Exploring Gamification Approaches for Enhancing Computational Thinking in Young Learners

The integration of computational thinking (CT) in mathematics education is increasingly important due to its intersections with mathematical thinking and its role in the 21st century. Recent years have seen a growing interest in the use of innovative tools to enhance mathematics education, including...

Full description

Saved in:
Bibliographic Details
Published in:Education sciences 2023-05, Vol.13 (5), p.487
Main Authors: del Olmo-Muñoz, Javier, Bueno-Baquero, Andrea, Cózar-Gutiérrez, Ramón, González-Calero, José Antonio
Format: Article
Language:English
Subjects:
computational thinking
Computer science
Control Groups
Design
Elementary school students
extrinsic motivation
Game Based Learning
Gamification
intrinsic motivation
Investigations
Learning
Mathematics education
Mechanics
Motivation
Primary Education
Problem solving
Skills
Teaching Methods
Undergraduate Students
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The integration of computational thinking (CT) in mathematics education is increasingly important due to its intersections with mathematical thinking and its role in the 21st century. Recent years have seen a growing interest in the use of innovative tools to enhance mathematics education, including the exploration of gamification techniques to improve student engagement. While previous research suggests that the inclusion of CT activities at an early age can positively impact students’ motivation and CT skills, the potential benefits of incorporating gamification techniques into CT instruction remain unexplored. In this study, we investigated the impact of shallow and deep gamification techniques on the CT skills and the intrinsic and extrinsic motivation of second-grade students in a blended teaching sequence that combined both unplugged and plugged CT activities. A quasi-experimental design was used with a control group and an experimental group. The findings suggest that both shallow and deep gamification techniques can be effective in improving CT skills in young students, but deep gamification may have a stronger impact on motivation. These results contribute to the growing body of literature on the integration of gamification techniques in CT instruction.
ISSN:2227-7102
2227-7102
DOI:10.3390/educsci13050487