https://par.nsf.gov/servlets/purl/10054119

Demystifying computational thinking

It represents a universally applicable attitude and skill set everyone, not just computer scientists, would be eager to learn and use.

/pdf/computational-thinking-ji-suan-lun-de-si-kao-3qvv34ha3s.pdf

Computational Thinking 計算論的思考

Advancing students' computational thinking skills through educational robotics

https://gala.gre.ac.uk/9243/1/(item_9243)_kazimoglu_2012_cms.pdf

A Serious Game for Developing Computational Thinking and Learning Introductory Computer Programming

This paper outlines an innovative game model for learning computational thinking (CT) skills through digital game-play. We have designed a game framework where students can practice and develop their skills in CT with little or no programming knowledge. We analyze how this game supports various CT concepts and how these concepts can be mapped to programming constructs to facilitate learning introductory computer programming. Moreover, we discuss the potential benefits of our approach as a support tool to foster student motivation and abilities in problem solving. As initial evaluation, we provide some analysis of feedback from a survey response group of 25 students who have played our game as a voluntary exercise. Structured empirical evaluation will follow, and the plan for that is briefly described.

Learning Programming at the Computational Thinking Level via Digital Game-Play

This paper outlines an innovative game-based approach to learning introductory programming that is grounded in the development of computational thinking at an abstract conceptual level, but also provides a direct contextual relationship between game-play and learning traditional introductory programming. The paper proposes a possible model for, and guidelines in support of, this games-based approach contextualized by an analysis of existing research into the issues of learning programming and game based learning approaches. Furthermore, the proposed game-based learning model focuses not only on procedural and applied knowledge and associated skills acquisition in computational thinking, but also provides contextualised theoretical knowledge on Computer Science concepts. By way of illustration, the authors introduce a game prototype currently being developed to combine a puzzle solving game-play that uses Computer Science concepts as the game elements.

Understanding Computational Thinking before Programming: Developing Guidelines for the Design of Games to Learn Introductory Programming through Game-Play

In this paper, we discuss the problems students face when learning computer programming and describe our ongoing work that enables students to learn programming through the use of puzzle solving game-play. Learning how to program is difficult and has been identified as a potential reason for the high attrition rates within the Computer Science discipline. There is a need to develop a new way for students to learn programming that incorporates motivational challenges, timely and relevant feedback whilst still remaining focused on their learning outcomes. The game model presented here incorporated these fundamentals and grounded them at an abstract computational thinking level while providing a direct connection between game-play and programming constructs.

Developing a game model for computational thinking and learning traditional programming through game-play

This paper outlines how an educational game can be used to support the learning of programming within the Computer Science (CS) discipline and reports on the qualitative results of a series of rigorous studies of the use of this game by first-year introductory programming students. Although this paper applies to the CS discipline, computational thinking (CT) as an intrinsic part of the games process is applicable to any discipline. This is because CT combines logical thinking with CS concepts to produce a recipe for solving problems, regardless of where a problem lies.

Many studies indicate that learning through educational games appeals widely to students, regardless of their backgrounds (Liu et al, 2011; Papastergiou, 2009). However, though many of these studies demonstrate enthusiasm for educational games and indicate that games can enhance motivation for learning, they offer very few conclusions about what students learn from playing them or whether or not they acquire cognitive abilities thereby (Denner et al, 2012; Connolly et al, 2011).

/pdf/developing-an-educational-game-to-support-cognitive-learning-kqkmfms5lu.pdf

Mary Kiernan

Papers

A Serious Game for Developing Computational Thinking and Learning Introductory Computer Programming

Learning Programming at the Computational Thinking Level via Digital Game-Play

Understanding Computational Thinking before Programming: Developing Guidelines for the Design of Games to Learn Introductory Programming through Game-Play

Developing a game model for computational thinking and learning traditional programming through game-play

Developing an Educational Game to Support Cognitive Learning