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Towards the Development of a Game for Computational Thinking: Identifying Students' Needs and Interests

Towards the Development of a Game for Computational Thinking: Identifying Students' Needs and Interests

Panagiotis Kosmas, Andrea Philippou, Panagiotis Psomos
Copyright: © 2022 |Pages: 23
ISBN13: 9781799874430|ISBN10: 1799874435|ISBN13 Softcover: 9781799874447|EISBN13: 9781799874454
DOI: 10.4018/978-1-7998-7443-0.ch007
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MLA

Kosmas, Panagiotis, et al. "Towards the Development of a Game for Computational Thinking: Identifying Students' Needs and Interests." Designing, Constructing, and Programming Robots for Learning, edited by Nikleia Eteokleous and Efi Nisiforou, IGI Global, 2022, pp. 136-158. https://doi.org/10.4018/978-1-7998-7443-0.ch007

APA

Kosmas, P., Philippou, A., & Psomos, P. (2022). Towards the Development of a Game for Computational Thinking: Identifying Students' Needs and Interests. In N. Eteokleous & E. Nisiforou (Eds.), Designing, Constructing, and Programming Robots for Learning (pp. 136-158). IGI Global. https://doi.org/10.4018/978-1-7998-7443-0.ch007

Chicago

Kosmas, Panagiotis, Andrea Philippou, and Panagiotis Psomos. "Towards the Development of a Game for Computational Thinking: Identifying Students' Needs and Interests." In Designing, Constructing, and Programming Robots for Learning, edited by Nikleia Eteokleous and Efi Nisiforou, 136-158. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-7443-0.ch007

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Abstract

Computational thinking (CT) is now considered an essential approach for developing critical thinking and 21st-century skills. CT as a teaching methodological approach is more connected to STEM education as it provides clearer conceptual and practical considerations to understand science, computer, and mathematical concepts. Based on the recent literature, educational robotics, applications, and serious games are the means of applying CT in teaching practice. This study examines students' needs, interests, and motivations for using a game in the context of CT. Quantitative analysis from an online questionnaire to 394 students from secondary education in different five countries (Greece, Cyprus, Italy, Poland, United Kingdom) demonstrate the students' game interests and needs that guide us to develop a game for CT's implementation in the classroom. Essential insights, considerations, and implications are providing for the design, development, and use of games for the CT in an educational environment.

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