<TechTopia> and Robots: Developing Computational Thinking in Young Learners through a Complex Board Game
DOI:
https://doi.org/10.52731/liir.v006.382Keywords:
Game-based Learning, Computational Thinking, Bebras, Robots, Complex Board GameAbstract
This study investigates the effectiveness of using the educational complex board game <TechTopia> to enhance computational thinking (CT) skills among upper-grade elementary students. The game integrates interdisciplinary learning, programming, and robot-related scenarios, providing a hands-on experience that encourages students to apply CT concepts such as pattern recognition, algorithm design, and logical reasoning. It incorporates problem-solving tasks similar to those found in the Bebras challenge, allowing students to engage with real-world-inspired puzzles that support the development of core CT abilities. A pre-test and post-test were administered to measure changes in students' CT abilities, and a satisfaction survey was conducted to assess their engagement and learning experience. The results showed significant improvements in CT skills, with students achieving high accuracy rates, especially in tasks related to data representation, algorithmic thinking, and reverse reasoning. The survey also indicated high levels of student satisfaction, with positive feedback on the game's design, collaborative elements, and its impact on their problem-solving abilities. These findings suggest that game-based learning, such as <TechTopia>, can effectively promote computational thinking and enhance students' critical thinking and problem-solving skills.
References
Flynn, S. (2021). Education, digital natives, and inequality. Irish Journal of Sociology, 29(2), 248-253. https://doi.org/10.1177/07916035211004815
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33–35. https://doi.org/10.1145/1118178.1118215
Papert, S. (1996). An exploration in the space of mathematics educations. International Journal of Computers for Mathematical Learning, 1(1), 95–123. https://doi.org/10.1007/BF00191473
Selby, C., & Woollard, J. (2010). Computational thinking: Principles and perspectives. University of Southampton, School of Electronics and Computer Science. Retrieved from https://eprints.soton.ac.uk/id/eprint/257937
Dagienė, V., & Stupurienė, G. (2016). Bebras--A Sustainable Community Building Model for the Concept Based Learning of Informatics and Computational Thinking. Informatics in education, 15(1), 25-44. https://doi.org/10.15388/infedu.2016.02
Piatti, A., Adorni, G., El-Hamamsy, L., Negrini, L., Assaf, D., Gambardella, L., & Mondada, F. (2022). The CT-cube: A framework for the design and the assessment of computational thinking activities. Computers in Human Behavior Reports, 5, 100166. https://doi.org/10.1016/j.chbr.2021.100166
Kopcha, T. J., & Ocak, C. (2023). Children’s computational thinking as the development of a possibility space. Computers and Education Open, 5, 100156. https://doi.org/10.1016/j.caeo.2023.100156
Huang, H. , & Shih, J. (2022). Integrating Design Thinking into Interdisciplinary Course with STEM-based Robotic Game . American Journal of Educational Research, 10(10), 599-611. http://pubs.sciepub.com/education/10/10/3/index.html
Shih, J. L., Huang, S. H., Lin, C. H., & Tseng, C. C. (2017). STEAMing the Ships for the Great Voyage: Design and Evaluation of a Technology integrated Maker Game. IxD&A, 34, 61-87. https://doi.org/10.55612/s-5002-034-004
Falloon, G. (2024). Advancing young students’ computational thinking: An investigation of structured curriculum in early years primary schooling. Computers & Education, 105045–105045. https://doi.org/10.1016/j.compedu.2024.105045
Su, J., & Yang, W. (2023). A systematic review of integrating computational thinking in early childhood education. Computers and Education Open, 4, 100122. https://doi.org/10.1016/j.caeo.2023.100122
