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

One of the driving forces behind developing digital games is the idea that digital games have the potential to provide engagement in learning by delivering timely and well structured feedback. This paper discusses how the interactive-feedback loop found in digital games can be used to effectively support the engagement and also the progress of learners. We investigate key motivational factors in providing feedback and then explore current approaches in the use of feedback. This study introduces the concept that learning in games should be an integral part of the game play rather than layering games on top of traditional learning. By way of illustration, we introduce the game based approach we are currently developing to support first year undergraduate computer science students learning introductory programming.

Enchanting e-learning through the use of interactive-feedbak loop in digital games

Virtual learning environments (VLEs) are often perceived by education establishments as an opportunity to widen access without traditional overheads. An integral part of most VLEs is asynchronous computer conferencing and on-line moderators must help students migrate quickly to the new virtual environment to minimize learning disruption. This paper focuses on 21 new on-line moderators and reports their changing perceptions re their role and concerns, from their first appointment through to the end of the delivery of their first on-line course. The findings suggest that it is only after socialization occurs that information can be exchanged and lead to knowledge construction. These are supported by, and extend, prior research by Z Berge, R Mason, M Paulsen and G Salmon and are reinforced by empirical work with a further 19 new on-line moderators.

Does the medium dictate the message? Cultivating communication in an asynchronous environment.

Open 24/7: The Journey from E-User to E-Learner

There is a common belief that educational video games designed to deliver conceptual and applied knowledge on programming constructs are helpful to students who are learning introductory programming. A limited number of studies have been undertaken to evaluate this premise, but the majority only provide anecdotal evidence. This paper reports on the initial results of an experimental study using 75 information technology students who played an educational game designed to support their learning of introductory programming. The results show that students’ understanding of how programming constructs work, and their algorithmic thinking abilities, were positively enhanced. Additionally the findings also suggest that the intrinsic motivation of the students to learn computer programming, and their ability to visualise programming constructs from a given problem, were increased after playing the game.

Experimental evaluation results of a game based learning approach for learning introductory programming

E-learning promises people the ability to learn at a time and place to suit their needs. However, we frequently assume they can automatically adapt to an online environment. This is not the case. They need focussed support on their journey of development from e-user to e-learner. However, many fail to complete this journey. It is essential we identify how best to support them if we are to fully realise the potential of e-learning. This paper builds on previous research and presents an e-moderation activity model for tutor-led courses.

Mary Kiernan

Papers

Enchanting e-learning through the use of interactive-feedbak loop in digital games

Does the medium dictate the message? Cultivating communication in an asynchronous environment.

Open 24/7: The Journey from E-User to E-Learner

Experimental evaluation results of a game based learning approach for learning introductory programming

Effective e-moderation in e-courses