Zoombinis: The Full Development Implementation Research Study of a Computational Thinking Game for Upper Elementary and Middle School Learners

Zoombinis：面向中小学高年级学生的计算思维游戏的全面开发实施研究

• 批准号: 1502882
• 负责人: Jodi Asbell-Clarke
• 金额: $ 194.12万
• 依托单位: TERC Inc
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-07-15 至 2020-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1502882&HistoricalAwards=false
• 关键词: Zoombinis; Full; Development; Implementation; Research

The Logical Journey of the Zoombinis implementation research study examines the development of computational thinking for upper elementary and middle grades students. Computational thinking is the set of ideas and practices considered vital for computer science skills and has been attracting increased attention over the past several years in K-12 education. This project leverages an existing game by embedding tools for studying patterns of students' decision-making and problem solving in the environment. This allows researchers to understand how students learn about computational thinking within a tool that bridges informal and formal learning settings to engage a wide variety of students. The project will also develop tools and resources for classroom teachers. The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools (RMTs). Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.The research examines three questions. First, what strategies do players develop during Zoombinis gameplay that may provide evidence of implicit computational thinking? Second, how can teachers leverage implicit knowledge of computational thinking developed in Zoombinis to improve formal (explicit) learning? Third, how can a large-scale commercial game be used for broad and equitable improvement of computational thinking? The research uses and develops educational data mining techniques to assess students' learning in conjunction with pre-post computational thinking assessments (external to the game), teacher interviews, classroom observations, and case studies of classroom use. The goal is to understand both students' learning of computational thinking and how to bridge the formal and informal learning via classroom implementation of the Zoombinis game.

Zoombinis实施的逻辑之旅研究考察了小学高年级和初中学生计算思维的发展。计算思维是一套被认为对计算机科学技能至关重要的思想和实践，在过去的几年里，它在K-12教育中引起了越来越多的关注。该项目通过嵌入工具来研究学生在环境中决策和解决问题的模式，从而利用现有的游戏。这使研究人员能够了解学生如何在一个工具中学习计算思维，该工具连接了非正式和正式的学习环境，以吸引各种各样的学生。该项目还将为课堂教师开发工具和资源。探索研究K-12项目（DRK-12）旨在通过研究和开发创新资源、模型和工具（rmt），显著提高pre -12学生和教师对科学、技术、工程和数学（STEM）的学习和教学。DRK-12计划中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，为拟议的项目提供了理论和实证依据。该研究考察了三个问题。首先，玩家在《Zoombinis》的游戏过程中会采用哪些策略来证明他们具有内隐计算思维？其次，教师如何利用Zoombinis开发的计算思维的内隐知识来改善正式（外显）学习？第三，如何将大型商业游戏用于广泛而公平地改进计算思维？该研究使用并开发了教育数据挖掘技术，结合前后计算思维评估（游戏外部）、教师访谈、课堂观察和课堂使用案例研究来评估学生的学习情况。我们的目标是了解学生对计算思维的学习，以及如何通过Zoombinis游戏的课堂实施来架起正式和非正式学习的桥梁。

项目成果

Assessing Implicit Computational Thinking in Zoombinis Gameplay: Pizza Pass, Fleens & Bubblewonder Abyss

评估 Zoombinis 游戏中的内隐计算思维：Pizza Pass、Fleens

• DOI: 10.1145/3130859.3131294
• 发表时间: 2017
• 期刊: Extended Abstracts Publication of the Annual Symposium on Computer-Human Interaction in Play
• 作者: Rowe, Elizabeth;Asbell-Clarke, Jodi;Cunningham, Kathryn;Gasca, Santiago
• 通讯作者: Gasca, Santiago

Assessing implicit computational thinking in zoombinis gameplay

评估 Zoombinis 游戏玩法中的隐式计算思维

• DOI: 10.1145/3102071.3106352
• 发表时间: 2017
• 期刊: Proceedings of the 12th International Conference on the Foundations of Digital Games
• 作者: Rowe, Elizabeth;Asbell-Clarke, Jodi;Gasca, Santiago;Cunningham, Kathryn
• 通讯作者: Cunningham, Kathryn