Journal articles: 'Computational Design Thinking'

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Kim, Jeong-sook, and Min-jeong Baek. "Classical Reading Curriculum Design Using Computational Thinking Strategies." JOURNAL OF HUMANITIES STUDIES 125 (December 31, 2021): 117–49. http://dx.doi.org/10.46346/tjhs.125..5.

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Vamvakidis, Simos. "Computational Design Thinking through Controlled Transformations: An Analog Computational Design Approach." International Journal of Design Education 15, no. 1 (2021): 177–91. http://dx.doi.org/10.18848/2325-128x/cgp/v15i01/177-191.

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Galoyan, Tamara, Amanda Barany, Jonan Phillip Donaldson, Nahla Ward, and Penny Hammrich. "Connecting Science, Design Thinking, and Computational Thinking through Sports." International Journal of Instruction 15, no. 1 (January 1, 2022): 601–18. http://dx.doi.org/10.29333/iji.2022.15134a.

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Son, Young-Su, and Kwang-Jae Lee. "Computational Thinking Teaching Model Design for Activating IT Convergence Education." Journal of the Korea institute of electronic communication sciences 11, no. 5 (May 31, 2016): 511–22. http://dx.doi.org/10.13067/jkiecs.2016.11.5.511.

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Wang, Dongqing, Liqiang Luo, Jing Luo, Sihong Lin, and Guangjie Ren. "Developing Computational Thinking: Design-Based Learning and Interdisciplinary Activity Design." Applied Sciences 12, no. 21 (October 31, 2022): 11033. http://dx.doi.org/10.3390/app122111033.

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As research progresses, integrating computational thinking (CT) and designing interdisciplinary activities to teach various disciplines have gradually emerged as new ideas and important ways to develop the CT of students. This paper introduces the concept of design-based learning (DBL) and analyzes the internal connections between DBL and CT teaching. In this study, an interdisciplinary activity design model was constructed based on an analysis of existing design-based scientific cycle models and research into STEAM education, which is an approach to learning that uses science, technology, engineering, the arts, and mathematics as access points for guiding student inquiry, dialogue, and critical thinking. Next, specific activities with a focus on CT were designed to teach graphical programming to fifth grade students using Scratch. This quasi-experimental research was carried out to test the promotion effects of interdisciplinary activity design and traditional programming activities on the CT of students. Finally, the results showed that the proposed interdisciplinary activity design could develop the CT levels of students more effectively than traditional programming activities.

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Griffiths, Catherine. "Computational Visualization for Critical Thinking." Journal of Science and Technology of the Arts 11, no. 2 (December 29, 2019): 9–17. http://dx.doi.org/10.7559/citarj.v11i2.666.

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This paper looks back at historical precedents for how computational systems and ideas have been visualized as a means of access to and engagement with a broader audience, and to develop a new more tangible language to address abstraction. These precedents share a subversive ground in using a visual language to provoke new ways of engaging with about complex ideas. Two new approaches to visualizing algorithmic systems are proposed for the emerging context of algorithmic ethics in society, looking at prototypical algorithms in computer vision and machine learning systems, to think through the meaning created by algorithmic structure and process. The aim is to use visual design to provoke new kinds of thinking and criticality that can offer opportunities to address algorithms in their increasingly more politicized role today. These new approaches are developed from an arts research perspective to support critical thinking and arts knowledge through creative coding and interactive design.

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Huang, Xue-peng, and Jing Leng. "Design of Database Teaching Model Based on Computational Thinking Training." International Journal of Emerging Technologies in Learning (iJET) 14, no. 08 (April 30, 2019): 52. http://dx.doi.org/10.3991/ijet.v14i08.10495.

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This paper proposes to combine knowledge acquisition and thinking training in database course teaching, and designs a database teaching model based on computational thinking training. This model takes computational thinking as the core, and through the close combination of multiple levels of thinking ability and database teaching content, it promotes the improvement of students' thinking ability, trains students to feel and experience the role of thinking in the process of knowledge learning, and guides students to exercise and train their thinking ability independently, spontaneously and consciously in learning. A method of pre-processing before training model implementation is designed, and similar items are merged to design a processing scheme.

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Vallance, Michael, and Phillip A. Towndrow. "Pedagogic transformation, student-directed design and computational thinking." Pedagogies: An International Journal 11, no. 3 (May 13, 2016): 218–34. http://dx.doi.org/10.1080/1554480x.2016.1182437.

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Weintrop, David, Nathan Holbert, Michael S. Horn, and Uri Wilensky. "Computational Thinking in Constructionist Video Games." International Journal of Game-Based Learning 6, no. 1 (January 2016): 1–17. http://dx.doi.org/10.4018/ijgbl.2016010101.

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Video games offer an exciting opportunity for learners to engage in computational thinking in informal contexts. This paper describes a genre of learning environments called constructionist video games that are especially well suited for developing learners' computational thinking skills. These games blend features of conventional video games with learning and design theory from the constructionist tradition, making the construction of in-game artifacts the core activity of gameplay. Along with defining the constructionist video game, the authors present three design principles central to thier conception of the genre: the construction of personally meaningful computational artifacts, the centrality of powerful ideas, and the opportunity for learner-directed exploration. Using studies conducted with two constructionist video games, the authors show how players used in-game construction tools to design complex artifacts as part of game play, and highlight the computational thinking strategies they engaged in to overcome game challenges.

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Arlitt, Ryan, Sumbul Khan, and Lucienne Blessing. "Feature Engineering for Design Thinking Assessment." Proceedings of the Design Society: International Conference on Engineering Design 1, no. 1 (July 2019): 3891–900. http://dx.doi.org/10.1017/dsi.2019.396.

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AbstractAs design and design thinking become increasingly important competencies for a modern workforce, the burden of assessing these fuzzy skills creates a scalability bottleneck. Toward addressing this need, this paper presents an exploratory study into a scalable computational approach for design thinking assessment. In this study, student responses to a variety of contextualized design questions – gathered both before and after participation in a design thinking training course – are analyzed. Specifically, a variety of text features are engineered, tested, and interpreted within a design thinking framework in order to identify specific markers of design thinking skill acquisition. Key findings of this work include identification of text features that may enable scalable measurement of (1) user-centric language and (2) design thinking concept acquisition. These results contribute toward the creation of computational tools to ease the burden of providing feedback about design thinking skills to a wide audience.

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Zeltina, Mara. "Design Thinking for Sustainable Development." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 6 (April 5, 2021): 1363–68. http://dx.doi.org/10.17762/turcomat.v12i6.2477.

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The complexity of environmental and sustainability challenges has created an ongoing need for innovative and integrated approaches to address them. Design disciplines have a long history. The method “design thinking”, originally applied in architecture, engineering and business, has led to new and creative problem solving, thus creating much potential for use in sustainable development planning. While principles of good design are well established, there has been limited integration of design thinking with environmental science, sustainable development planning and education. This research was focused on how a sustainability approach can be merged with design thinking to develop socially responsible and environmentally sustainable products and services. The case study has been carried out in the master’s study course Sustainable Development Planning. Some of basic principles and stages of design thinking, such as empathy, creativity, collaboration, responsibility and interdisciplinary approach have been tested by using students project work evaluation regarding certain criteria and survey after the study course. The first results of approbated design thinking principles and methods, significant advantages and disadvantages and the perspective of using this method have been analysed and discussed. As the result from this study proposals for the improvement of the content of this study course and related study courses (a study course on sustainable development issues is compulsory in all undergraduate study programs in Latvia) and for the specification of test tasks have been developed, considering also future needs to provide the study course remotely.

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Choi, Hyungshin, and Mi Song Kim. "Designing a New Teacher Education Course for Integrating Design Thinking with Computational Thinking." Journal of The Korean Association of Information Education 21, no. 3 (June 30, 2017): 343–50. http://dx.doi.org/10.14352/jkaie.21.3.343.

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Wu, Min Lun. "Educational Game Design as Gateway for Operationalizing Computational Thinking Skills among Middle School Students." International Education Studies 11, no. 4 (March 29, 2018): 15. http://dx.doi.org/10.5539/ies.v11n4p15.

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This qualitative case study reports descriptive findings of digital game-based learning involving 15 Taiwanese middle school students’ use of computational thinking skills elicited through programmed activities in a game design workshop. Situated learning theory is utilized as framework to evaluate novice game designers’ individual advancement in developing a designer language, mindset, and use of computational thinking skills. Three strands of findings were extrapolated from analyzing observational data, participant-generated written responses and artifacts: Understanding games as systems and how components work together in meaningful relationships in game design; Developing growing sophistication in communicating with other novice game designers using language germane to game design; Improving understanding and application of computational thinking skills through game design activities. Extended discussions on three focal cases revealed that using design pedagogy, participants operationalized computational thinking skills in design tasks. Promises and pitfalls of using game design to facilitate computational thinking skills are discussed.

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Bombasar, James Roberto, André Raabe, and Rafael De Santiago. "Ferramentas para o Ensino-Aprendizagem do Pensamento Computacional: onde está Alan Turing?" International Journal on Computational Thinking (IJCThink) 1, no. 1 (October 9, 2017): 3. http://dx.doi.org/10.14210/ijcthink.v1.n1.p3.

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INTRODUCTION: Since 2006, when Jeannette Wing popularized the term "Computational Thinking" as an essential skill for people in the twenty-first century, there is great interest from the scientific community and governments of various countries in the Computational Thinking exploration in K-12. Although Wing describes Computational Thinking as a process of problem solving that is based on the limits of computing, and more fundamentally addresses the question "What is computable?", little attention has been given to this question in practice. OBJECTIVES: The primary objective of this study was to present a theoretical reflection about the importance of the notion of computability for Computational Thinking, and present a game project for its introduction in K-12. METHODS: Through the bibliographical research method, a study was carried out on the Computational Thinking, Theory of Computation and technologies used in the exploration of Computational Thinking. RESULTS: Based on the studies carried out, the design of a logic game inspired by computational models was elaborated. CONCLUSION: The game proposed in this article may represent a new strategy for the Computational Thinking exploration in K-12, because in addition to bringing notions of computability to the fore, it leads to a thinking way based in states changes, which represents an adequate model of the brain conscious functioning.

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Lee, Ji Youn, and Ken Na. "A Study on Utilization of Computational Thinking for Implementing Creativity." Korea Institute of Design Research Society 7, no. 4 (December 31, 2022): 388–99. http://dx.doi.org/10.46248/kidrs.2022.4.388.

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This study aims to inquire into creative manifestation of people without experience in design focused on computational thinking with a view to improving problem-solving abilities, in times of the increasing needs for problem-solving abilities and creativity due to growing complex problems of today. Though creativity is usually manifested by emotions and intuition of designers, it requires systematic computational thinking based on Big data, AI and Internet-based coding. As a way of strengthening problem-solving abilities, this study intends to examine how logical and quantitative computational thinking influences to improve creativity in design. For the purpose of this, through literature review regarding computational thinking, way of thinking of designers, design thinking and creativity, this study conducted thinking based on computer program oriented to students of school with gifted education, who do not have science-based design experience. This study aims to stop the quality investigation of left-brain and right-brain, scratch thinking and design thinking and ways to gain benefits, stop using them, and target science-based gifted school students who do not have a design environment. A social enterprise logo using Adobe Illustrator. After specifying the design, it was divided into four personas based on the contents of the interview. Through this, it was derived that the students obtained satisfaction during the design process by helping to solve problems through idea implementation, automation of implementation, materialization of implementation, and abstraction of implementation.

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Binti Muchsini, Binti Muchsini, Siswandari Siswandari, Gunarhadi Gunarhadi, and Wiranto Wiranto. "Exploring college students’ computational thinking in accounting spreadsheets design activities." World Journal on Educational Technology: Current Issues 14, no. 6 (November 28, 2022): 1752–64. http://dx.doi.org/10.18844/wjet.v14i6.7715.

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This study aims to investigate the extent to which computational thinking can be developed through constructionism-based accounting spreadsheets activities. This study design used a mixed-method approach, namely a participatory qualitative approach and a quantitative descriptive approach. Data were collected through documentation (college students’ artefacts) and classroom observations. The results showed that constructionism-based accounting spreadsheets design can build and facilitate computational thinking development. The college students’ emotional and social engagement when executing a design plan can foster curiosity and high enthusiasm to complete the design together. This engagement can reduce the cognitive load that students feel in understanding programming languages when utilising visual basic for application excel. This study contributes and suggests to learning practitioners to improve the students’ quality so that they can compete in this digital era. This research can be used as a basis for conducting further research where researchers empirically investigate the impact of computational thinking development. Keywords: Computational thinking, cognitive load, emotional engagement, accounting education;

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Nagai, Yukari, Akio Shimogoori, Minatsu Ariga, and Georgi V. Georgiev. "Future Learning and Design Creativity Competency." Proceedings of the Design Society: International Conference on Engineering Design 1, no. 1 (July 2019): 499–508. http://dx.doi.org/10.1017/dsi.2019.54.

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AbstractIn this study, we discuss a structure for developing the skills and competencies required by the learning framework of the Organisation for Economic Co-operation and Development (OECD) for future education. Given the broad range of skills and the numerous competencies required to meet the demands of future society, the proposed wider and higher-level framework is based on STEAM (science, technology, engineering, art and design, and mathematics) and addresses the limitations of conventional computational thinking by tackling some of the skills and competencies. This is done by proposing the enrichment of STEAM educational approach with art thinking, which may be defined as a creative human-centred discovery process. To explore such enrichment, we conducted a workshop on art thinking. The motivation of the workshop was to explore whether art thinking can overcome some of the limitations of computational thinking regarding future education in the OECD learning framework. We discuss STEAM as focusing on design creativity competency, and we outline the development of educational activities such as workshops to promote competencies in the perspective of OECD framework.

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Wu, Sheng-Yi, and Yu-Sheng Su. "Visual Programming Environments and Computational Thinking Performance of Fifth- and Sixth-Grade Students." Journal of Educational Computing Research 59, no. 6 (January 19, 2021): 1075–92. http://dx.doi.org/10.1177/0735633120988807.

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Currently, many countries actively cultivate students to develop computational thinking ability. Many visual programming environments (VPEs) and physical robot courses have been integrated into computational thinking learning in the elementary education stage. This study explores the relationship between the programming learning environment (including VPE, physical robots, and no experience) and the computational thinking ability of higher-grade elementary school students of different genders. The results show that learning through VPE or physical robots can help students improve their computational thinking ability and that students learn better via physical robots. In addition, among the four dimensions of computational thinking ability, most students are weak in algorithm design. In terms of gender, no differences exist in computational thinking ability. Further analysis reveals that female students have better decomposition performance in VPE learning, while male students have better algorithm design performance.

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Andrian, Rian, and Rizki Hikmawan. "The Importance of Computational Thinking to Train Structured Thinking in Problem Solving." Jurnal Online Informatika 6, no. 1 (June 17, 2021): 113. http://dx.doi.org/10.15575/join.v6i1.677.

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Ability to do problem solving will be greatly influenced by how the flow of thinking in decomposing a problem until it finds the root of the problem so that it can determine the best solution. There is currently a growing recognition around the world that all fields require a prerequisite ability, namely to think logically, in a structured manner, and use computational tools to rapidly model and visualize data. This ability is known as Computational Thinking (CT). In this study, the author applied the computational thinking key concept in a case study to train structured thinking in problem solving. Computational thinking key concept includes Decomposition, Pattern recognition, Abstraction, and lastly use algorithms when they design simple steps to solve problems. Based on our case study that has been model, the result shows us that Computational Thinking can be used to train structured thinking in problem solving in everyday life

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Oktan, Selin, and Serbülent Vural. "Thinking on the Correlation Between Bauhaus and Computational Design Education." Journal of Contemporary Urban Affairs 3, no. 3 (July 1, 2019): 27–38. http://dx.doi.org/10.25034/ijcua.2019.v3n3-3.

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Et.al, Maizatul Hayati Mohamad Yatim. "A Classification of Computational Thinking Model Based on Computational Thinking Abilities in Game-Based Learning Activities." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 11, 2021): 1029–35. http://dx.doi.org/10.17762/turcomat.v12i3.839.

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This article reports a structural classification taxonomy on computational thinking abilities among tertiary students in game-based learning activities focusing on the playing games approach. The computational thinking abilities among tertiary students involves with the two main constructs which are solving problem creatively and making decision in game-based learning activity for their learning purposes. This study described the fundamental issue of applying computational thinking to tertiary students in university setting towards nurturing 21st Century skills. The issues were then analysed using attributes embedded in three different areas which are the computational thinking, game-based learning activities, and the 21st Century skills. A case study with ten students was used as the qualitative research design, and subsequently through interview protocol and observations. From the case study conducted, a taxonomy of computational thinking for enhancing 21st Century skills in game-based learning (playing games) approach was developed to classifying computational thinking with student’s experiences in game-based learning activity. It is believed that this research can helps educators and curriculum decision makers in identify the appropriate computing activities for tertiary students in university.

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Tepavčević, Bojan. "Design thinking models for architectural education." Journal of Public Space 2, no. 3 (December 9, 2017): 67. http://dx.doi.org/10.5204/jps.v2i3.115.

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<p>Technology advancements have profound impact on design thinking in architecture, professional practice and architectural education. New models of representation, along with computational design thinking and innovative approaches in digital fabrication bring new demands for the rethinking of educational pedagogy for the new generation of architects in the digital age. While learning by making has been deeply rooted in the process of architectural education, digital modes of design, representation and manufacturing reconcile the dual nature of design process that has traditionally oscillated between drawing and making, visual and material. In this paper, the relationship between making process in design-led research and other aspects that challenge architectural education are analyzed and described. Along with emerging trends in this topic, current design-led research position and strategies at some Australasia schools of architecture are presented.</p>

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Wendrich, R. E. "CREATIVE THINKING: COMPUTATIONAL TOOLS IMBUED WITH AI." Proceedings of the Design Society: DESIGN Conference 1 (May 2020): 481–90. http://dx.doi.org/10.1017/dsd.2020.7.

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AbstractThis paper presents a test bed for AI technology on the integration of creative AI (CAI) with hybrid design tools (HDTs). The objective is to build and develop tools and programs for creative people (e.g. designers, engineers) to use, whereby the artificial intelligence (AI) software acts as a creative collaborator rather than a mere tool. The goal is to find a set of guiding principles, metaphors and ideas that inform the development of a CAI praxis imbued with computational support tools, new theories, experiments, and applications. Results and findings are presented of early-stage research.

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Moon, Francis C. "Nonlinear Thinking in Mechanics and Design." Applied Mechanics Reviews 47, no. 6S (June 1, 1994): S301—S304. http://dx.doi.org/10.1115/1.3124429.

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While the spread of computer aided design tools in the last two decades has been revolutionary, much of its analytical basis in elasticity, vibrations, thermal systems etc, rests on linear models. These new ideas have found application in many areas of applied science and are now just beginning to find their ways into practical devices. (See eg, Moon (1992)). As these ideas mature, it is natural to ask if they can be introduced into the undergraduate curriculum. The Author argues that creative solutions to design problems often result from using nonlinear models and concepts. Nonlinearity, often seen as something to be avoided, can sometimes offer alternative solutions that linear models cannot do. The Author also argues the case for introducing nonlinear thinking into the engineering curriculum in mathematics, mechanics of materials and dynamics using both computational and experimental laboratories. This paper describes a program at Cornell University to introduce nonlinear dynamics concepts to mechanical engineering undergraduates through an NSF sponsored grant for curriculum development.

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Clarke-Midura, Jody, Deborah Silvis, Jessica F. Shumway, Victor R. Lee, and Joseph S. Kozlowski. "Developing a kindergarten computational thinking assessment using evidence-centered design: the case of algorithmic thinking." Computer Science Education 31, no. 2 (February 1, 2021): 117–40. http://dx.doi.org/10.1080/08993408.2021.1877988.

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Maulina, Hervin, Abdurrahman Abdurrahman, and Ismu Sukamto. "How to Bring Computational Thinking Approach to The Non-Computer Science Student’s Class???" Jurnal Pembelajaran Fisika 9, no. 1 (June 30, 2019): 101–12. http://dx.doi.org/10.23960/jpf.v9.n1.202109.

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Computational Thinking (CT) skill is the ability to solve problems with computer thinking. In addition, CT can be seen as a structured and systematic approach that can be implemented in learning. This study aims to bring the computational thinking approach to the non-computer science student’s class and involved 35 undergraduate students of physics education in the computational physics course. The research method used was the mixed method sequential explanatory design (Creswell & Plano Clark, 2011), with the following design. Broadly speaking, the flow of the mixed method research method with an explanatory sequential design in this study includes the collection of quantitative data obtained from student self-evaluation instruments related to the understanding of the CT approach stage. The results showed that the Computational Thinking (CT) approach can be applied to non-computer science students in online learning which includes 6 stages of implementation and 6 stages of implementation. Other results indicate that this method can be used in improving student CT skills. Keywords: Computational thinking, physics, problem solving

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Witherspoon, Eben B., and Christian D. Schunn. "Teachers’ goals predict computational thinking gains in robotics." Information and Learning Sciences 120, no. 5/6 (May 13, 2019): 308–26. http://dx.doi.org/10.1108/ils-05-2018-0035.

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Purpose Computational thinking (CT) is widely considered to be an important component of teaching generalizable computer science skills to all students in a range of learning environments, including robotics. However, despite advances in the design of robotics curricula that can teach CT, actual enactment in classrooms may often fail to reach this target. This study aims to understand whether the various instructional goals teachers’ hold when using these curricula may offer one potential explanation for disparities in outcomes. Design/methodology/approach In this study, the authors examine results from N = 206 middle-school students’ pre- and post-tests of CT, attitudinal surveys and surveys of their teacher’s instructional goals to determine if student attitudes and learning gains in CT are related to the instructional goals their teachers endorsed while implementing a shared robotics programming curriculum. Findings The findings provide evidence that despite using the same curriculum, students showed differential learning gains on the CT assessment when in classrooms with teachers who rated CT as a more important instructional goal; these effects were particularly strong for women. Students in classroom with teachers who rated CT more highly also showed greater maintenance of positive attitudes toward programming. Originality/value While there is a growing body of literature regarding curricular interventions that provide CT learning opportunities, this study provides a critical insight into the role that teachers may play as a potential support or barrier to the success of these curricula. Implications for the design of professional development and teacher educative materials that attend to teachers’ instructional goals are discussed.

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Nuraeni*, Eni, Tika Nurwahyuni, Amprasto Amprasto, and Irvan Permana. "Identifikasi Extranous Cognitive Load Siswa Dalam Mengembangkan Computational Thinking Skill Melalui Pembelajaran Jaring-Jaring Makanan Berbasis Snap!" Jurnal Pendidikan Sains Indonesia 10, no. 1 (January 19, 2022): 115–24. http://dx.doi.org/10.24815/jpsi.v10i1.22924.

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Food webs learning using the Snap! is one of the learning strategies that are expected to help improve students' computational thinking. For students, this learning strategy were something new and can cause Extraneous Cognitive Load (ECL). The purpose of this study was to identify students' ECL in food web learning using the Snap! to develop computational thinking skills. The research method used in this study was a pre-experimental design with a modified research design from an iterative action design. The sampling technique was purposive sampling. The sample in this study consisted of 30 seventh grade students at SMPN 2 Bandung. The research instrument used in this study was a student mental effort questionnaire to measure ECL, field notes, and a computational thinking test. Based on the results of the study, students' ECL was relatively low and increased at each meeting, except for the second meeting. Students experience an increase in their computational thinking skills after participating in food web learning using the Snap! computational model. The results of the N-Gain analysis also show that the improvement of students' computational thinking is in the moderate category and is quite effective.

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Guidara, Marissa. "Rethinking Computational Thinking for Public Libraries' Youth Programs: Challenges and Recommendations." Pennsylvania Libraries: Research & Practice 6, no. 2 (November 26, 2018): 75–85. http://dx.doi.org/10.5195/palrap.2018.188.

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Computational thinking has become a popular and important concept in education throughout the nation. Public libraries, with their technology services and their role as an informal learning space, have been tagged as an ideal place for computational thinking learning for children. However, the literature and research surrounding computational thinking is often vague and even misleading, presenting differing visions of what computational thinking is, what it should look like in practice, and how it might be evaluated for effectiveness. As a result, youth services librarians face many challenges in their attempts to understand, design, and evaluate computational thinking programs for their libraries. This paper explores the issues inherent in current computational thinking research and discusses the challenges they represent in designing and facilitating youth computational thinking programs in public libraries, as well as presents recommendations for best practices.

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Xu, Ruiyang, Chunmao Jiang, and Lijuan Sun. "A Novel Three-Way Decision Model for Improving Computational Thinking Based on Grey Correlation Analysis." Scientific Programming 2022 (January 25, 2022): 1–15. http://dx.doi.org/10.1155/2022/3575457.

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Computational thinking (CT) is an approach that applies the fundamental concepts of computer science to solve problems, design systems, and understand human behavior, which can help students develop lifetime learning and generate new topics. It has been the elements of competency expected of the next generation of talents. However, the current research on computational thinking evaluation is still at a relatively weak stage. The existing related evaluation research is still limited to traditional curriculum evaluation methods. Therefore, the training effect of computational thinking cannot be well quantified, and the characteristics of students cannot be further explored. In this work, we propose a three-way decision model for improving computation thinking. We first developed a system of evaluation metrics, including five specific primary indicators and several secondary indicators. Next, the weight of each indicator was determined by applying an expert similarity measure, consequently getting the best metric sequence. We employ a grey correlation analysis to calculate the distance of each test result from this optimal sequence. Then, we trisect the set of testers based on the distance to build three regions of high score sequences, medium score sequences, and low score sequences inspired by the three-way decision. We can then exploit these rules on target students in the relatively low regions to improve their computational thinking. An example analysis illustrates the effectiveness and applicability of the method. This article provides a solid theoretical basis for improving students’ computational thinking ability. Teaching administrators can conveniently formulate computational thinking teaching strategies, and timely warning and intervention for students with poor computational thinking ability can effectively improve students’ computational thinking ability. The corresponding training measures are given to students of different ability levels to achieve differentiated and personalized training.

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Mukasheva, Manargul, and Aisara Omirzakova. "Computational thinking assessment at primary school in the context of learning programming." World Journal on Educational Technology: Current Issues 13, no. 3 (July 31, 2021): 336–53. http://dx.doi.org/10.18844/wjet.v13i3.5918.

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The study was carried out from 2018 to 2020 with the challenge - how to assess the level of computational thinking. The research design is mixed since the disclosure of mutual influence of the components of the chain ‘learning programming – computational thinking – evaluating computational thinking’ requires the use of both qualitative and quantitative research methods. The conceptualisation of the ‘computational thinking’ idea is based on the premise of the impact of abstract thinking and computers on human thinking evolution. The structural interpretation of ‘computational thinking’, consisting of nine components, reflects the presence of a semantic link between teaching programming and the development of abstract computational thinking. Four levels (phenomenological, analytic–synthetic, set–prognostic and axiomatic) of computational thinking have been identified for each of these nine components. The study involved 102 elementary school students who are learning programming in Scratch. The guiding questions and problems we have developed for elementary school students are designed following the characteristics of the four levels of computational thinking. The results of the study showed that the ratio of ‘structural components’ to different levels of computational thinking, with the corresponding characteristics, allows one to determine the degree of its development or its individual components. Keywords: Computational thinking, educational taxonomies, evaluation methodologies, levels of development;

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Ridlo, Zainur Rasyid, Supeno Supeno, Sri Wahyuni, Iwan Wicaksono, and Efrika Marsya Ulfa. "Analysis of Implementation Project-Based Learning Model of Teaching Integrated with Computer Programming in Improving Computational Thinking Skills in a Classical Mechanics Course." Jurnal Penelitian Pendidikan IPA 8, no. 4 (October 31, 2022): 2029–35. http://dx.doi.org/10.29303/jppipa.v8i4.1789.

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This research aims to explore student computational thinking skills in implementing a project-based learning model of teaching integrated with computer programming in classical mechanics course in projectile motion topic. The research design uses one group pretest and post-test design. The computational thinking skills have five indicators: abstraction, generalization, decomposition, algorithm, and debugging. The computational thinking indicator was analyzed from the result of Pretest and post-test scores and a comparison between manual solution and numerical solution from computer programming. The instruments used in this study were tasks, rubrics, and questionnaires. The result shows the average score of the Pretest is 53.05, and the post-test score is 80.22. The student computational thinking skills in algorithm and debugging in Pretest are 29.70% and 24.30% and 59.00%, and 54.00% in the post-test stage. This result indicates the implementation of PBL model of Teaching integrated with computer programming has a significant impact on student computational thinking skills

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Shipepe, Annastasia, Lannie Uwu-Khaeb, Carmen De Villiers, Ilkka Jormanainen, and Erkki Sutinen. "Co-Learning Computational and Design Thinking Using Educational Robotics: A Case of Primary School Learners in Namibia." Sensors 22, no. 21 (October 25, 2022): 8169. http://dx.doi.org/10.3390/s22218169.

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In a two-day educational robotics workshop in a Namibian primary boarding school, learners with no programming skills managed to apply both computational and design thinking skills with the aid of educational robotics. Educational robotics has proved to be an area which enhances learning both computational thinking and design thinking. An educational robotics (ER) workshop focusing on Arduino robotics technologies was conducted with primary school learners at Nakayale Private Academy. Observation methods through watching, listening and video recordings were used to observe and analyze how the learners were interacting throughout the workshop. Based on the results, it was concluded that this approach could be applied in classrooms to enable the primary school learners apply computational and design thinking in preparation of becoming the producers and not only the consumers of the 4IR technologies.

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Oladipo, Francisca Onaolapo, and Memunat A. Ibrahim. "The CodeEazee Tool Support for Computational Thinking in Python." European Journal of Engineering Research and Science 3, no. 3 (March 17, 2018): 12. http://dx.doi.org/10.24018/ejers.2018.3.3.637.

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This paper describes the development of CodeEazee, a problem solving, self- teaching tool for python programming which deploys templates and games. In this work, the authors conducted a survey to determine the factors responsible for the reduced interests of learners in programming, reviewed the various approaches used in teaching programming, and developed a python-for-python teaching system to teach programming skills, computational thinking, algorithms’ design, programming in general and Python programming specifically. The work would show how the third party environment had enabled users with limited or no programming experiences to design applications through peer supports, templates and gamification, embedded in a programming tool.

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Oladipo, Francisca Onaolapo, and Memunat A. Ibrahim. "The CodeEazee Tool Support for Computational Thinking in Python." European Journal of Engineering and Technology Research 3, no. 3 (March 17, 2018): 12–20. http://dx.doi.org/10.24018/ejeng.2018.3.3.637.

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This paper describes the development of CodeEazee, a problem solving, self- teaching tool for python programming which deploys templates and games. In this work, the authors conducted a survey to determine the factors responsible for the reduced interests of learners in programming, reviewed the various approaches used in teaching programming, and developed a python-for-python teaching system to teach programming skills, computational thinking, algorithms’ design, programming in general and Python programming specifically. The work would show how the third party environment had enabled users with limited or no programming experiences to design applications through peer supports, templates and gamification, embedded in a programming tool.

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Snow, Eric, Daisy Rutstein, Satabdi Basu, Marie Bienkowski, and Howard T. Everson. "Leveraging Evidence-Centered Design to Develop Assessments of Computational Thinking Practices." International Journal of Testing 19, no. 2 (April 3, 2019): 103–27. http://dx.doi.org/10.1080/15305058.2018.1543311.

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B. Daily, Shaundra, Alison E. Leonard, Sophie Jörg, Sabarish Babu, Kara Gundersen, and Dhaval Parmar. "Embodying Computational Thinking: Initial Design of an Emerging Technological Learning Tool." Technology, Knowledge and Learning 20, no. 1 (October 14, 2014): 79–84. http://dx.doi.org/10.1007/s10758-014-9237-1.

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Peel, Amanda, Troy D. Sadler, and Patricia Friedrichsen. "Learning natural selection through computational thinking: Unplugged design of algorithmic explanations." Journal of Research in Science Teaching 56, no. 7 (February 25, 2019): 983–1007. http://dx.doi.org/10.1002/tea.21545.

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Zeng, Chengze, Hong Zhou, Weiwei Ye, and Xiaoqing Gu. "iArm: Design an Educational Robotic Arm Kit for Inspiring Students’ Computational Thinking." Sensors 22, no. 8 (April 12, 2022): 2957. http://dx.doi.org/10.3390/s22082957.

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Educational robotics is an effective carrier of information technology education, making its way into classrooms. However, the design of the educational robotic arm kit and the study on the effect of robotic arms on students’ thinking literacy remain to be completed. In this paper, iArm, a 6-DOF robotic arm consisting of a drive chassis, an arm body, and end tools, is presented. Its auxiliary modules, including the vision module and conveyor belt, and the curriculum targeting students’ computational thinking are also developed to refine the current educational robotic arm kit. Furthermore, to explore the effectiveness of the iArm kit, thirteen high school students participated in the semester-long curriculum, completed assigned projects, and filled out the pre-test and post-test scales. By formative and summative evaluation, the result shows that the iArm kit effectively enhanced students’ computational thinking.

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Gadanidis, George. "Artificial intelligence, computational thinking, and mathematics education." International Journal of Information and Learning Technology 34, no. 2 (March 6, 2017): 133–39. http://dx.doi.org/10.1108/ijilt-09-2016-0048.

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Purpose The purpose of this paper is to examine the intersection of artificial intelligence (AI), computational thinking (CT), and mathematics education (ME) for young students (K-8). Specifically, it focuses on three key elements that are common to AI, CT and ME: agency, modeling of phenomena and abstracting concepts beyond specific instances. Design/methodology/approach The theoretical framework of this paper adopts a sociocultural perspective where knowledge is constructed in interactions with others (Vygotsky, 1978). Others also refers to the multiplicity of technologies that surround us, including both the digital artefacts of our new media world, and the human methods and specialized processes acting in the world. Technology is not simply a tool for human intention. It is an actor in the cognitive ecology of immersive humans-with-technology environments (Levy, 1993, 1998) that supports but also disrupts and reorganizes human thinking (Borba and Villarreal, 2005). Findings There is fruitful overlap between AI, CT and ME that is of value to consider in mathematics education. Originality/value Seeing ME through the lenses of other disciplines and recognizing that there is a significant overlap of key elements reinforces the importance of agency, modeling and abstraction in ME and provides new contexts and tools for incorporating them in classroom practice.

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Khoirul Huda, M., Indrawati a, and Imam Mudakir. "THE DEVELOPMENT OF A COMPUTATIONAL BASED LEARNING MODEL TO IMPROVE COMPUTATIONAL THINKING ABILITY IN PHYSICS LEARNING IN THE SENIOR HIGH SCHOOL." International Journal of Advanced Research 10, no. 07 (July 31, 2022): 606–10. http://dx.doi.org/10.21474/ijar01/15077.

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The purpose of this research is to produce a valid Computational Based Learning (CBL) model to improve computational thinking skills. The research design that will be used is the design development of Research and Development Borg & Gall. The results of the validation of the Computational Based Learning (CBL) learning model were carried out by 3 validators with an average score of 90.25% with a very valid category. The results of computational thinking skills have also increased, as evidenced by students being able to identify and decide important things from the data information provided (Abstraction), combine existing physics concepts (Generalization), get formulations from combination results (Decomposition), use computer programs (applications) to represent in graphical form (Alghoritm), and find, identify and fix syntax errors (debugging). Then from the observations made, it was stated that the ability of students to experience a significant increase in scientific literacy and computational thinking after the implementation of the Computational Based Learning (CBL) learning model.

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Lai, Ching-Hsiang, Yan-Kwang Chen, Ya-huei Wang, and Hung-Chang Liao. "The Study of Learning Computer Programming for Students with Medical Fields of Specification—An Analysis via Structural Equation Modeling." International Journal of Environmental Research and Public Health 19, no. 10 (May 15, 2022): 6005. http://dx.doi.org/10.3390/ijerph19106005.

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In this study, the authors constructed structural equation models in order to determine the relationship between students’ learning attitudes and their computational thinking perspectives and programming empowerment. The purpose is to understand students’ perceived competence to use computational thinking effectively, along with their computer programming learning attitude regarding the C++ programming language for one semester (2 hours per week, 36 total learning hours). A total of 495 students specializing in the medical field participated in the study. Structural equation models were constructed according to three adapted scales: the computer programming learning attitude scale, the computational thinking perspectives scale, and the programming empowerment scale. The computer programming learning attitude scale is based on three factors: willingness, negativity, and necessity. The computational thinking perspectives scale also considers three factors: the ability to express, the ability to connect, and the ability to question. The programming empowerment scale is composed of four factors: meaningfulness, impact, creative self-efficacy, and programming self-efficacy. The results showed that a positive learning attitude will positively affect computational thinking perspectives and programming empowerment. However, when students have a negativity attitude, feeling that they are being forced to learn the C++ programming language, their computational thinking perspectives and programming empowerment will be negatively affected. In order to promote students’ learning attitude, various teaching strategies, teaching curriculum design, and pedagogy design could be further explored.

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Latifah, Sri, Rahma Diani, and Safira Lusiana Marinda Malik. "ICARE Model (Introduction, Connection, Application, Reflection, Extension) in Physics Learning: Analysis of its Effect on Students’ Computational Thinking Skills based on Gender." Jurnal Penelitian & Pengembangan Pendidikan Fisika 8, no. 2 (December 30, 2022): 229–40. http://dx.doi.org/10.21009/1.08205.

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This study aims to determine the effect of the ICARE learning model on students’ computational thinking skills, the effect of gender differences on students’ computational thinking skills, and the interaction between the ICARE learning model and gender differences in students’ computational thinking. The research method used is quasi-experimental. This research was conducted at high school, SMA Muhammadiyah Bandar Lampung. The population in this study is class X MIPA with a sample of X MIPA 1 and X MIPA 3. The sampling technique is cluster random sampling. Hypothesis testing using a two-way ANOVA test with a 2x2 factorial design. The results of this study are: 1) there is an effect of the ICARE learning model on students’ computational thinking skills, with a significance level of 0.000 <0.05, 2) there is no effect of gender differences on computational thinking skills, with a significance level of 0.628 > 0.05, and 3) there is no interaction between ICARE learning models and gender differences on computational thinking skills, with a significance of 0.320> 0.05. Problem-solving in physics learning can use computational thinking skills, namely by indicators of decomposition, abstraction, algorithms, and generalization of patterns. So that, computational thinking skills are important in the physics learning process.

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Bilbao, Javier, Olatz García, Carolina Rebollar, Eugenio Bravo, and Concepción Varela. "Skills, Attitudes and Concepts of the Computational Thinking." EARTH SCIENCES AND HUMAN CONSTRUCTIONS 1 (December 24, 2021): 71–76. http://dx.doi.org/10.37394/232024.2021.1.12.

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Due to the ubiquity of the microprocessors and computers in the present life, some competences and skills have to be obtained by people in order to use in an optimized way the new technologies. Computational thinking can be a great help in this case. It is a new and fundamental way of thinking and problem solving, described as a way for solving problems, designing systems and understanding human behavior by drawing on the concepts fundamental to computer science. Some fundamental concepts of computational thinking are the abstraction, algorithm design, data collection, decomposition and pattern recognition. Computational thinking allows us to take a complex problem, understand what the problem is and develop possible solutions. We can then present these solutions in a way that a computer, a human, or both, can understand.

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İlic, Ulaş. "The Impact of Scratch-Assisted Instruction on Computational Thinking (CT) Skills of Pre-Service Teachers." International Journal of Research in Education and Science 7, no. 2 (April 1, 2021): 426–44. http://dx.doi.org/10.46328/ijres.1075.

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The present study aimed to determine the effect of Scratch-assisted expressions and applications on the Computational Thinking skills of pre-service teachers. For this purpose, the research was designed with an exploratory sequential design, a mixed research method. Thirty-three pre-service teachers participated in the study. Data were collected with Computational Thinking Scale before and after the applications conducted in the Instructional Technologies course, and with a survey form developed by the author and face-to-face interviews conducted with the participants at the end of the course. Based on the data obtained, it was determined that the applications conducted in the course improved the Computational Thinking skills of the participants. Although the improvement did not differ based on gender, it was determined that the differences were significant based on creativity, algorithmic thinking, and critical thinking sub-dimensions. Furthermore, it was observed that there was a positive and significant correlation between Computational Thinking and academic achievement. Also, pre-service teachers stated that Scratch applications contributed to the acquisition of Computational Thinking skills. It was suggested that the present study findings would contribute to future studies on Computational Thinking acquisition in similar courses.

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Et al., Wahyu Andriyani. "Developing Critical Thinking of Students with Hearing Impairment for Computational Thinking in Mathematics with E Module Design." Psychology and Education Journal 58, no. 1 (January 15, 2021): 4613–21. http://dx.doi.org/10.17762/pae.v58i1.1578.

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This research aims to analyse and design the e-module learning based on computational thinking for increasing the critical thinking skill of students with hearing impairment. This research used the qualitative descriptive approach. The subjects of the research are the students of the VII grade of Special Junior High School of Djojonegoro Temanggung. The data collection instruments used in this research were the guidelines for the validation of the e-module design, the guidelines for observing the implementation of learning in class, and the interview guidelines for the teacher. Data is analyzed by reducing, serving, and concluding. The result of the research is analyzing the necessity of the e-module and designing the e-model based on analysis needs. The e-module designed based on computational thinking to increase the critical thinking skill of the students with hearing impairment appropriated by their character, curriculum, and student's tasks. The results of this study can be used as a guide for mathematics teachers in developing e-module that make students understand mathematics and have critical thinking skills simultaneously. The advantage of this research is to integrate critical thinking skills into e-module.

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M Esteve-Mon, Francesc, Jordi Adell-Segura, María Ángeles Llopis Nebot, Gracia Valdeolivas Novella, and Julio Pacheco Aparicio. "The Development of Computational Thinking in Student Teachers through an Intervention with Educational Robotics." Journal of Information Technology Education: Innovations in Practice 18 (2019): 139–52. http://dx.doi.org/10.28945/4442.

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Aim/Purpose: This research aims to describe and demonstrate the results of an intervention through educational robotics to improve the computational thinking of student teachers. Background: Educational robotics has been increasing in school classrooms for the development of computational thinking and digital competence. However, there is a lack of research on how to prepare future teachers of Kindergarten and Elementary School in the didactic use of computational thinking, as part of their necessary digital teaching competence. Methodology: Following the Design-Based Research methodology, we designed an intervention with educational robots that includes unplugged, playing, making and remixing activities. Participating in this study were 114 Spanish university students of education. Contribution: This research helps to improve the initial training of student teachers, especially in the field of educational robotics. Findings: The student teachers consider themselves digital competent, especially in the dimensions related to social and multimedia aspects, and to a lesser extent in the technological dimension. The results obtained also confirm the effectiveness of the intervention through educational robotics in the development of computational thinking of these students, especially among male students. Recommendations for Practitioners: Teacher trainers could introduce robotics following these steps: (1) initiation and unplugged activities, (2) gamified activities of initiation to the programming and test of the robots, (3) initiation activities to Scratch, and (4) design and resolution of a challenge. Recommendation for Researchers: Researchers could examine how interventions with educational robots helps to improve the computational thinking of student teachers, and thoroughly analyze gender-differences. Impact on Society: Computational thinking and robotics are one of the emerging educational trends. Despite the rise of this issue, there are still few investigations that systematize and collect evidence in this regard. This study allows to visualize an educational intervention that favors the development of the computational thinking of student teachers. Future Research: Researchers could evaluate not only the computational thinking of student teachers, but also their didactics, their ability to teach or create didactic activities to develop computational thinking in their future students.

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Syafril, S., T. Rahayu, and G. Ganefri. "Prospective Science Teachers’ Self-Confidence in Computational Thinking Skills." Jurnal Pendidikan IPA Indonesia 11, no. 1 (March 31, 2022): 119–28. http://dx.doi.org/10.15294/jpii.v11i1.33125.

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This study aims to analyze prospective science teachers’ self-confidence in computational thinking skills on three main points: (i) prospective science teachers’ self-confidence in computational thinking skills, (ii) differences in prospective science teachers’ self-confidence in computational thinking skills as per gender, and (iii) differences in prospective science teachers’ self- confidence in computational thinking skills as per expertise (Biology and Physics). A quantitative cross-sectional survey methodology was used as the research design. A total of 1023 prospective science teachers (biology and physics) were randomly selected as the research sample from the 1959 total population. Data were collected using a self-confidence questionnaire on computational thinking skills. The adaptation results were assessed first by five experts before being tested on 74 prospective science teachers from different universities. The results show that prospective science teachers’ self-confidence in computational thinking skills was generally high (Mean = 78.57). The Mann-Whitney U test found no difference in prospective science teachers’ self-confidence in computational thinking skills as per gender (Mean= 78.05, SD= 9.03 for male, Mean= 78.73, SD= 6.86 for female, with a value of F= 6.028, Z= -0.891, Sig= 0.373 0.05). The Independent Sample t-test also showed no difference in prospective science teachers’ self-confidence in computational thinking skills as per expertise. This study concludes that prospective science teachers have high self-confidence in computational thinking skills as crucial skills in the science teaching profession.

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Pontual Falcão, Taciana, Rafael Santos Barbosa, and Tancicleide Simões Gomes. "An Analysis of Interaction Design in Children's Games Based on Computational Thinking." International Journal on Computational Thinking (IJCThink) 1, no. 1 (October 9, 2017): 16. http://dx.doi.org/10.14210/ijcthink.v1.n1.p16.

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INTRODUCTION: Several digital games that aim at developing computational thinking in children have emerged in the last few years, as the importance of such ability is increasingly being recognized. Nevertheless, there are no appropriate methods to determine the quality of these games, which hinders their adoption in formal education settings. OBJECTIVES: The general goal of this research is to contribute to the development of a specific evaluation method for children's games that involve computational thinking. In this sense, the specific objective of this paper is to identify which pedagogical and technical aspects of children's interaction with this type of game are proved relevant for developing computational thinking. METHODS: An analysis of two games based on the logic of programming was performed through empirical observation of children's exploratory interaction, in the light of heuristics for interface usability, consisting thus of a combination of formative and objective evaluation. RESULTS: Analysis showed that the game's environment for experimenting with programming commands and visualizing the consequent effects was not sufficient for effective guidance, revealing the need for a human mediator. The main aspects identified as needing improvement were the forms of instruction provided to the child; the design of visual representations of commands, which embed key logical concepts; the correspondence between children's context and expectations and the games' simulated world. CONCLUSION: Results point to directions for the creation of specific parameters and adapted heuristics for evaluation of games based on programming logic for children. In particular the main open question is how to design a game so that computational thinking concepts are implicit conditions to solve challenges, making the process engaging but above all leading to the construction of complex concepts such as parameterized commands.

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Alden, Dochshanov, and Michela Tramonti. "Computational Design Thinking and Physical Computing: Preliminary Observations of a Pilot Study." Robotics 9, no. 3 (September 10, 2020): 71. http://dx.doi.org/10.3390/robotics9030071.

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Today’s technological development inevitably defies educational approaches in terms of future demand for skills to be imparted. Among other skills, the capacity to operate and communicate effectively within multidisciplinary realms is duly considered as the fundamental one. Educational robotics (ER) and STEM do constitute a suitable framework for the development of these specific skills. Moreover, competences such as computational (CT) and design thinking (DT) have already been nominated as necessary to adapt to the future and relevant for innovation. The years of independent development and evidence of practical implementation justify the maturity of the related methodological approaches and emerging gradual shift towards their combination. In this regard, the actual work presents a pilot experience of the combined application of computational design thinking and educational robotics in the case of a 9-to-11-year-old target audience. The approach utilizes a novel platform developed under the project Coding4Girls combining design thinking and game-based learning and introduces physical computing through consecutive assembling and programming an IR-controlled robot-car. The core of the learning path consists in the development of primary programming skills and their gradual transfer into the physical realm. The method, as the study demonstrates, is capable of helping keep students both motivated and result-oriented throughout the duration of the course.

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Journal articles on the topic 'Computational Design Thinking'

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