Development Of Computational Thinking Research Articles

Emotional impact and performance in serious games: investigating computational thinking in inclusive education

Serious games have the potential to improve teaching and learning processes by attracting, inspiring and motivating students’ interest. By using educational games, students can develop skills that encompass the computational thinking, enabling students to solve real problems. Given the importance of the development of computational thinking for all students, including those with disabilities, this article aims to evaluate the impact of the insertion of serious games on teaching and learning basic computational thinking concepts in inclusive education. We analyze and correlate the emotional and performance aspects, in order to emotional and performance aspects can contribute to better interactions among students in inclusive education and interaction barriers can impact negativelly on task performance and playability. For this purpose, we selected two serious games and recruited nineteen students with special needs to perform a set of tasks in each game. We measured the emotional and performance aspects through the Geneva Emotions and performance wheel. The results indicate a strong correlation between positive students’ emotions and good students’ performance, significantly impacting the accomplishment of tasks and playability of games.

A Proposal of a Method to Promote Creativity Based on Computational Thinking Using Modified Problem-posing

The development of creativity and computational thinking (CT) has been emphasized in education through various studies and research. In activities such as problem-based learning (PBL), students are required to set and solve problems independently. However, it is often difficult for them to discover problems independently, and for teachers to evaluate them appropriately. This study focused on activities where students created problems, that is, problem-posing and examined methods for demonstrating creativity based on CT. Using this method, students were asked to modify and improve the original problem based on CT. The advantages of this method are that it encourages students to understand the structure of the problem, allows them to create entirely new problems, and helps teachers evaluate their work properly.

Preparation of final qualifying work at a university: the view of modern students

The problem and the aim of the study. The need to study and use the capabilities of network technologies to improve general cultural and professional levels is becoming a condition for training highly qualified specialists. To effectively use computer devices and digital tools, computational thinking is required. The purpose of the study is to explore the possibilities of using a professionally oriented network course for the development of computational thinking of engineers. Research methods. Computational thinking is considered by the authors as a mental process consisting of the sequential execution of a set of actions: activation from human memory of a system of images of objects, and connections between them; formulation of the problem taking into account uncertainty factors; drawing up a solution algorithm and its effective implementation. 68 bachelors from the first year of the Russian State Agrarian University named after K. A. Timiryazev were involved in the study (Russian Federation). Training program 23.03.01 – “Technology of transport processes”, profile – “Digital transport and logistics systems of road transport”. The online training course “Computer Science and Networks in the Industry” was developed by E. V. Shchedrina, and presented on the Moodle platform. Registration certificate No. 24877 dated August 28, 2021. To diagnose and assess the maturity of computational thinking, the author’s testing materials are used. For statistical processing of data, the Pearson's chisquared test was used. Results. A characteristic of the network resource is the execution of all calculation tasks on a computer using application software. When working with course materials, engineers perform a sequence of actions characteristic of computational thinking: analyze the text of a professionally oriented task (formulates the task as a computational problem), decompose the problem; compose and implement an algorithm, perform its analysis and evaluation. Statistically significant differences were determined in the qualitative changes that occurred in the system of training specialists (χ2 = 6.842; p < 0.05). In conclusion, the positive aspects of using a professionally oriented network course for the development of computational thinking of engineers are highlighted (for example, to gain experience in formulating a problem taking into account the uncertainty of the future, students analyze a corporate network, determine a subnet mask for different conditions, etc.).

Professionally oriented network course as the basis for developing the computational thinking of future engineers

The problem and the aim of the study. The need to study and use the capabilities of network technologies to improve general cultural and professional levels is becoming a condition for training highly qualified specialists. To effectively use computer devices and digital tools, computational thinking is required. The purpose of the study is to explore the possibilities of using a professionally oriented network course for the development of computational thinking of engineers. Research methods. Computational thinking is considered by the authors as a mental process consisting of the sequential execution of a set of actions: activation from human memory of a system of images of objects, and connections between them; formulation of the problem taking into account uncertainty factors; drawing up a solution algorithm and its effective implementation. 68 bachelors from the first year of the Russian State Agrarian University named after K. A. Timiryazev were involved in the study (Russian Federation). Training program 23.03.01 – “Technology of transport processes”, profile – “Digital transport and logistics systems of road transport”. The online training course “Computer Science and Networks in the Industry” was developed by E. V. Shchedrina, and presented on the Moodle platform. Registration certificate No. 24877 dated August 28, 2021. To diagnose and assess the maturity of computational thinking, the author’s testing materials are used. For statistical processing of data, the Pearson's chisquared test was used. Results. A characteristic of the network resource is the execution of all calculation tasks on a computer using application software. When working with course materials, engineers perform a sequence of actions characteristic of computational thinking: analyze the text of a professionally oriented task (formulates the task as a computational problem), decompose the problem; compose and implement an algorithm, perform its analysis and evaluation. Statistically significant differences were determined in the qualitative changes that occurred in the system of training specialists (χ2 = 6.842; p < 0.05). In conclusion, the positive aspects of using a professionally oriented network course for the development of computational thinking of engineers are highlighted (for example, to gain experience in formulating a problem taking into account the uncertainty of the future, students analyze a corporate network, determine a subnet mask for different conditions, etc.).

Comparative Experiment of the Effects of Unplugged and Plugged-in Programming on Computational Thinking in Primary School Students: A Perspective of Multiple Influential Factors

Recently, the development of computational thinking (CT) skills has become widespread in the whole world. There is a consensus to develop students’ CT skills through unplugged and plugged-in programming. However, the choice of programming approaches taught in schools is arbitrary and few studies have compared the effectiveness differences between unplugged and plugged-in programming. This study aimed to explore the differences between unplugged and plugged-in programming in developing CT skills of students in Grades 1-2 students. It also explored the joint effects of students’ gender, programming experience, programming interest, and programming confidence with different programming approaches on CT skills. The quasi-experimental research approach was used to conduct 10 weeks of unplugged, plugged-in, and regular programming activities with 124 Grades 1-2 students. The results found that unplugged programming promoted CT skills more in the early primary grades than plugged-in programming. We found that boys and students with programming experience in unplugged group performed significantly better in CT skills than in plugged-in group. Moreover, the improvement of CT skills of students in unplugged group was positively correlated with the level of their programming interest and programming confidence. However, these were not observed in plugged-in group. The results of this study can provide precise guidance for teaching CT skills to early primary school students and provide references for CT education.

Entrepreneurship education, digital literacy and computational thinking insights for business sustainability among housewives

Introduction. Development of digital literacy and computational thinking among housewives lie in its potential to address a critical gap in the understanding of digital education and empowerment. This study seeks to ascertain the viability of family enterprises based on digital marketing. In detail, this study examines the relationship between entrepreneurship education, digital literacy, and business sustainability through computational thinking. Study participants and methods. This research involved a quantitative approach using a self-administered survey method. The population in this study were housewives in several regions in Indonesia and the data will be analyzed using partial least square structural equation modeling (PLS-SEM). Sumatra, Java, and Bali homemakers participated in this study. The three islands represent Indonesia's west, center, and east regions. We offered 350 Google Forms questions sent via WhatsApp. Results. The results indicates that entrepreneurship education has a significant effect on business sustainability (t-value =16.620, p-value =.000), and computational thinking skills (t-value =10.916, p-value =.000). In addition, digital literacy has a significant effect on business sustainability (t-value =4.612, p-value =.000), and computational thinking skills (t-value =3.738, p-value =.000). Later, there is robust link between computational thinking and business sustainability (t-value =3.712, p-value =.000). The mediating estimation indicates that computational thinking can mediate the connectivity between entrepreneurship education and business sustainability (t-value =3.398, p-value =.001), as well as digital literacy and business sustainability (t-value =2.516, p-value =.012). Conclusion. Empowering housewives with entrepreneurship education, digital literacy, and computational thinking holds practical significance in managing their business and community development. This research extends beyond housewives empowerment to potential policy assistance and housewives educational reforms to build inclusive business matters.

Computational Thinking in Geometric Concept Construction Using Geogebra Software

The knowledge era has allowed new ways of interacting with peers and socially, which allows the promotion of social skills and abilities associating the components of computer science, in order to manage the use of Technology and Information and Communication Technology (ICT) in the resolution of geometric situations in the practice of construction, elaboration and interaction with geometric prototypes detected in reality and simulated by GeoGebra software in university students. For this purpose, a non-experimental design of comparative descriptive level was applied, in which sessions with interaction of geometric contents and indicators of computational thinking were developed during seven weeks of classes. The development of the experimental activities allowed the resolution of practical situations detected in the process of: design of plans, organization of analytical components of data through abstraction, solutions of specific and complex situations through the heuristic and algorithmic method, in the challenge of creating new geometric prototypes, exploring new ways of learning geometry, creating challenging situations in producing figures through the software under the basic and fundamental principles of the software leading to the development of computational thinking of the students under observation.

Gamification and Computational Thinking in Education: A systematic literature review

The rapid development of gamification and computational thinking seems to open up new educational horizons by providing new opportunities for students to acquire the basic digital skills needed for their cognitive development. Gamification, on the side, flourishes because it brings about high degree of participants’ engagement in an activity. Accordingly, on the other side, the growing scientific interest in computational thinking centers on the fact that it provides a fruitful field of dialogue in the research community for the development of critical and analytical thinking of students. Hence, this paper aims to synthesize knowledge about gamification and computational thinking for improving education for the benefit of students. Specifically, this paper describes: (a) the theoretical background of gamification in learning and education, (b) relevant studies in literature and their findings, and (c) specific gamified applications of STEM [Science, Technology, Engineering, Mathematics] which have been developed to this subject area. Four databases were searched, and 37 papers were finally selected for this review. The findings from the presented learning theories set the foundation on how students obtain knowledge, and the relevant studies in the field of gamification and computational thinking showed some first positive outcomes stemming some first research attempts which need further examination. Furthermore, it seems that with the right use of game mechanics and elements, well-designed applications of STEM gain students’ interest to learn through gameplay and motivate them to cultivate computational thinking and problem-solving skills.

Do 3–8 Years Old Children Benefit From Computational Thinking Development? A Meta-Analysis

The interest in Computational Thinking (CT) development among young learners increases with the number of studies located in literature. In this study, a meta-analysis was conducted to address two main objectives: (a) the effectiveness of empirical interventions on the development of CT in children aged of 3–8 years; and (b) the variables that influence the effectiveness of the interventions. Following PRISMA procedures, we identified 17 empirical studies with 34 effect sizes and 1665 participants meeting the inclusion criteria from Web of Science database. Overall, we found a statistically significant large effect size (d = .83 [95% CI: 730, .890]; p < .001) on the CT development of 3–8 years old children, which provides empirical support for having young children to engage in CT experiences. The effect size was significantly influenced by moderating variables including gender, scaffolding, and education level. Intervention length showed a marginally significant effect. Therefore, educators could refer to the significant moderators when designing tailored interventions for CT development in early childhood education while a call for more empirical studies of CT development in young children is proposed.

Engaging children in developing algorithmic thinking and debugging skills in primary schools: A mixed-methods multiple case study

AbstractThis study examined the developmental process of children’s computational thinking using block-based programming tools, specifically algorithmic thinking and debugging skills. With this aim, a group of children (N = 191) from two primary schools were studied for two years beginning from the fourth grade, as they engaged in our block-based programming curriculum in their primary schools. A mixed-methods multiple case study was designed with pre- and posttests, classroom observations and postintervention interviews. The statistical results showed that students’ algorithmic thinking and debugging skills significantly increased through our intervention, with girls gaining more on algorithmic thinking. During the students’ learning process, we found that they demonstrated behavioral, affective, and cognitive engagement while acquiring these skills in schools. This study presents the key to student engagement contributing to the process of computational thinking development, with implications for the design of future computational learning in primary school.

Understanding individual differences in computational thinking development of primary school students: A three‐wave longitudinal study

AbstractBackgroundComputational thinking (CT) has emerged as a critical component of 21st‐century skills, and increasing effort was seen in exploring the development of CT skills in K–12 students. Despite cumulative research on exploring students' CT acquisition and its influencing factors, learners' development of the skill over time and the underlying mechanism that contributes to individual differences remain unclear.ObjectiveTo bridge this gap, the present study aimed to explore the individual differences in CT acquisition among primary school students and how these differences were shaped over time. Specifically, variations in the development of CT across demographics, including gender and learning experience, were explored.MethodThree waves of data were collected from a sample of 322 primary school students (aged 7–12) across 18 months, with a 9‐month interval between adjacent waves. A time‐lagged model was leveraged for data analysis, and control variables were included in the model to strengthen statistical robustness.Results and ConclusionThe results indicate that male students and those who were more experienced in coding tended to have more positive attitudes toward coding. Additionally, coding interest was found to mediate the relationship between demographics and CT, demonstrating that male students and more experienced learners tended to be more interested in coding, which, in turn, contributed to the development of CT skills in later stages.ConclusionThe study provides valuable insights into the mechanisms underlying individual differences in CT development over time. The findings highlight the importance of nurturing coding interest among female students and promoting coding exposure for novice learners.

Computational Thinking (CT) towards Creative Action: Developing a Project-Based Instructional Taxonomy (PBIT) in AI Education

This paper aims to develop a new model of Project-Based Instructional Taxonomy (PBIT) that provides a tool of course design that facilitates Computational Thinking (CT) development as creative action in solving real-life problems. Theoretically, PBIT is built on an integrative framework bringing together with studies on CT education, creativity, Bloom’s Taxonomy, and Project-Based Instruction (PBI). This guides the course design to make alignment between diverse elements including education objectives, categories of CT, levels of learning ability, process of project facilitation, and methods of grading. A case will be discussed that focuses on a course Deep Learning and Technologies in AI bachelor program at Northeastern University (NEU) in China. It also shows how PBIT is applied in teaching practice that benefits students’ CT development. As the conclusion indicates, this paper has contributions to future research on creativity, PBI, CT, and AI education.

A Case Study on Learning Visual Programming With TutoApp for Composition of Tutorials: An Approach for Learning by Teaching

Teaching programming is a topic that has generated a high level of interest among researchers in recent decades. In particular, multiple approaches to teaching visual programming have been explored, from the use of tools such as Scratch, robots, unplugged programming or activities for the development of computational thinking. Despite the wide range of resources used, students generally tend to perform poorly academically and perceive learning visual programming as a complex and demotivating task. <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">In this article, the TutoApp system is proposed together with a new methodology based on “Learning by Teaching”, where students create tutorials in their mobile devices to explain programming concepts to their peers. The hypothesis of this paper is that the use of this tool improves learning outcomes and the level of student satisfaction. An experiment with a pre-post-test design has been carried out with 57 university students in an introductory programming course, 30 belonging to a control group (did not use TutoApp) and 27 belonging to the experimental group (used TutoApp). The findings indicate that the creation of tutorials with TutoApp significantly improved students' academic performance over those who did not use it, specifically in learning the loops and conditional control structures. However, it was observed that anxiety increased in all students while learning visual programming. <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">The results of this study open the door to the validation of the use of systems and methodologies for creating tutorials for teaching visual programming to university students.

Possibilities of Development of Informatics Thinking of Pupils and Students Using the Model of Subject-Didactic Competences of Teachers

The development and incorporation of the concept of the development of computational thinking into the curriculum of computing subjects is currently one of the major challenges facing the Czech school system. However, such a concept of teaching presupposes a targeted development of content-subject and didactic- pedagogical competencies of teachers necessary for the development of computational thinking in their pupils and students. Thus, the present paper deals with the possibility of defining a general model of subject-matter and didactic competences of teachers supporting the development of computational thinking in pupils and students.

Computational Thinking: A Proposed Formative Assessment Rubric for Physical Computing Courses

The term Computational Thinking (CT) is commonly acceptable as a 21st century skill in reading, writing, and arithmetic, causing many states to adopt new policies as far as the curriculum, didactic material, teaching and learning methods, as well as assessment methods. In this frame, we have developed a series of Arduino lessons for teachers’ training, including physics computing and computational thinking development. For the training material quality improvement, we have developed a set of assessment criteria (Rubric) that will be used during the teacher’s training course resulting in the formative assessment. The aim of this work is to analyze and justify the rubric’s format and priorities, as well as to inform the teachers’ trainers about the course assessing priorities.

Children’s knowledge construction of computational thinking in a play-based classroom

ABSTRACT This study investigated the development of computational thinking (CT) in young children within the specific context of Hong Kong. The researchers utilized an unplugged digital arts activity to explore the CT knowledge exhibited by children and document their developmental trajectories. A sample of 23 children aged 3 to 6 years participated in an animation art workshop conducted in a Hong Kong kindergarten. The video data were recorded and analyzed in terms of content. Drawing on a three-dimensional framework combining powerful ideas for teaching coding, the observations and field notes revealed that children’s CT knowledge construction aligned with the CT conceptual framework. Notably, older children demonstrated more advanced competences and more complex cognitive structures in terms of the design process, representation, algorithms, modularity, sequences, connecting, choices of conduct, and utilization of hardware/software. These findings emphasize the importance of designing age-appropriate curricula that foster children’s CT skills through the animation art.

Development of computational thinking for dental students in the use of the intraoral impressions’ technique

The accuracy of intraoral impressions is critical for making well-fitting restorations. The possibility of digitalizing the patient's mouth has once been intended for Dentistry, however, the accuracy of dental impressions for different clinical applications is still resisted by professionals. Thus, the understanding of Dentistry students can facilitate the use of the digital technique. The aim of this study was to develop the computational thinking of dentistry students for the use of the intraoral impressions’ technique. Information was collected through searches in Pubmed, Scielo, Scopus, Lilacs and Google Scholar databases using the words "digital printing", "dimensional impression accuracy", "dental impression technique", "intraoral scanner" and "Dentistry digital" in Portuguese or English. Factors such as temperature variation, time period between casting and molding, plaster surface wettability and disinfection procedures may result in material distortion and affect accuracy. Patients commonly report greater comfort when using digital impression techniques and less impression than for conventional impression techniques. Based on this literature review, the intraoral scanning over the years will replace the conventional impression, as it is currently a reliable method, and as accurate as the conventional impression, being in some cases even more precise, in addition to offering greater comfort to the dentist and patient; thus, it is extremely important for dental students to incorporate the computational use of this technique into their learning.

An Investigation of In-service Teachers’ Perceptions and Development of Computational Thinking Skills in a Graduate Emerging Technologies Course

This study investigated in-service teachers’ perceptions and development of computational thinking (CT) skills in an online graduate emerging technologies course. Participants perceived that they increased their CT problem-solving and creativity skills and decreased their collaborative learning and critical thinking skills. Additionally, teachers increased their CT test scores after taking the course. Most teachers used CT terminology correctly (i.e., algorithms and decomposition). However, only 59% correctly described abstraction and pattern recognition, while most teachers did not mention debugging. The authors call on teacher educators to address in-service teachers’ knowledge gaps in their CT skills and select appropriate strategies for CT preparation.

Comparing the effects of plugged-in and unplugged activities on computational thinking development in young children

Comparing the effects of plugged-in and unplugged activities on computational thinking development in young children

Thinking beyond Chatbots’ Threat to Education: Visualizations to Elucidate the Writing or Coding Process

Despite overwhelming evidence to the contrary, educational practices continue to be predominantly centered around outcome-oriented approaches. These practices are now thoroughly disrupted by the recent accessibility of online resources and chatbots. Among the most affected subjects are writing and computer programming. As educators transform their teaching practices to account for this disruption, it is important to note that writing and computer programming play a critical role in the development of logical and computational thinking. For instance, what and how we write shapes our thinking and sets us on the path of self-directed learning. Likewise, computer programming plays a similar role in the development of computational thinking. While most educators understand that “process” and “outcome” are both crucial and inseparable, providing constructive feedback on a learner’s formative process is challenging in most educational settings. To address this long-standing issue in education, this work presents Process Visualizations, a new set of interactive data visualizations that summarize the inherent and taught capabilities of a learner’s writing or programming process. These visualizations provide insightful, empowering, and personalized process-oriented feedback to learners and help to improve cognitive and metacognitive skills. Likewise, they assist educators in enhancing their effectiveness in the process-aware teaching of writing or computer programming. The toolbox for generating the visualizations, named Process Feedback, is ready to be tested by educators and learners and is publicly available as a website.