An Analysis of Interaction Design in Children's Games Based on Computational Thinking

INTRODUCTION: Several digital games that aim at developing computational thinking in children have emerged in the last few years, as the importance of such ability is increasingly being recognized. Nevertheless, there are no appropriate methods to determine the quality of these games, which hinders their adoption in formal education settings. OBJECTIVES: The general goal of this research is to contribute to the development of a specific evaluation method for children's games that involve computational thinking. In this sense, the specific objective of this paper is to identify which pedagogical and technical aspects of children's interaction with this type of game are proved relevant for developing computational thinking. METHODS: An analysis of two games based on the logic of programming was performed through empirical observation of children's exploratory interaction, in the light of heuristics for interface usability, consisting thus of a combination of formative and objective evaluation. RESULTS: Analysis showed that the game's environment for experimenting with programming commands and visualizing the consequent effects was not sufficient for effective guidance, revealing the need for a human mediator. The main aspects identified as needing improvement were the forms of instruction provided to the child; the design of visual representations of commands, which embed key logical concepts; the correspondence between children's context and expectations and the games' simulated world. CONCLUSION: Results point to directions for the creation of specific parameters and adapted heuristics for evaluation of games based on programming logic for children. In particular the main open question is how to design a game so that computational thinking concepts are implicit conditions to solve challenges, making the process engaging but above all leading to the construction of complex concepts such as parameterized commands.

Ferramentas para o Ensino-Aprendizagem do Pensamento Computacional: onde está Alan Turing?

INTRODUCTION: Since 2006, when Jeannette Wing popularized the term "Computational Thinking" as an essential skill for people in the twenty-first century, there is great interest from the scientific community and governments of various countries in the Computational Thinking exploration in K-12. Although Wing describes Computational Thinking as a process of problem solving that is based on the limits of computing, and more fundamentally addresses the question "What is computable?", little attention has been given to this question in practice. OBJECTIVES: The primary objective of this study was to present a theoretical reflection about the importance of the notion of computability for Computational Thinking, and present a game project for its introduction in K-12. METHODS: Through the bibliographical research method, a study was carried out on the Computational Thinking, Theory of Computation and technologies used in the exploration of Computational Thinking. RESULTS: Based on the studies carried out, the design of a logic game inspired by computational models was elaborated. CONCLUSION: The game proposed in this article may represent a new strategy for the Computational Thinking exploration in K-12, because in addition to bringing notions of computability to the fore, it leads to a thinking way based in states changes, which represents an adequate model of the brain conscious functioning.

Jogos de Programar: Abordagem para os Primeiros Contatos dos Estudantes com a Programação

INTRODUCTION: This work investigates the use of programming games as a way to establish the high school students first contacts with programming concepts. Programming games are puzzle style games in which the player must solve problems that require algorithmic logic using some programming notation. OBJECTIVE: The research sought to evaluate which characteristics of the programming games are perceived positively by the students. METHOD: The research was carried out with 14 students who used three different programming games (Code Combat, NoBug's Snack Bar and Lighbot). They answered a questionnaire with open and closed questions about (i) preferred game, (ii) Engagement and fun, (iii) tutorial style (way of proposing problems to players); And (iv) perception about programming concepts involved. RESULTS: The Code Combat and LightBot games tied the students' preference, with Lightbot achieving a better engagement and fun score. The Tutorial style of Code Combat and NoBug's Snack Bar received the best scores. The students reported having understood the concepts of function (92.9%), Loop (92.9%) and variable (71.2%) after using the games and their perception of the difficulty of programming was easy or average (71.4%). CONCLUSION: The use of programming games in students' initial contacts can bring beneficial results by creating a less intimidating environment in which the student perceives himself capable of achieving his goals while having fun. It aids to avoid obstacles that the perception of the difficulty of programming could generate. Concepts such as loops and functions were better assimilated by students than the concept of a variable, suggesting the need to rethink the traditional organization of textbooks and introductory programming courses.

Desenvolvendo o Pensamento Computacional no Ensino Médio: um Aporte Baseado na Neurociência

INTRODUCTION: Challenges that require new approaches are emerging to resolve the constant changes in society and the introduction of computer systems increasingly complex. In this context, computational thinking can be seen as a way of solving problems, designing systems and understanding human behavior. This paper proposes a study on the development of computational thinking in high school students, based on Neuroscience. OBJECTIVE: The aim of the paper is to identify possible changes in brain physiology pre and post computational logic training and characterize brain activity during the resolution of the logic test problems. METHOD: To carry out this study, it was necessary to collect brain signals in two stages: before and after the training in computational logic, while individuals solved a logic test. RESULTS: From these data we analyze the areas with greater brain activity during the resolution of each proposed issue, which were collected through non-invasive technique using an EEG equipment (electroencephalogram) and a BCI (Brain Computer-interface) called Actichamp by BrainVision. CONCLUSION: As a first implication of the results, it is possible for students to activate as many brain areas as possible before practicing a programming logic.

Metodologia baseada em sala de Aula invertida e Resolução de Problemas relacionado ao cotidiano dos estudantes: uma proposta para ensinar programação para iniciantes

INTRODUCTION: This paper presents the lessons learned from a methodology created to support the teaching of programming for beginners based on Flipped Classroom and Problem Solving approaches using a virtual classroom and exercises linked with student leisure interests. OBJECTIVES: To help students stay on schedule and avoid discipline drop out. METHODOLOGY: we created a virtual classroom with different resources with videos, code examples, and exercises statements that allowed us to approach the interests of the students through situations anchored in their leisure habits. RESULTS: options and possibilities to integrate multiple spaces and tools on the Internet, examples of exercises related to the daily life of the students.