Abstract
<p style="text-align:justify">Studies have acknowledged computational thinking (CT) as an efficient approach for problem-solving particularly required in digital workplaces. This research aims to identify indicators for a holistic CT assessment instrument for undergraduate students. A three-round fuzzy Delphi study has been conducted to gain comprehensive opinions and consensus from undergraduate lecturers of computer science disciplines and experts from the information technology industry. In round 1, the experts judged a set of predefined indicators describing CT skills and attitudes identified from the literature, while rounds 2 and 3 focused on variables selection. The consensus was achieved on holistic CT, and the indicators are teamwork, communication, spiritual intelligence, generalization, problem-solving, algorithmic thinking, evaluation, abstraction, decomposition, and debugging. Results demonstrate the importance of attitudes in the process of solving a problem and suggest higher education institutions to consider holistic CT in preparing qualified future graduates. Many CT studies focused only on the skills of CT. This study outlines the assessment indicators that consider both CT skills and attitudes, particularly at the undergraduate level.</p>
Highlights
Today’s workforces are facing the Fourth Industrial Revolution (4th IR) era, wherein computer-based technologies will push innovational changes to global industries
This paper reports the investigation of a set of constructs and their associated items for a computational thinking (CT) assessment instrument, to answer the question ‘what are the underlying constructs and indicators of holistic CT?’
This study proposes holistic CT, which refers to an approach to complex problem solving that comprises both skills and attitudes
Summary
Today’s workforces are facing the Fourth Industrial Revolution (4th IR) era, wherein computer-based technologies will push innovational changes to global industries. Transformative influence on employment, skills, and education is inevitable (Schwab, 2016). Among the skills continuing to grow in demand in this digital age workplaces are analytical thinking and innovation, technology design and programming, critical thinking and analysis, complex problem-solving, and system analysis and evaluation (World Economic Forum, 2018). CT enhances analytical abilities (Yevseyeva & Towhidnejad, 2012), transforms the technology user into a technology builder (Barr, Harrison, & Conery, 2011), and new information creator (Li & Wang, 2012). CT, in particular, fosters complex problem-solving ability. CT enables the formulation of solutions for large and complex problems or systems in the real-world (Wing, 2006)
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