Teaching and Learning Computational Thinking Through Game-Based Learning: A Systematic Review

Abstract

Computational thinking (CT) is considered a fundamental skill that everyone in the 21st century should have. Game-based learning (GBL) may be used to teach CT, and it’s necessary to clarify how to design and implement game-based CT teaching. The literature was systematically searched for empirical studies published between 2011 and 2021. Thirty-nine studies were included in the review and findings suggested that GBL has positive effects on CT, but has non-significant effects on some CT elements (e.g., conditions, triggers, and abstraction) because of limited time to learn these elements and students’ preferences for using CT elements. Game elements, particularly clear goals and rules, progressive challenges, immediate feedback, storyline, avatar, social interaction and various reward mechanisms were used to motivate students to engage in activities to develop CT. Furthermore, single or multiple theoretical foundations, such as constructivist learning theory and experiential learning theory, may guide the design and implementation of game-based activities. Problem-solving, project-based approaches were used to encourage students to use CT to solve problems or complete a project. Finally, guidelines for designing and implementing game-based learning activities for promoting CT were discussed.