Promoting pupils’ computational thinking skills and self-efficacy: a problem-solving instructional approach

Ma, Hongliang; Zhao, Mei; Wang, Huixin; Wan, Xinqi; Cavanaugh, Terence; Liu, Ji

doi:10.1007/s11423-021-10016-5

Cited by 31 publications

(14 citation statements)

References 50 publications

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“…The result revealed that incorporating the GAME model into block-based programming instruction had effects on the students' basic programming concepts. This result roughly aligns with previous studies using App Inventor (Tsai, 2019) and Scratch (Durak, 2018;Ma et al, 2021;Sáez-López et al, 2016;Vasconcelos & Kim, 2022;Wei et al, 2021) as block-based instructional tools. Tsai et al (2020) applied the GAME model to design a digital learning system.…”

Section: Discussionsupporting

confidence: 91%

Effects of a Programming Course Using the GAME Model on Undergraduates’ Self-Efficacy and Basic Programming Concepts

Tsai,

Chen,

Hsieh

et al. 2023

Journal of Educational Computing Research

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In higher education, it is challenging to cultivate non-computer science majors’ programming concepts. This study used the GAME model (gamification, assessment, modeling, and enquiry) in a programming education course to enhance undergraduates’ self-efficacy and performance of basic programming concepts. There were 83 undergraduates taking part in this study, which adopted a quasi-experimental research design. Students in the experimental group ( n = 43) experienced a course in which the GAME model was used to design the block-based programming course. The control group ( n = 40) was given a general information education course covering similar learning concepts without the game-based learning strategy. The analysis of covariance (ANCOVA) was adopted to investigate the effect of the GAME model on students’ learning outcomes for the quantitative data. In the qualitative analysis, students’ responses to the course perception questionnaire were coded and analyzed. The results showed that students in the experimental group outperformed their counterparts regarding self-efficacy and basic programming concepts. The experimental treatment resulted in a small to medium effect size difference between the two groups. The results showed that incorporating the GAME model into block-based programming teaching helped improve undergraduates’ self-efficacy and performance of basic programming concepts. In addition, these experimental group undergraduates also perceived the pedagogic GAME model positively. Several research suggestions are proposed based on the findings of the present study.

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Section: Discussionsupporting

confidence: 91%

Effects of a Programming Course Using the GAME Model on Undergraduates’ Self-Efficacy and Basic Programming Concepts

Tsai,

Chen,

Hsieh

et al. 2023

Journal of Educational Computing Research

View full text Add to dashboard Cite

show abstract

“…In Zhang and Nouri's (2019) systematic review, it is stated that Scratch is used in computer science or programming courses in the vast majority of studies on Scratch for K-9 students. In the literature, it is seen that there are studies investigating the effect of Scratch on computational thinking in courses such as computer science and mathematics (Dickson, Kotsopoulos, & Harris, 2022;Gadanidis, Hughes, Minniti, & White, 2017;Oluk & Korkmaz, 2016;Oluk, Korkmaz, & Oluk, 2018;Rodríguez-Martínez, González-Calero, & Sáez-López, 2020;Ma, Zhao, Wang, Wan, Cavanaugh, & Liu, 2021;Miller, 2019;Nouri et al, 2020). In online STEM courses, coding workshops and clubs, there are studies conducted with K-9 students where Scratch is used for teaching computer science abstraction, integration of mathematics-computer thinking, creativity or encouraging participatory culture (Israel & Lash, 2020;Statter & Armoni, 2020;Weng 2022a;Weng 2022b).…”

Section: Problem Statusmentioning

confidence: 99%

Effect of Web-Based Collaborative Learning Method with Scratch on Critical Thinking Skills of 5th Grade Students

Alp

Bulunuz

2023

Participatory Educational Research

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This study aimed to investigate the effect of web-based collaborative learning method with Scratch software on the critical thinking skills of 5th grade students and to create materials in Scratch software on the biodiversity subject. This study, in which a quasi-experimental design with pre-test - post-test control group was used, was carried out with 96 fifth grade students selected using convenient sampling method. In the implementation of the study, in addition to the education and training activities on biodiversity in the control groups, the students in the experimental group created products using the web-based collaborative learning method with Scratch in science and information technologies and software courses. As a result of the t-test for the independent samples of the post-test data obtained from the critical thinking questionnaire, it was determined that the critical thinking skills of the experimental group students were higher than the control group students. It is recommended for younger individuals to use Scratch to come up with solutions by using critical thinking skills to cope with complex problems affecting the whole world such as global warming, wars, and pandemics, and to choose the right solution amongst the given ones. Teachers can get an idea about students’ opinions, conceptual errors, and their capability to express themselves, and they can reorganize the educational activities by taking these variables into consideration.

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“…Grizioti and Kynigos (2021) designed a programmable puzzle game in which learners manipulated, programmed, and modified a parametric model to describe a single word to a peer, and their findings suggested that the game promoted the development of computational thinking, including decomposition, pattern recognition, analysis, and abstraction. Ma et al (2021) suggested integrating elements of computational thinking into the knowledge representation and reasoning units of the AI curriculum to develop a game in which learners draw a binary search tree for Tic-Tac-Toe, and suggested that such a design increases interest, motivation, and confidence in learning, reduces their cognitive load, and enhances their knowledge of computational thinking. Choi et al (2016) used a puzzle game for students to learn algorithmic design, and provided feedback on the use of strategies as scaffolding at specific stages to help students achieve their tasks, showing that the above puzzle game mechanism can be a good learning module for computational thinking.…”

Section: Literature Reviewmentioning

confidence: 99%

Learning Pattern Recognition Skills From Games: Design of an Online Pattern Recognition Educational Mobile Game Integrating Algebraic Reasoning Scaffolding

Chao

Hou

2023

Journal of Educational Computing Research

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Pattern recognition is an important skill in computational thinking. In this study, an equation puzzle game was developed by combining pattern recognition with algebraic reasoning, and scaffolding was designed to support learners' learning. Sixty participants were enrolled in this study, divided into a control group and an experimental group to compare the results and differences in game achievement, flow, anxiety, and motivation of participants with and without algebraic reasoning scaffolding. The results of the study showed that the participants in both groups had positive flow and motivation during the game, did not feel over-anxious, and there was no significant difference in the game achievement of the two groups. In addition, the game with the scaffolding may have the potential to make a positive correlation between game achievement and psychological status. The results of this study indicated that the game did not cause too much anxiety to the participants. The scaffolding-based design achieves the intended effect on the participants' assistance and facilitates the participants' engagement in pattern recognition problem solving. And as learners became more focused and engaged, they could also perform better in the game. This game mechanism can be used as a reference for designing pattern recognition games.

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Promoting pupils’ computational thinking skills and self-efficacy: a problem-solving instructional approach

Cited by 31 publications

References 50 publications

Effects of a Programming Course Using the GAME Model on Undergraduates’ Self-Efficacy and Basic Programming Concepts

Effects of a Programming Course Using the GAME Model on Undergraduates’ Self-Efficacy and Basic Programming Concepts

Effect of Web-Based Collaborative Learning Method with Scratch on Critical Thinking Skills of 5th Grade Students

Learning Pattern Recognition Skills From Games: Design of an Online Pattern Recognition Educational Mobile Game Integrating Algebraic Reasoning Scaffolding

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