Assessing Implicit Computational Thinking in Zoombinis Gameplay: Pizza Pass, Fleens & Bubblewonder Abyss
Assessing Implicit Computational Thinking in Zoombinis Gameplay: Pizza Pass, Fleens & Bubblewonder Abyss
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评估 Zoombinis 游戏中的内隐计算思维：Pizza Pass、Fleens
DOI：
10.1145/3130859.3131294
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发表时间：
2017
期刊：
影响因子：
--
通讯作者：
Gasca, Santiago
中科院分区：
文献类型：
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作者：
Rowe, Elizabeth;Asbell-Clarke, Jodi;Cunningham, Kathryn;Gasca, Santiago
通过玩数字科学学习游戏b[1]，玩家可以建立对具有挑战性的科学概念的内隐理解。在本研究中，我们考察了小学生和中学生在玩Zoombinis时的内隐计算思维（CT）技能。我们报告了四种CT技能的人类标记系统的发展：问题分解、模式识别、算法思维和抽象。基于对CT新手（小学高年级和中学生）和CT专家（计算机科学家和Zoombinis专家玩家）的视频数据的分析，我们定义了在三个Zoombinis谜题中识别这些技能使用的标签。未来的工作将包括构建基于这些人类标签的隐式CT技能检测器，以便大规模分析游戏日志数据并向教师提供反馈。
Players can build implicit understanding of challenging scientific concepts when playing digital science learning games [1]. In this study, we examine implicit computational thinking (CT) skills among upper elementary and middle school students during Zoombinis gameplay. We report on the development of a human labeling system for gameplay evidence of four CT skills: problem decomposition, pattern recognition, algorithmic thinking, and abstraction. We define labels that identify use of these skills in three Zoombinis puzzles, based on analysis of video data from both CT novices (upper elementary and middle school students) and CT experts (computer scientists and expert Zoombinis players). Future work will involve the construction of detectors for implicit CT skills based on these human labels, in order to analyze gamelog data at scale and give feedback to teachers.