游戏设计中的计算思维:针对中学生的行动研究

IF 4.8 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Lorien Cafarella, Lucas Vasconcelos
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引用次数: 0

摘要

初中生在进入计算机科学(CS)课程之前,往往没有接受过CS或计算思维(CT)方面的指导。本研究评估了 Code.org 基于模块的编程课程如何影响初中生的 CT 技能以及对 CT 和 CS 的态度。16 名学生参与了研究。这是一项混合方法行动研究,使用前后测试、调查、人工制品和访谈作为数据来源。研究采用了描述性统计、配对样本 t 检验和归纳主题分析。研究结果表明,参与者的算法思维、调试和模式识别能力有了统计学意义上的显著提高,但抽象能力没有提高。对 CT 和 CS 的态度有所改善,但差异无统计学意义。定性主题揭示了基于游戏的学习对提高 CT 技能、促进成功调试错误的协作以及在结构化指导和创造性自由之间取得平衡所带来的编程乐趣的益处。研究结果强调了低门槛和吸引人的策略对于向新手学习者介绍计算机辅助设计(CT)和计算机辅助设计(CS)的重要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Computational thinking with game design: An action research study with middle school students

Computational thinking with game design: An action research study with middle school students

Middle school students often enter Computer Science (CS) classes without previous CS or Computational Thinking (CT) instruction. This study evaluated how Code.org’s block-based programming curriculum affects middle school students’ CT skills and attitudes toward CT and CS. Sixteen students participated in the study. This was a mixed methods action research study that used pre- and post-tests, surveys, artifacts, and interviews as data sources. Descriptive statistics, paired samples t-tests, and inductive thematic analysis were administered. Findings showed a statistically significant increase in participants’ algorithmic thinking, debugging, and pattern recognition skills but not in abstraction skills. Attitudes toward CT and CS improved but the difference was not statistically significant. Qualitative themes revealed benefits of game-based learning to promote CT skills, collaboration to promote successful error debugging, and enjoyment of programming resulting from a balance between structured guidance and creative freedom. Findings emphasize the importance of low-threshold and engaging strategies to introduce novice learners to CT and CS.

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来源期刊
Education and Information Technologies
Education and Information Technologies EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
10.00
自引率
12.70%
发文量
610
期刊介绍: The Journal of Education and Information Technologies (EAIT) is a platform for the range of debates and issues in the field of Computing Education as well as the many uses of information and communication technology (ICT) across many educational subjects and sectors. It probes the use of computing to improve education and learning in a variety of settings, platforms and environments. The journal aims to provide perspectives at all levels, from the micro level of specific pedagogical approaches in Computing Education and applications or instances of use in classrooms, to macro concerns of national policies and major projects; from pre-school classes to adults in tertiary institutions; from teachers and administrators to researchers and designers; from institutions to online and lifelong learning. The journal is embedded in the research and practice of professionals within the contemporary global context and its breadth and scope encourage debate on fundamental issues at all levels and from different research paradigms and learning theories. The journal does not proselytize on behalf of the technologies (whether they be mobile, desktop, interactive, virtual, games-based or learning management systems) but rather provokes debate on all the complex relationships within and between computing and education, whether they are in informal or formal settings. It probes state of the art technologies in Computing Education and it also considers the design and evaluation of digital educational artefacts.  The journal aims to maintain and expand its international standing by careful selection on merit of the papers submitted, thus providing a credible ongoing forum for debate and scholarly discourse. Special Issues are occasionally published to cover particular issues in depth. EAIT invites readers to submit papers that draw inferences, probe theory and create new knowledge that informs practice, policy and scholarship. Readers are also invited to comment and reflect upon the argument and opinions published. EAIT is the official journal of the Technical Committee on Education of the International Federation for Information Processing (IFIP) in partnership with UNESCO.
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