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

Autor/in	Wu, Min Lun
Titel	Educational Game Design as Gateway for Operationalizing Computational Thinking Skills among Middle School Students
Quelle	In: International Education Studies, 11 (2018) 4, S.15-28 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Computation; Thinking Skills; Middle School Students; Educational Games; Design; Case Studies; Qualitative Research; Learning Theories; Novices; Systems Approach; Interpersonal Communication; Language Usage; Foreign Countries; Grade 7; Grade 8; Questionnaires; Observation; Worksheets; Taiwan + Suchen Sie Ihr Suchwort? Denkfähigkeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Educational game; Lernspiel; Case study; Fallstudie; Case Study; Qualitative Forschung; Learning theory; Lerntheorie; Systemischer Ansatz; Interpersonale Kommunikation; Sprachgebrauch; Ausland; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Fragebogen; Beobachtung
Abstract	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. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01