Game-Based Learning for Students' Computational Thinking: A Meta-Analysis

Autor/inn/en	Ma, Jingsi; Zhang, Yi; Zhu, Zhifang; Zhao, Sunan; Wang, Qiyun
Titel	Game-Based Learning for Students' Computational Thinking: A Meta-Analysis
Quelle	In: Journal of Educational Computing Research, 61 (2023) 7, S.1430-1463 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ma, Jingsi) ORCID (Zhang, Yi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/07356331231178948
Schlagwörter	Game Based Learning; Computation; Thinking Skills; Instructional Effectiveness; Skill Development; Student Characteristics; Context Effect; Video Games; Educational Games; Gender Differences; Instructional Program Divisions; Programming; Experience + Suchen Sie Ihr Suchwort? Denkfähigkeit; Unterrichtserfolg; Kompetenzentwicklung; Qualifikationsentwicklung; Video game; Videospiel; Videospiele; Educational game; Lernspiel; Geschlechterkonflikt; Programmierung; Erfahrung
Abstract	Computational thinking (CT) education has drawn increasing attention from educators and researchers. This study conducted a meta-analysis of 27 empirical studies to examine the effectiveness of game-based learning (GBL) for fostering students' CT. The effects of various factors on the learning process for acquiring CT were also examined. The results showed that (a) conducting GBL can foster students' CT, and the overall effect was at the upper-middle level (Hedges' g = 0.600, 95% CI [0.465, 0.735], p < 0.001). (b) Furthermore, conducting GBL can improve students' CT concepts (Hedges' g = 0.916, 95% CI [0.410, 1.423], p < 0.001), CT skills (Hedges' g = 0.494, 95% CI [0.389, 0.600], p < 0.001), and CT perspectives (Hedges' g = 0.927, 95% CI [0.039, 1.816], p < 0.05). (c) Additionally, game mode, teaching context, and participant characteristics have positive effects on CT. Based on the findings, it is suggested that using more unplugged games and video games, designing collaborative game activities, and tailoring approaches according to gender difference and programming experience can effectively promote CT. The results have significance for fostering students' CT in GBL; it is further suggested that instruction processes be rationally designed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01