei; Cheung, Tsz-Kin; Ho, Lok-Tin; Yiu, Wai-Hang; Wu, Nga-In

doi:10.1007/978-3-030-21562-0_28

Cited by 11 publications

(11 citation statements)

References 7 publications

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“…We believe that the use of computational notebook environments such as Graasp, integrated with other applications, especially those introducing gamification, can open doors to other interesting avenues of research. The results presented in this article have already demonstrated the benefits of such a gamification approach, aligning with previous studies [44], [45] showing that the technological environment itself can successfully encourage feedback to drive CT skills learning in gamified settings. These results demonstrate that learning activity designers can encourage certain desired behaviors and, at the same time, discourage certain undesirable ones by using a well-designed gamification mechanism.…”

Section: B Computational Notebooks Motivational Aspects and Gamificationsupporting

confidence: 89%

“…Providing feedback for learning activities has long been identified as an important component allowing students to identify gaps and to assess their learning progress [43]. Some experiments [44] have shown that gamified environments where the digital environment itself produces the scaffolds are necessary so that students' acquisition of CT skills can be implemented. In another study, where a mobile app game was used to promote CT [45], the authors found that, generally, the average time that students spent on a level in the game increased with the level of progression.…”

Section: Gamificationmentioning

confidence: 99%

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Promoting Computational Thinking Skills in Non-Computer-Science Students: Gamifying Computational Notebooks to Increase Student Engagement

Santo

Farah

Martínez

et al. 2022

IEEE Trans. Learning Technol.

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Computational thinking (CT) skills are becoming increasingly relevant for future professionals across all domains, beyond computer science (CS). As such, an increasing number of bachelor's and master's programs outside of the CS discipline integrate CT courses within their study program. At the same time, tools such as notebooks and interactive apps designed to support the teaching of programming concepts are becoming ever more popular. However, in non-CS majors, CT might not be perceived as essential, and students might lack the motivation to engage with such tools in order to acquire solid CT skills. This article presents a field study conducted with 115 students during a full semester on a novel computational notebook environment. It evaluates computational notebooks and CT skills in an introductory course on information technology for first-year undergraduates in business and economics. A multidimensional evaluation approach makes use of pre-and post-test surveys, lectures, and self-directed laboratory sessions tracking analytics. Our findings suggest that, in the process of learning CT for non-CS students, engagement in active learning activities can be a stronger determinant of learning outcomes than initial knowledge. Furthermore, gamifying computational notebooks can serve as a strong driver of active learning engagement, even more so than initial motivational factors.

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Section: B Computational Notebooks Motivational Aspects and Gamificationsupporting

confidence: 89%

Section: Gamificationmentioning

confidence: 99%

Promoting Computational Thinking Skills in Non-Computer-Science Students: Gamifying Computational Notebooks to Increase Student Engagement

Santo

Farah

Martínez

et al. 2022

IEEE Trans. Learning Technol.

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“…Failure to adapt to diverse learning styles leads to unsuccessful traditional learning programming methodology, followed by a lack of motivation with the traditional teachercentered pedagogy approach. In contrast, the notion of constructivism assumes that student activities and social interactions amongst peers (e.g., virtual pair programming [33], [34] and discussion forums [35]) have the same effect on learning and knowledge.…”

Section: A Literature Reviewmentioning

confidence: 99%

“…Participation in a pair of microworld projects created a higher sense of accomplishment and confidence in assignments among learners [34], including the discussion on how to solve tasks with others or utilize interactions, assist students in solving complex programming problems and develop programming skills [35]. Therefore, pair programming and discussion forums were used to increase student enjoyment (comfort, insights, interest), motivation, and confidence and improve learning performance [33], [34].…”

Section: B Rq2: Did the Seven Object-oriented Learning Programming En...mentioning

confidence: 99%

Adoption of Visual Programming Environments in Programming Learning

Batiha¹,

Sahari²,

Aini³

et al. 2022

Int. J. Adv. Sci. Eng. Inf. Technol.

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Programming education is gradually integrated into the school and university curricula. Accordingly, studies in the Computer Science education field have highlighted issues such as high failure rate, memorizing, bugs, the complexity of concepts, motivation, and uconfidence faced by students when learning a programming language, specifically object-oriented programming. These issues require specific learning environments to reach the target audience. Therefore, the objectives of this article are to identify the issues based on previous work and to verify those issues by interview feedback conducted with lecturers in the Department of Computer Science and Information Technology at the Faculty of Information Science and Technology, Universiti Kebangsaan Malaysia. Following that, the theoretical principles underpinning environments were studied to explore the suitability of these environments for university education based on the identified issues. The investigated environments included Turtle Graphics, Alice, BlueJ, Greenfoot, Snap!, and NetsBlox, a co-located collaborative block-based programming, and OOPP were studied and used to teach and learn object-oriented programming. Based on the interviews with experts, we found that students still had issues when learning programming, which involved memorizing, bugs, the complexity of concepts, unconfidence, communicating with students during a calamity (distance learning), and a number of students in labs. We conclude that these environments focus on some issues and ignore others, and no single environment satisfies all these issues, which causes students to be demotivated. In a further study, all these issues will be addressed by developing a learning environment, and its effectiveness shall be tested.

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“…Isso fez com que diversos países incentivassem o ensino de Computação na EB, bem como, estabelecessem currículos específicos para tal (Fletcher & Lu 2009;Barr & Stephenson 2011;Hubwieser et al 2014). Assim, diversas ações têm sido feitas ao redor do mundo para efetivar o ensino de Computação na EB (Román-González, Moreno-León, & Robles, 2019;Lee, Cheung, Ho, Yiu, & Wu, 2019;Leonard, Daily, Jörg, & Babu, 2020). No Brasil, de modo especial nos últimos 15 anos, algumas ações (por vezes tímidas), também têm sido feitas no intuito de seguir o modelo já conceituado de outros países (Silva Neto, Santos, & Santos, 2015;Oliveira, Bittencourt, & Trindade, 2019;Santana & Oliveira, 2019), inclusive, mais recentemente com propostas de currículo com abordagem sequencial, que orienta habilidades da Computação para serem trabalhadas da Educação Infantil ao Ensino Médio (CIEB 2019;SBC 2019).…”

Section: Introductionunclassified

Desenvolvimento e Avaliação de Material Didático Desplugado para o Ensino de Computação na Educação Básica

Cruz

Marques

Oliveira

2021

RBIE

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O desenvolvimento de materiais didáticos para o Ensino de Computação, em paralelo com a formação continuada de professores, é uma urgência na Educação Básica brasileira, para fomentar o trabalho com habilidades do Pensamento Computacional nas escolas. Diante dessa necessidade, esta pesquisa teve por objetivos: i) desenvolver materiais didáticos de Computação Desplugada para o ensino de Computação na Educação Básica (4º e 5º ano do Ensino Fundamental), ii) formar professores para a compreensão de conceitos básicos da Computação e utilização do material desenvolvido em escolas da Educação Básica (rede pública de ensino); e iii) avaliar o material desenvolvido com os professores do Ensino Fundamental. A pesquisa envolveu o desenvolvimento, a avaliação do material didático e promoveu a formação continuada de professores. Os dados coletados com os professores foram categorizados e codificados para identificar a aceitação do material didático de Computação Desplugada. Os resultados mais expressivos evidenciam o material didático como “Adequado” e “Bem aceito” pelos professores, sendo que, dos sete fascículos criados os mais utilizados foram “Algoritmos” e “Reconhecimento de Padrões”. Ao final dos encontros de formação continuada, identificou-se ainda que 46% dos professores demonstraram ter assimilado satisfatoriamente os conceitos trabalhados. Sendo assim, esta pesquisa demonstra que o material didático teve um alto grau de aceitação por parte dos professores, causou impacto positivos nos estudantes e também, evidencia a necessidade de novos estudos propondo e avaliando novos materiais didáticos.O desenvolvimento de materiais didáticos para o Ensino de Computação, em paralelo com a formação continuada de professores, é uma urgência na Educação Básica brasileira, para fomentar o trabalho com habilidades do Pensamento Computacional nas escolas. Diante dessa necessidade, esta pesquisa teve por objetivos: i) desenvolver materiais didáticos de Computação Desplugada para o ensino de Computação na Educação Básica (4º e 5º ano do Ensino Fundamental), ii) formar professores para a compreensão de conceitos básicos da Computação e utilização do material desenvolvido em escolas da Educação Básica (rede pública de ensino); e iii) avaliar o material desenvolvido com os professores do Ensino Fundamental. A pesquisa envolveu o desenvolvimento, a avaliação do material didático e promoveu a formação continuada de professores. Os dados coletados com os professores foram categorizados e codificados para identificar a aceitação do material didático de Computação Desplugada. Os resultados mais expressivos evidenciam o material didático como “Adequado” e “Bem aceito” pelos professores, sendo que, dos sete fascículos criados os mais utilizados foram “Algoritmos” e “Reconhecimento de Padrões”. Ao final dos encontros de formação continuada, identificou-se ainda que 46% dos professores demonstraram ter assimilado satisfatoriamente os conceitos trabalhados. Sendo assim, esta pesquisa demonstra que o material didático teve um alto grau de aceitação por parte dos professores, causou impacto positivos nos estudantes e também, evidencia a necessidade de novos estudos propondo e avaliando novos materiais didáticos.

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Learning Computational Thinking Through Gamification and Collaborative Learning

Cited by 11 publications

References 7 publications

Promoting Computational Thinking Skills in Non-Computer-Science Students: Gamifying Computational Notebooks to Increase Student Engagement

Promoting Computational Thinking Skills in Non-Computer-Science Students: Gamifying Computational Notebooks to Increase Student Engagement

Adoption of Visual Programming Environments in Programming Learning

Desenvolvimento e Avaliação de Material Didático Desplugado para o Ensino de Computação na Educação Básica

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