The effect of block-based game development activities on the geometry achievement, computational thinking skills and opinions of seventh-grade students

Abstract

The aim of study to investigate the effects of block-based game development activities carried out on the goal-based scenario approach on the geometry achievement and computational thinking skills of seventh-grade students and to reveal their opinions regarding the process. The study used a one-group pretest-posttest experimental model an experimental research design. Overall, 43 seventh-grade students from a district of the province of Van, Turkey, during the 2021–2022 academic year constituted the participants of the study. The participants were determined using the criterion sampling technique a purposeful sampling technique. Within the scope of the study, a goal-based scenario about the topic of polygons was presented to the students, and implementations were carried out. The Computational Thinking Skills Scale, polygons achievement test and a structured interview form were used to collect data. The quantitative data obtained were analyzed using t-test, and the qualitative data were analyzed using content analysis. The results revealed that the block-based game development activities carried out using the goal-based scenario approach significantly affected the students’ computational thinking skills and achievement levels in polygons in favor of the posttest. The students mainly found learning by designing games entertaining, and the implementations conducted useful in terms of learning geometry.

A validity and reliability study of the Turkish computational thinking scale

“…Additionally, Turkish version of CTS can be used to evaluate students' daily routines, dispositions, or tendencies to employ broad CT tools in all problem-solving contexts rather than emphasizing computer programming abilities or specific applications of computer science principles. According to the findings obtained for the students who participated in block-based game development, there was an increase in the computational thinking sub-dimensions of problem solving, cooperation and critical thinking (Dikkartın Övez & Acar, 2022). So, regardless of whether computer programming activities are included, CT can be used with all secondary students in all learning environments.…”