Abstract
This work aimed to analyze the concept of a balance scorecard (BSC) tool integrated with computational thinking (CT) in university education. An experiential approach to learning about the CT through the study of a BSC performance evaluation tool has been reported. The BSC project offers students hands-on experience with the team-based, cross-functional, and strategic aspects of conceptual thinking. This study integrates the four aspects of the BSC into CT to evaluate students through four perspectives. The experiential approach requires each student to compose a team, find information about their motivation, and develop BSC concepts that apply learning performance in a computational thinking course. The conclusion suggests that the BSC project had a positive impact on the students who participated, indicating their overall knowledge and understanding of functional areas and relationships within the teamwork cooperation were enhanced. Our paper reports an experiential method of learning CT by studying BSC performance evaluation tools. The application example can enhance students’ logical thinking, what is indispensable and essential in maintaining competitiveness.
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