Omslagsbillede

Studying the effects of educational games on cultivating computational thinking skills to primary school students: a systematic literature review

Guardado en:
Udgivet i:Journal of Computers in Education vol. 11, no. 4 (Dec 2024), p. 1283
Hovedforfatter: Giannakoulas, Andreas
Andre forfattere: Xinogalos, Stelios
Udgivet:
Springer Nature B.V.
Fag:
Problem solving
Teaching
Collaboration
Games
Curricula
Skills
Decomposition
Students
Robotics
Literature reviews
Computer programming
Learning
Education
Programming
Algorithms
Elementary school students
Systematic review
Generalization
World Problems
Experiential Learning
Influence of Technology
Teaching Methods
Learning Processes
Learning Experience
Pattern Recognition
Native Speakers
Student Motivation
Computer Uses in Education
Elementary Schools
Definitions
Classroom Environment
Educational Games
Online adgang:Citation/Abstract
Full Text
Full Text - PDF
Tags: Tilføj Tag
Ingen Tags, Vær først til at tagge denne postø!
Resumen:This article presents a systematic literature review (SLR) on the effects of serious games, or more specifically educational games that aim to teach Computational Thinking (CT) skills to primary school students. Sixty one studies from various data sources were evaluated based on the CT skills and programming concepts addressed, the evaluation instruments used, the target audience, the learning outcomes and their results. The findings of the studies on the efficiency or impact of educational games on the acquisition of the proposed topics were positive, indicating that educational programming games can help primary school students develop CT skills or understand fundamental programming concepts. Additionally, the results suggest a general positive attitude towards the use of an educational game for learning purposes, while students perceive games as a great motivator for engaging in CT activities. Finally, the research discusses research gaps and shortages, as well as methodological limitations and recommendations for future work in the relevant domain.
ISSN:2197-9987
2197-9995
DOI:10.1007/s40692-023-00300-z
Fuente:Education Database