Developing board games and learning materials to support 5th grade students' connected learning around computational thinking and coding

开发棋盘游戏和学习材料，支持五年级学生围绕计算思维和编码进行互联学习

• 批准号: 1837224
• 负责人: Victor Lee
• 金额: $ 30万
• 依托单位: Utah State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-01-01 至 2021-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1837224&HistoricalAwards=false
• 关键词: Developing; board; games; learning; materials

The nation is seeking ways to engage more students, particularly girls, in computer science and computational thinking (CS/CT) in schools. Current models often focus primarily on students working with computers at earlier ages and teachers as the primary instructor. This project presents an alternative model that allows for schools and districts to implement CS/CT education for all students, particularly girls, by focusing on "unplugged" gameplay in school libraries as a foundation for CS/CT lessons with computers in classrooms. The objectives of this project are to iteratively codesign, develop, and pilot instructional materials and sequences that deeply integrate CS/CT using board games and coding into upper elementary school classrooms in ways that specifically broaden participation, especially from girls. A unique feature of the approach is that while the project will focus on 5th grade classrooms and practicing teachers, the team will also mobilize a critical but often under-appreciated resource within the district: the school library and its librarians. The partnership between Utah State University and Cache County School District will involve developing custom computer science board games. Students will play these games in the school library and have synthesis lessons when they return to class to build upon the computational ideas encountered. The tabletop games will be in the library for students to play before and after school as well as during recesses; they will also be available for checkout for students to take home. The project team will also build digital versions of the board games that students will then revise, remix, and share using block-based coding in Scratch. This will enable students to further collaboratively explore, build upon, and code CT ideas first foregrounded and experienced in the board game. This project will also yield design principles related to tabletop board games for computer science, classroom and school library collaborations, and how coding skills can be better developed through encounters with both unplugged and screen-based media. Results of the project will include a model of how a lower threshold form of computer science education can be successfully enacted at the elementary school level coupled with evidence on how it impacts student learning and interest. More generally, findings will contribute to a wide range of efforts intended to bring more girls into computer science. It raises awareness of the many design and collaboration activities that researchers can pursue with respect to a new model of unplugged computing with librarians who play key roles in their schools.The project builds upon the field's growing understanding of how gameplay experiences that go beyond the screen can be utilized in service of computer science education. The two years of design and research partnership to build tabletop board games, curriculum materials, and digital instantiations will advance knowledge about the effective design of resources for computer science education. It also utilizes school libraries and organic tabletop gameplay activities that are popular among youth in those spaces, thus drawing upon existing youth interests and the expertise and skill of educational professionals who are often overlooked in discussions about new curricula. The games will emphasize computational concepts such as algorithmic thinking, sequences, loops, decomposition, and iteration foundational aspects of computational thinking. Research questions that have been jointly developed and will be addressed throughout this project include examining how transitioning from tabletops to screens 1) can be effectively implemented by school librarians and classroom teachers in ways that support classroom activities around computational thinking and coding, and 2) can increase interest in and learning of coding and computer science for elementary students, especially girls. The project will collect data including: (1) transcripts and audio or video recordings of clinical interviews, interviews, focus groups, and game sessions; (2) surveys characterizing participant interest; and (3) observation notes of the game play. The project team will analyze the qualitative data using open and axial coding techniques to establish design scenarios and cases. The project will use regression models to understand changes in students' interests, intrinsic and career, with gender as a potentially mediating covariate.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

国家正在寻求让更多的学生，特别是女孩，在学校学习计算机科学和计算思维（CS/CT）的方法。目前的模式往往主要集中在学生与计算机在较早的年龄和教师作为主要的教师工作。该项目提出了一种替代模式，使学校和地区能够对所有学生，特别是女孩，实施计算机辅助文化/计算机技术教育，重点是在学校图书馆开展“不插电”游戏，作为在教室使用计算机进行计算机辅助文化/计算机技术课程的基础。该项目的目标是反复共同设计，开发和试点教学材料和序列，深入整合CS/CT使用棋盘游戏和编码到上小学教室的方式，特别是扩大参与，特别是从女孩。该方法的一个独特之处是，虽然该项目将重点放在五年级的教室和实践教师，该团队还将动员一个关键的，但往往被低估的资源在该地区：学校图书馆和图书馆员。犹他州州立大学和Cache县学区之间的合作伙伴关系将涉及开发定制的计算机科学棋盘游戏。学生将在学校图书馆玩这些游戏，并在返回课堂时进行综合课程，以建立在遇到的计算思想基础上。桌面游戏将在图书馆供学生在课前、课后以及课间休息时玩;它们也将供学生结账带回家。项目团队还将构建棋盘游戏的数字版本，然后学生将使用Scratch中基于块的编码进行修改，混音和共享。这将使学生能够进一步合作探索，建立和编码CT的想法首先前景化，并在棋盘游戏中体验。该项目还将产生与计算机科学，课堂和学校图书馆合作的桌面棋盘游戏相关的设计原则，以及如何通过与不插电和基于屏幕的媒体的接触更好地发展编码技能。 该项目的成果将包括一个模型，说明如何在小学阶段成功实施较低门槛形式的计算机科学教育，以及它如何影响学生学习和兴趣的证据。更广泛地说，研究结果将有助于旨在使更多女孩进入计算机科学的广泛努力。它提高了人们对许多设计和协作活动的认识，研究人员可以与在学校中发挥关键作用的图书馆员一起追求新的不插电计算模式。该项目建立在该领域对如何利用屏幕之外的游戏体验为计算机科学教育服务的日益增长的理解之上。为期两年的设计和研究合作伙伴关系，旨在构建桌面棋盘游戏、课程材料和数字实例，这将推进有关计算机科学教育资源有效设计的知识。它还利用学校图书馆和在这些空间中受青年欢迎的有机桌面游戏活动，从而利用现有的青年兴趣以及在讨论新课程时往往被忽视的教育专业人员的专门知识和技能。游戏将强调计算概念，如算法思维，序列，循环，分解和迭代计算思维的基础方面。已经共同开发并将在整个项目中解决的研究问题包括研究如何从桌面过渡到屏幕1）学校图书馆员和课堂教师可以有效地实施，以支持围绕计算思维和编码的课堂活动，2）可以增加小学生，特别是女孩对编码和计算机科学的兴趣和学习。该项目将收集数据，包括：（1）临床访谈，访谈，焦点小组和游戏会话的成绩单和音频或视频记录;（2）表征参与者兴趣的调查;和（3）游戏的观察笔记。项目团队将使用开放和轴向编码技术分析定性数据，以建立设计方案和案例。该项目将使用回归模型来了解学生的兴趣，内在和职业的变化，性别作为一个潜在的中介协变量。这个奖项反映了NSF的法定使命，并已被认为是值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估的支持。

项目成果

Design of an expansively-framed board game-based unit to introduce computer programming to upper elementary students

设计一个基于扩展框架的棋盘游戏单元，向高年级学生介绍计算机编程

• 发表时间: 2020
• 期刊: 14th International Conference of the Learning Sciences (ICLS
• 作者: Lee, Victor R.;Poole, Frederick;Clarke-Midura, Jody;Recker, Mimi
• 通讯作者: Recker, Mimi

A Literature Review Examining Broadening Participation in Upper Elementary CS Education

扩大小学高年级计算机科学教育参与范围的文献综述

• DOI: 10.1145/3545945.3569873
• 发表时间: 2023
• 期刊: SIGCSE 2023: Proceedings of the 54th ACM Technical Symposium on Computer Science Education
• 作者: Shehzad, Umar;Recker, Mimi;Clarke-Midura, Jody
• 通讯作者: Clarke-Midura, Jody

Tabletop games designed to promote computational thinking

旨在促进计算思维的桌面游戏

• DOI: 10.1080/08993408.2021.1947642
• 发表时间: 2022
• 期刊: Computer Science Education
• 影响因子: 2.7
• 作者: Poole, Frederick J.;Clarke-Midura, Jody;Rasmussen, Melissa;Shehzad, Umar;Lee, Victor R.
• 通讯作者: Lee, Victor R.

Unplugged-to-Plugged Computer Science at the Library

图书馆不插电的计算机科学

• 发表时间: 2021
• 期刊: Teacher librarian
• 作者: Lee, V. R.;Rogowski, A.;Shehzad, U.;Recker, M.
• 通讯作者: Recker, M.

Introducing Coding through Tabletop Board Games and Their Digital Instantiations across Elementary Classrooms and School Libraries

通过桌面棋盘游戏及其数字实例在小学教室和学校图书馆介绍编码

• DOI: 10.1145/3328778.3366917
• 发表时间: 2020
• 期刊: SIGCSE '20: Proceedings of the 51st ACM Technical Symposium on Computer Science Education
• 作者: Lee, Victor R.;Poole, Frederick;Clarke-Midura, Jody;Recker, Mimi;Rasmussen, Melissa
• 通讯作者: Rasmussen, Melissa