Teaching Computational Thinking Using Mathematics Gamification in Computer Science Game Tournaments

Tan, Chee Wei; Yu, Pei-Duo; Ling, Lin

doi:10.1007/978-981-13-6528-7_10

Cited by 12 publications

(12 citation statements)

References 4 publications

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“…This article has found motivation and gamified feedback to be strong predictors of laboratory performance. This finding supports previous research that finds that technological platforms can provide scaffolding for CT skill acquisition in gamified settings [45]. This study has shown how various motivational aspects may influence student performance and behavior in gamified settings.…”

Section: B Computational Notebooks Motivational Aspects and Gamificationsupporting

confidence: 91%

“…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%

“…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. Other studies [46] found that it is the didactic sequence itself that scaffolds the students to acquire CT, and the authors report an increasing learning rate in the experimental group compared to the control group.…”

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: 91%

Section: B Computational Notebooks Motivational Aspects and Gamificationsupporting

confidence: 89%

Section: Gamificationmentioning

confidence: 99%

See 1 more Smart Citation

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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“…It was noticed that in the literature some studies, point game Repenning et al (2015), Tan et al (2019), as good technology to develop the formulation problem, which was not observed in our study. It is worth mentioning that in our study, we did not evaluate the tools, but rather the course coordinators' perception of the tools.…”

Section: Discussion About Research Questionscontrasting

confidence: 54%

Computational thinking in computer science teacher training courses in Brazil: A survey and a research roadmap

Menolli

Neto

2021

Educ Inf Technol

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The adoption of computational thinking in the classroom has been growing in the last years. Its use needs to be supported by the correct digital technologies and teaching methods, and for this, is required, capable teachers. This work aims to understand how computational thinking is addressed by Computer Science Teacher Education courses in Brazil, and which digital technologies and teaching methods are used to foster it. A survey was conducted, and a roadmap was built. Main obtained results are: Common and accessible technologies, used in everyday life, can help promote computational thinking; Researchers and teachers can explore the list of technologies surveyed and categorized to promote computational thinking; Teachers can analyze the teaching methods used and understand how these methods are applied in the teaching process; The teachers and researchers can use and explore the best technologies identified in the paper, to foster each computational thinking characteristic. Moreover, it is essential to enhance the knowledge about computational thinking, to apply the correct digital technologies and teaching methods in its promotion.

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“…Explored games should be adjusted appropriately since they usually do not provide cognitive psychologists with sufficient quantitative data about the participant's performance and progression on one hand. On the other hand, the used game elements and storylines may not align with participants' preferences [103,105,106]. Moreover, they may impose an additional cognitive load.…”

Section: Phase 3: Exploring Existing Tools For Assessing or Training The Targeted Cognitive Context And Determining The Suitability Of Gamentioning

confidence: 99%

A Gamification Framework for Cognitive Assessment and Cognitive Training: Qualitative Study

Khaleghi¹,

Aghaei²,

Mahdavi³

2021

JMIR Serious Games

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Background Cognitive tasks designed to measure or train cognition are often repetitive and presented in a monotonous manner, features that lead to participant boredom and disengagement. In this situation, participants do not put forth their best effort to do these tasks well. As a result, neuropsychologists cannot draw accurate conclusions about the data collected, and intervention effects are reduced. It is assumed that greater engagement and motivation will manifest as improved data quality. Gamification, the use of game elements in nongame settings, has been heralded as a potential mechanism for increasing participant engagement in cognitive tasks. Some studies have reported a positive effect of gamification on participant performance, although most studies have shown mixed results. One reason for these contrasting findings is that most studies have applied poor and heterogeneous design techniques to gamify cognitive tasks. Therefore, an appropriate gamification design framework is needed in these tasks. Objective This study aimed to propose a framework to guide the design of gamification in cognitive tasks. Methods We employed a design science research (DSR) approach to provide a framework for gamifying cognitive assessments and training by synthesizing current gamification design frameworks and gamification works in cognitive assessment and training, as well as incorporating field experiences. The prototypes of the framework were iteratively evaluated with 17 relevant experts. Results We proposed a framework consisting of 7 phases: (1) preparation; (2) knowing users; (3) exploring existing tools for assessing or training a targeted cognitive context and determining the suitability of game-up and mapping techniques; (4) ideation; (5) prototyping using the Objects, Mechanics, Dynamics, Emotions (OMDE) design guideline; (6) development; and (7) disseminating and monitoring. Conclusions We found that (1) an intermediate design framework is needed to gamify cognitive tasks, which means that game elements should be selected by considering current cognitive assessment or training context characteristics since game elements may impose an irrelevant cognitive load that, in turn, can jeopardize data quality; (2) in addition to developing a new gamified cognitive task from scratch, 2 gamification techniques are widely used (first, adding game elements to an existing cognitive task and second, mapping an existing game to a cognitive function or impairment to assess or train it); and (3) further research is required to investigate the interplay of cognitive processes and game mechanics.

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Teaching Computational Thinking Using Mathematics Gamification in Computer Science Game Tournaments

Cited by 12 publications

References 4 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

Computational thinking in computer science teacher training courses in Brazil: A survey and a research roadmap

A Gamification Framework for Cognitive Assessment and Cognitive Training: Qualitative Study

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