scholarly journals Approaches for teaching computational thinking strategies in an educational game: A position paper

2015 ◽  
Author(s):  
Aaron Bauer ◽  
Eric Butler ◽  
Zoran Popovic
Keyword(s):  
Computational Thinking ◽  
Position Paper ◽  
Educational Game ◽  
Thinking Strategies

scholarly journals GGasCT: Bringing Formal Methods to the Computational Thinking

2020 ◽  
Author(s):  
Braz Araujo da Silva Junior ◽  
Simone André da Costa Cavalheiro ◽  
Luciana Foss
Keyword(s):  
Computational Thinking ◽  
Thinking Skills ◽  
Graph Grammar ◽  
Educational Game ◽  
Graph Grammars ◽  
Game Engine ◽  
Educational Tools ◽  
Alternative Approach ◽  
Comprehensive Framework ◽  
Selection Of

This work presents an alternative approach for developing computational thinking: the graph grammars. Many related terms are individually explored in order to clarify what is in the range of computational thinking. The selection of the terms draws on a systematic literature review that sheds a light on the most commonly addressed terms in the computational thinking literature. A formal and visual language, the graph grammar, is introduced, formally defined and explored, discussing its relations with computational thinking skills. An educational game and a game engine are developed and presented as examples of graph grammars to promote computational thinking. As result, a comprehensive framework to develop and assess computational thinking through graph grammars is theoretically grounded and made available by the developed educational tools.

scholarly journals “The Last Tree”, exercising the Computational Thinking through a Graph Grammar based educational game

2018 ◽  
Vol 2 (1) ◽  
pp. 3
Author(s):  
Braz Araujo da Silva Junior ◽  
Simone André da Costa Cavalheiro ◽  
Luciana Foss
Keyword(s):  
Computational Thinking ◽  
Graph Grammar ◽  
Educational Game

scholarly journals A game proposal to develop Computational Thinking and environmental awareness

2020 ◽  
Vol 3 (1) ◽  
pp. 111
Author(s):  
Fernanda Pires ◽  
Fabrizio F. Honda ◽  
Guibson Silva ◽  
Rafaela Melo ◽  
Rosiane De Freitas ◽  
...  
Keyword(s):  
Problem Solving ◽  
Computer Science ◽  
Undergraduate Students ◽  
Development Process ◽  
School Context ◽  
Cognitive Structure ◽  
Computational Thinking ◽  
Educational Game ◽  
Agile Methodologies ◽  
Directed Learning

INTRODUCTION: Discussions around the development of Computational Thinking have demanded efforts to propose methods, techniques and tools that can assist in this process, especially in the school context. This paper deals with the development of an educational game with the theme "Environment and Sustainability" involving the pillars of Computational Thinking. OBJECTIVE: The game aims to assist the development of Computational Thinking by solving the problems to be solved in the missions of the heroine Sofia. The proposal for creating the game points out ways to create tools that work across curriculum themes. Tactics usually incorporated into the algorithmic language that permeate the problem solving processes in Computer Science be used. METHOD: The creation of the game followed a development process based on agile methodologies. The human cognitive structure was considered together with the intertwining between the games and the four pillars of Computational Thinking for the composition of an architecture applied to the game map. RESULTS: The evaluation of the game map regarding the "algorithmization" of the phases fulfilled the requirements regarding the location of the pillars (Decomposition, Pattern, Abstraction and Algorithm). The game, as an entertainment product, was evaluated using the E-Game Flow which pointed to acceptance by the evaluators (undergraduate students in the Computing area) and some suggestions for improvement were recorded. CONCLUSION: Games are presented as an important tool regarding the development process of Computational Thinking considering the engagement they can cause in their users and the possibilities of using their mechanics for directed learning.

scholarly journals “The Last Tree”, exercising the Computational Thinking through a Graph Grammar based educational game

2018 ◽  
Vol 2 (1) ◽  
pp. 3
Author(s):  
Braz Araujo da Silva Junior ◽  
Simone André da Costa Cavalheiro ◽  
Luciana Foss
Keyword(s):  
Computational Thinking ◽  
Graph Grammar ◽  
Educational Game

scholarly journals Developing an Educational Game to support Cognitive Learning

2014 ◽  
Vol 3 (6) ◽  
Author(s):  
Mary Kiernan ◽  
Cagin Kazimoglu ◽  
Liz Bacon ◽  
Lachlan Mackinnon
Keyword(s):  
Problem Solving ◽  
Computer Science ◽  
Computational Thinking ◽  
Cognitive Learning ◽  
Educational Game ◽  
First Year ◽  
Logical Thinking ◽  
Introductory Programming ◽  
Programming Students

This paper outlines how an educational game can be used to support the learning of programming within the Computer Science (CS) discipline and reports on the qualitative results of a series of rigorous studies conducted through using this game on first year introductory programming students.  Although this paper applies to the CS discipline computational thinking (CT) is an intrinsic part of the games process applicable to any discipline.  This is because CT is a problem solving approach which combines logical thinking with CS concepts to produce a recipe for solving problems in any discipline regardless of where the problem lies.   

scholarly journals Educational Game Design as Gateway for Operationalizing Computational Thinking Skills among Middle School Students

2018 ◽  
Vol 11 (4) ◽  
pp. 15 ◽  
Author(s):  
Min Lun Wu
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Situated Learning ◽  
Game Design ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Educational Game ◽  
School Students ◽  
Design Activities ◽  
Meaningful Relationships

This qualitative case study reports descriptive findings of digital game-based learning involving 15 Taiwanese middle school students’ use of computational thinking skills elicited through programmed activities in a game design workshop. Situated learning theory is utilized as framework to evaluate novice game designers’ individual advancement in developing a designer language, mindset, and use of computational thinking skills. Three strands of findings were extrapolated from analyzing observational data, participant-generated written responses and artifacts: Understanding games as systems and how components work together in meaningful relationships in game design; Developing growing sophistication in communicating with other novice game designers using language germane to game design; Improving understanding and application of computational thinking skills through game design activities. Extended discussions on three focal cases revealed that using design pedagogy, participants operationalized computational thinking skills in design tasks. Promises and pitfalls of using game design to facilitate computational thinking skills are discussed.

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