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8th IEEE Global Engineering Education Conference (EDUCON)

作者： Pellas, Nikolaos Vosinakis, Spyridon Univ Aegean Dept Prod & Syst Design Engn Syros Greece

ISBN: (纸本)9781509054671

Game-based learning using interactive environments to impart theoretical and applied knowledge for introductory programming courses is divided in two popular approuches: "game making" and "game playing" Various studies have been conducted following greatly the former approach in secondary and tertiary education with controversial results. However, there has been relatively little research shown about how game playing can be associated with the development of computational thinking and how fundamental programming concepts can be supported by playing games. This work investigates how a simulation game should be designed to support the development of computational problem-solving strategies through the medium of learning fundamental computer science concepts, by proposing a theoretical game playing framework.

关键词： computing education computational problem-solving game-based learning Open Sim Scratch4SL

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The effect of simulation games on learning computer programming: A comparative study on high school students' learning performance by assessing computational problem-solving strategies

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EDUCATION AND INFORMATION TECHNOLOGIES 2018年第6期23卷 2423-2452页

作者： Pellas, Nikolaos Vosinakis, Spyridon Univ Aegean Dept Prod & Syst Design Engn Konstantinoupoleos 1 GR-84100 Syros Cyclades Greece

Computer games are quickly gaining momentum by enabling new approaches to teaching and learning experience for programming courses in K-12 curriculum. However, it remains unclear if the game interface and elements created by using three-dimensional (3D) virtual worlds combined with visual programming languages or a visual programming environment can affect students' learning performance. This quasi-experimental study presents evidence about how a game can assist boys and girls to gain a greater understanding on skills related to CT for developing, implementing and transforming their solution plans into code based on their computational problem-solving strategies. A total of fifty (n = 50) high school students who volunteered to participate in this study divided into a control group (n = 25) and an experimental (n = 25) group that used Scratch and OpenSim with the Scratch4SL palette, respectively to propose their solutions for the same problem-solving tasks via a simulation game. The study findings indicate substantial differences and important points of view about students' learning performance by assessing their computational problem-solving strategies. Students from the experimental group performed significantly better both in measures of problem-solving and algorithmic thinking. Mean scores on post-questionnaires from the experimental group revealed improvements higher than their control group counterparts in two aspects. First, students of the former group created more complete computational instructions with rules to be specified and delivered the learning goals. Second, students of the same group proposed and applied more correct computational concepts and practices in code. Finally, this study discusses the implications for designing learning experiences using OpenSim with Scratch4SL.

关键词： computational problem-solving Computer programming Scratch 3D virtual worlds

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Effects of a situated 3D computational problem-solving and programming game-based learning model on students' learning perception and cognitive loads 6

Effects of a situated 3D computational problem-solving and p...

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6th IIAI International Congress on Advanced Applied Informatics (IIAI-AAI)

作者： Hong, Tzu-Yin Chu, Hui-Chun Soochow Univ Dept Comp Sci & Informat Management Taipei Taiwan

ISBN: (纸本)9781538606216

This study develops a situated 3D computational problem-solving and programming game-based learning (GBL) approach to engage students in learning and practicing their programming skills. Programming and computational problem solving have received a great emphasis from educators in recent years. Besides, game-based learning not only provides a learning method different from conventional one-directional classes for learners to absorb knowledge but also engages learners in learning activities. Therefore, a situated 3D computational problem-solving and programming game-based learning model was developed to cultivate learners in a department of computers science and information management to use programming logic to solve problems. A quasi-experimental design was adopted. The control group used a conventional programming course while the experimental group adopted the situated 3D programming game-based learning model to investigate the effects of program-logic problem solving ability, degree of satisfaction with the learning approach and cognitive loads. It was found that although the proposed mode did not promote learners' program-logic problem solving ability immediately in a short-term, students showed a better satisfaction in solving program-logic problems and devoted more time in the games. Almost all students completed all program-logic missions. Furthermore, it was also found that the learners in the experimental group showed better degree of satisfaction with the learning approach and had lower mental efforts, implying that using the situated 3D programming game-based learning mode can effectively lower students' cognitive load and engage them in the situated game to complete the program-logic learning in the course.

关键词： computational problem-solving game-based learning cognitive load programming logic

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Amplifying children's computational problem-solving skills: A hybrid-based design for programming education

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EDUCATION AND INFORMATION TECHNOLOGIES 2024年第2期29卷 1761-1793页

作者： Wong, Gary K. W. Univ Hong Kong Fac Educ Hong Kong Peoples R China

As block-based visual programming platform such as Scratch become more accessible and supportive to children's programming learning, the demand on understanding a trajectory of children's computational thinking development through programming from their early ages increases rapidly in recent years. To explore the developmental process of children's computational thinking in twenty-first century, an experimental study was proposed to study the children's acquisition of computational thinking (CT) concepts and skills through compulsory lessons in schools starting in the fourth grade. A computational thinking framework along with six units of programming lessons were developed as a part of the research, aiming to develop primary (or elementary) school students' computational problem-solving skills through a hybrid-based design of programming activities: combining unplugged (i.e., embodied cognitive activities without computing devices) and plugged (i.e., programming activities with computing devices) approach. Five primary schools participated in our main study, and a mixed method research was conducted with 400 fourth grade students (Male = 259;Female = 141) and 18 teachers involved in delivering our designed lessons. The findings in our study show that students achieved learning gains in basic computational thinking skills in solving programming problems under this hybrid-based learning approach. These findings can give insight for educators and researchers interested in incorporating computational thinking in primary education, which sets forth a research direction on the developmental aspects of computational thinking for children in the neo-Piagetian perspective.

关键词： computational thinking computational problem-solving Unplugged plugged activities Primary elementary schools Experimental

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Visualizing Algorithms: A Comprehensive Exploration of Sorting and computational problem-solving

Visualizing Algorithms: A Comprehensive Exploration of Sorti...

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2023 International Conference on Integrated Intelligence and Communication Systems, ICIICS 2023

作者： Dubey, Subham Gupta, Shivansh Kumar, Aditya Kaur, Gurmeet Chandigarh University Department of Computer Science Punjab Mohali India

ISBN: (纸本)9798350315455

Effective visuals are essential for solving computational issues and comprehending complicated algorithms. Through the use of a web-based Sorting Algorithm Visualizer and associated components, this study presents a fresh approach to algorithm visualization. We look at different approaches to sorting, approaches to solving problems, and computing difficulties. With the help of a visual depiction, users may better understand the inner workings of sorting algorithms like bubble sort, selection sort, insertion sort, merge sort, fast sort, etc. by using the Sorting Algorithm Visualizer. Positive user feedback exhibiting better algorithmic comprehension is shown in the research, which highlights the Sorting Algorithm Visualizer's efficacy in offering an interactive and complete platform for viewing and learning sorting algorithms. The project's accomplishments and room for expansion demonstrate how crucial visualization is to understanding algorithms and addressing computational problems. © 2023 IEEE.

关键词： Algorithm Visualization computational problem-solving Educational Tools Interactive Learning Sorting Algorithms Visualization Techniques

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The computational Puzzle Design Framework A Design Guide for Games Teaching computational Thinking 19

The Computational Puzzle Design Framework A Design Guide for...

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14th International Conference on the Foundations of Digital Games (FDG)

作者： Jiang, Xina Harteveld, Casper Huang, Xinyuan Fung, Anthony Y. H. Beijing Normal Univ Beijing Peoples R China Northeastern Univ Boston MA 02115 USA Commun Univ China Beijing Peoples R China Chinese Univ Hong Kong Hong Kong Peoples R China

ISBN: (纸本)9781450372176

Games have been designed to foster children's computational thinking (CT) skills, which is widely recognized as a key ability that should be mastered in this computing-driven era. Because learning coding skills is cognitively difficult and uninvolving for novices and it is recommended to learn CT concepts first, many educational games have been developed to teach CT in a non-coding environment. However, despite the breadth of such games and the demand for it, little is known about how to design such games or why such games are designed in a particular way. To address this gap, this paper presents a design framework that describes the building blocks for developing (non-coding) gameplay elements in games teaching CT. The framework focuses specifically on computational problem-solving because this is where games can specifically aid with. We illustrate the design framework through LittleWorld, a mobile game that teaches CT concepts through insects.

关键词： computational thinking educational games game design computational problem-solving preschoolers games for teaching CT

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