UPSI Digital Repository (UDRep)
|
UPSI Digital Repository (UDRep)
|
|
|
|
||||||||||||||||||||||||||||||
| Abstract : Universiti Pendidikan Sultan Idris |
| The computational thinking (CT) skills of students will be revised, increasing their future viewpoint in the sphere of scientific activities, notably in education interest. Game-based learning (GBL) appears to have the potential to improve students’ motivation to learn. Students’ GBL is associated with higher mathematics performance, and GBL’s strong relationship with CT may have an even larger effect. The entirety of this CT education research is focused on undergraduate classrooms; little is revealed about how GBL support CT in K-12, particularly in primary schools. This study utilized a Structural Equation Model (SEM) in modelling the relationship between CT and GBL among primary school students. A sample of 90 primary school students from Malaysia was chosen. In this study, the Partial Least Squares-Structural Equation Model (PLS-SEM) was employed to develop the model. The results demonstrate that empirical evidence, coupled with prior observations verified the model developed. The developed model successfully confirmed all the indicator variables stated in the constructs as all of the associations within the model were significant. In conclusion, the lower order components (LOC) along with the hierarchical component model (HCM) in PLS-SEM depicted the relationship between CT and GBL, substantiated empirically. © 2024, Institute of Advanced Engineering and Science. All rights reserved. |
| References |
Y.-C. Liu, T.-H. Huang, and C.-L. Sung, “The determinants of impact of personal traits on computational thinking with programming instruction,” Interactive Learning Environments, vol. 31, no. 8, pp. 4835–4849, Nov. 2023, doi: 10.1080/10494820.2021.1983610. X. Tang, Y. Yin, Q. Lin, R. Hadad, and X. Zhai, “Assessing computational thinking: A systematic review of empirical studies,” Computers & Education, vol. 148, Apr. 2020, doi: 10.1016/j.compedu.2019.103798. H. E. Chen, D. Sun, T.-C. Hsu, Y. Yang, and J. Sun, “Visualising trends in computational thinking research from 2012 to 2021: A bibliometric analysis,” Thinking Skills and Creativity, vol. 47, Mar. 2023, doi: 10.1016/j.tsc.2022.101224. H. Y. Durak and M. Saritepeci, “Analysis of the relation between computational thinking skills and various variables with the structural equation model,” Computers & Education, vol. 116, pp. 191–202, Jan. 2018, doi: 10.1016/j.compedu.2017.09.004. K.-D. Boom, M. Bower, J. Siemon, and A. Arguel, “Relationships between computational thinking and the quality of computer programs,” Education and Information Technologies, vol. 27, no. 6, pp. 8289–8310, Jul. 2022, doi: 10.1007/s10639-022-10921-z. C. Lu, R. Macdonald, B. Odell, V. Kokhan, C. Demmans Epp, and M. Cutumisu, “A scoping review of computational thinking assessments in higher education,” Journal of Computing in Higher Education, vol. 34, no. 2, pp. 416–461, Aug. 2022, doi: 10.1007/s12528-021-09305-y. A. Khaldi, R. Bouzidi, and F. Nader, “Gamification of e-learning in higher education: a systematic literature review,” Smart Learning Environments, vol. 10, no. 1, Jan. 2023, doi: 10.1186/s40561-023-00227-z. D. Alt, “Assessing the benefits of gamification in mathematics for student gameful experience and gaming motivation,” Computers & Education, vol. 200, Jul. 2023, doi: 10.1016/j.compedu.2023.104806. K. Park, B. Mott, W. Min, E. Wiebe, K. E. Boyer, and J. Lester, “Generating game levels to develop computer science competencies in game-based learning environments,” in Artificial Intelligence in Education, 2020, pp. 240–245. doi: 10.1007/978-3-030-52240-7_44. W. Zhao and V. J. Shute, “Can playing a video game foster computational thinking skills?” Computers & Education, vol. 141, Nov. 2019, doi: 10.1016/j.compedu.2019.103633. S. Greipl, K. Moeller, and M. Ninaus, “Potential and limits of game-based learning,” International Journal of Technology Enhanced Learning, vol. 12, no. 4, pp. 363–389, 2020, doi: 10.1504/IJTEL.2020.110047. F. Crocco, K. Offenholley, and C. Hernandez, “A Proof-of-Concept Study of Game-Based Learning in Higher Education,” Simulation & Gaming, vol. 47, no. 4, pp. 403–422, Aug. 2016, doi: 10.1177/1046878116632484. X. Zhang et al., “Developing rural Chinese children’s computational thinking through game-based learning and parental involvement,” The Journal of Educational Research, vol. 116, no. 1, pp. 17–32, Jan. 2023, doi: 10.1080/00220671.2023.2167798. T. Turchi, D. Fogli, and A. Malizia, “Fostering computational thinking through collaborative game-based learning,” Multimedia Tools and Applications, vol. 78, no. 10, pp. 13649–13673, May 2019, doi: 10.1007/s11042-019-7229-9. F. J. Agbo, S. S. Oyelere, J. Suhonen, and M. Tukiainen, “Design, development, and evaluation of a virtual reality game-based application to support computational thinking,” Educational technology research and development, vol. 71, no. 2, pp. 505–537, Apr. 2023, doi: 10.1007/s11423-022-10161-5. A. K. Yadav and S. S. Oyelere, “Contextualized mobile game-based learning application for computing education,” Education and Information Technologies, vol. 26, no. 3, pp. 2539–2562, May 2021, doi: 10.1007/s10639-020-10373-3. T.-C. Hsu, S.-C. Chang, and Y.-T. Hung, “How to learn and how to teach computational thinking: Suggestions based on a review of the literature,” Computers & Education, vol. 126, pp. 296–310, Nov. 2018, doi: 10.1016/j.compedu.2018.07.004. N. H. Ubaidullah, Z. Mohamed, J. Hamid, S. Sulaiman, and R. L. Yussof, “Improving novice students’ computational thinking skills by problem-solving and metacognitive techniques,” International Journal of Learning, Teaching and Educational Research, vol. 20, no. 6, pp. 88–108, Jun. 2021, doi: 10.26803/ijlter.20.6.5. A. Saad and S. Zainudin, “A review of project-based learning (PBL) and computational thinking (CT) in teaching and learning,” Learning and Motivation, vol. 78, May 2022, doi: 10.1016/j.lmot.2022.101802. A. Theodoropoulos and G. Lepouras, “Digital game-based learning and computational thinking in P-12 education: A systematic literature review on playing games for learning programming,” in Handbook of Research on Tools for Teaching Computational Thinking in P-12 Education, 2020, pp. 159–183. doi: 10.4018/978-1-7998-4576-8.ch007. S. Sukirman, L. F. M. Ibharim, C. S. Said, and B. Murtiyasa, “A strategy of learning computational thinking through game based in virtual reality: Systematic review and conceptual framework,” Informatics in Education, vol. 21, no. 1, Jun. 2021, doi:10.15388/infedu.2022.07. J. F. Hair, G. T. M. Hult, C. M. Ringle, and M. Sarstedt, A primer on partial least squares structural equation modeling (PLSSEM). SAGE Publications, 2022. Ö. Korkmaz, R. Çakir, and M. Y. Özden, “A validity and reliability study of the computational thinking scales (CTS),” Computers in Human Behavior, vol. 72, pp. 558–569, Jul. 2017, doi: 10.1016/j.chb.2017.01.005. M. S. B. Yusoff, “ABC of content validation and content validity index calculation,” Education in Medicine Journal, vol. 11, no. 2, pp. 49–54, Jun. 2019, doi: 10.21315/eimj2019.11.2.6. K. Krippendorff, Content analysis: An introduction to its methodology. Sage Publications, 2018. B. Alfaro-Ponce, A. Patiño, and J. Sanabria-Z, “Components of computational thinking in citizen science games and its contribution to reasoning for complexity through digital game-based learning: A framework proposal,” Cogent Education, vol. 10, no. 1, Dec. 2023, doi: 10.1080/2331186X.2023.2191751. |
| This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials. You may use the digitized material for private study, scholarship, or research. |