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

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Computational Thinking 計算論的思考

Moves in Mind: The Psychology of Board Games (MIM) is an impressive work that should be a part of the library of anyone interested in the academic study of games. Although it does not provide any discussion of the presently fashionable and highly popular video games such as Call of Duty: Modern Warfare 3 and World of Warcraft, it provides an exposition of the psychological research associated with board games, many of which are played by millions of individuals worldwide. MIM provides that exposition in a manner that deserves emulation by anyone attempting to write a book of the psychology of any other class of games such as video games. There are numerous strengths to this book. First of all, the authors know what they are discussing. Fernand Gobet is an excellent chess player and a premier scholar of chess cognition. Alex de Voogt is an experienced psychologist and a scholar of the African game of bao. Bao is a mancala game played with seed-like pieces placed in holes in a game board and is popular in locations such as Zanzibar. The third author, Jean Retschitzki, is a veteran psychologist and a researcher of awele, another African board game. Awele is also a mancala game in which a player tries to obtain the pieces of the opponent according to a set of prescribed game rules. The three authors know the terrain of board games well. In addition to the competency and expertise of the authors, MIM has an excellent design and a comprehensive scope. The chapters deal with many of the topics that would be of concern to scholars of games. Chapter 1 provides a justification of the study of board games in the scientific discipline of psychology. For example, chess allows for the study of a wide array of Moves in Mind: The Psychology of Board Games

Moves in Mind: The Psychology of Board Games

This research aims to model the process of data visualization (DV) and design to facilitate computational thinking (CT) of secondary-level students. As an interdisciplinary method for visualizing complex data, creating data visualizations requires learners to analyze data from knowledge of pure and applied science. This study investigates creating DV to facilitate CT as an interdisciplinary method which combines mathematics and information technology. The study was carried out using synthesised design-based research (DBR) method by conducting two cycles comprised of five phases: problem analysis within real-life context, design solution, develop solution, evaluate in practice and reflection. CT dimensions (decomposition, pattern recognition, abstraction, and algorithm design) were tested by using the Computational Thinking through Data Visualization Rubric and reflection form acquired during implementation. The sample consisted of secondary school students in the data visualization creation process with 27 in the first cycle and 31 in the second cycle. This research proposes a model to facilitate development of CT by DV with the analysis of complex data, creating an effective method by enabling analytics and visualizing data. The proposed DV development process facilitating CT has the potential to inform research on interdisciplinary learning environments.

Fostering Computational Thinking Through Data Visualization and Design on Secondary School Students

Computational thinking is considered one of the skills that individuals should possess in current society. The purpose of this study is to explore the potential of implementing unplugged and robotics game-based learning activity in the context of multidisciplinary learning. A total of 27 fourth-grade students at ten years old on average participated in the teaching experiment. Two research questions were evaluated in this study: i.e., the differential effectiveness of the approach between unplugged and robotic collaborative game-based learning in terms of CT skill and science, and ARCS motivation models of game-based learning carried out in the class for the use of learning tools. There were two phases of the learning process: in phase I, students played with an unplugged activity named Meta-Mind Table Game, and in phase II, students played with robots named Meta-Mind Robotic games. Each phase was then analyzed by both mid-test and post-test. The study revealed the inclusion of both unplugged and robotic game-based learning was beneficial to the students. Students were significantly motivated and greatly enhanced in terms of learning effectiveness.

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Nisa Dwi Septiyanti

Papers

Fostering Computational Thinking Through Unplugged and Robotic Collaborative Game-Based Learning on Primary School Students