Early validation of computational thinking pattern analysis
Early validation of computational thinking pattern analysis
复制标题
计算思维模式分析的早期验证
DOI：
10.1145/2591708.2591724
复制
发表时间：
2014
影响因子：
2.5
通讯作者：
A. Repenning
中科院分区：
文献类型：
--
作者：
Kyu Han Koh;H. Nickerson;Ashok R. Basawapatna;A. Repenning
最终用户游戏设计为教师提供了一个独特的机会，将计算思维的概念融入他们的课堂。然而，在游戏和模拟项目中，学生获得的计算思维相关技能并不总是很明显。计算思维模式分析（CTPA）使教师能够可视化学生在游戏设计中掌握的九种特定技能中的哪一种，然后可以用于创建模拟。CTPA有可能自动识别和计算学生的计算思维技能，并在学生完成课程时绘制学生的计算思维技能进展图。目前的研究进一步CTPA的知识，探索其有效性的基础上，其性能如何相关的人类评分的学生游戏。这项验证研究的初步数据表明，CTPA与人类评分相关性很好，它甚至可以用来预测学生未来的成绩水平，因为他们目前的技能进步，使CTPA成为教师潜在的宝贵的计算思维评估工具。
End-user game design affords teachers a unique opportunity to integrate computational thinking concepts into their classrooms. However, it is not always apparent in game and simulation projects what computational thinking-related skills students have acquired. Computational Thinking Pattern Analysis (CTPA) enables teachers to visualize which of nine specific skills students have mastered in game design that can then be used to create simulations. CTPA has the potential to automatically recognize and calculate student computational thinking skills, as well as to map students' computational thinking skill progression, as they proceed through the curriculum. The current research furthers knowledge of CTPA by exploring its validity based on how its performance correlates to human grading of student games. Initial data from this validation study indicates that CTPA correlates well with human grading and that it can even be used to predict students' future achievement levels given their current skill progression, making CTPA a potentially invaluable computational thinking evaluation tool for teachers.