Promoting Computational Thinking Skills in Non-Computer-Science Students: Gamifying Computational Notebooks to Increase Student Engagement
Promoting Computational Thinking Skills in Non-Computer-Science Students: Gamifying Computational Notebooks to Increase Student Engagement
复制标题
提高非计算机科学专业学生的计算思维技能：将计算笔记本游戏化以提高学生的参与度
DOI：
10.1109/tlt.2022.3180588
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发表时间：
2022
影响因子：
3.7
通讯作者：
A. Holzer
中科院分区：
文献类型：
--
作者：
Alessio De Santo;Juan Carlos Farah;Marc Lafuente Martínez;Arielle Moro;K. Bergram;Aditya Kumar Purohit;P. Felber;D. Gillet;A. Holzer
计算思维（CT）技能对于计算机科学（CS）以外的所有领域的未来专业人员来说越来越重要。因此，越来越多的CS学科之外的学士和硕士课程将CT课程整合到他们的学习计划中。与此同时，旨在支持编程概念教学的笔记本和交互式应用程序等工具变得越来越受欢迎。然而，在非计算机科学专业，计算机技术可能不被认为是必不可少的，学生可能缺乏动机，从事这些工具，以获得坚实的计算机技术技能。本文介绍了一个新的计算笔记本环境中进行了一个完整的学期与115名学生的实地研究。它评估计算笔记本电脑和CT技能，在信息技术的入门课程，一年级的本科生在商业和经济。多维评估方法利用测试前和测试后的调查，讲座和自我导向的实验室会议跟踪分析。我们的研究结果表明，在学习过程中的非CS学生CT，积极的学习活动的参与可以是一个更强的决定因素的学习成果比初始知识。此外，游戏化的计算笔记本可以作为积极学习参与的强大驱动力，甚至比最初的激励因素更重要。
Computational thinking (CT) skills are becoming increasingly relevant for future professionals across all domains, beyond computer science (CS). As such, an increasing number of bachelor's and master's programs outside of the CS discipline integrate CT courses within their study program. At the same time, tools such as notebooks and interactive apps designed to support the teaching of programming concepts are becoming ever more popular. However, in non-CS majors, CT might not be perceived as essential, and students might lack the motivation to engage with such tools in order to acquire solid CT skills. This article presents a field study conducted with 115 students during a full semester on a novel computational notebook environment. It evaluates computational notebooks and CT skills in an introductory course on information technology for first-year undergraduates in business and economics. A multidimensional evaluation approach makes use of pre- and post-test surveys, lectures, and self-directed laboratory sessions tracking analytics. Our findings suggest that, in the process of learning CT for non-CS students, engagement in active learning activities can be a stronger determinant of learning outcomes than initial knowledge. Furthermore, gamifying computational notebooks can serve as a strong driver of active learning engagement, even more so than initial motivational factors.