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

Abstract

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.

Active learning and education 4.0 for complex thinking training: analysis of two case studies in open education

“…Reverse learning with gamified processes has also been designed to assess standard and structured active learning, finding the latter to have better learning outcomes (Jones & Sturrock, 2022). Other designs with gamification have involved computational thinking learning processes for non-computer science students, where participation in active learning activities was a stronger determinant of learning outcomes than initial knowledge; furthermore, gamification of computational notebooks may serve as a driver of active learning engagement, even more so than initial motivational factors (De Santo et al, 2022). Designing active experiences with gamification can support critical thinking processes and generate new ideas by being aware of the knowledge gains.…”

Remote Labs Meet Computational Notebooks: An Architecture for Simplifying the Workflow of Remote Educational Experiments

“…All academic fields necessitate code to collect and analyze data [16]. Computational notebooks are one of the main tools used to learn how to solve complex problems with a programming language, thus reinforcing computational thinking [52], the thought processes to solve problems as computer science does [53]. Computational thinking is a relevant skill for professionals in all domains [52] and is no longer exclusive to engineers and computer science students [53].…”

“…Computational notebooks are one of the main tools used to learn how to solve complex problems with a programming language, thus reinforcing computational thinking [52], the thought processes to solve problems as computer science does [53]. Computational thinking is a relevant skill for professionals in all domains [52] and is no longer exclusive to engineers and computer science students [53]. Teachers can also require students not only to apply code to solve specific problems but also to explain that code, with the help of the rich content available in notebooks [50].…”