File Download
Supplementary
-
Citations:
- Appears in Collections:
Conference Paper: Integrating game-based learning into computational thinking class for lower primary students: Lesson design and course effect
Title | Integrating game-based learning into computational thinking class for lower primary students: Lesson design and course effect |
---|---|
Authors | |
Keywords | Computational thinking Early childhood education Unplugged activities Digital game-based learning Coding |
Issue Date | 2022 |
Publisher | TU Delft open. |
Citation | CTE-STEM 2022 Conference. In Proceedings of the Sixth APSCE International Conference on Computational Thinking and STEM Education 2022 (CTE-STEM), p. 22-25 How to Cite? |
Abstract | Computational thinking (CT) has been integrated into K-12 curricula globally. With the growing trend of initiating CT in early childhood education, great effort has been made in developing age-appropriate courses targeting young children. This study aims to introduce an instructional unit of CT instruction for children aged 5-7, Coding Galaxy-Foundation, where unplugged activities and digital game-based learning were applied. A public primary school in Hong Kong was invited for delivering the course, where Grade 1 and Grade 3 students were involved (N=57). Six lessons were selected, covering basic CT concepts including sequences, decomposition, events, relative direction, debugging, loops, pattern recognition, and conditionals. Each lesson consisted of three sections, namely, a) concept introduction with daily-life examples, b) unplugged activities based on puzzles, and c) digital game practices with Coding Galaxy game app. Students' attainment from the course was assessed in both cognitive and attitudinal facets. The results indicated that the course was effective in sustaining students' CT cognitive performance and improving students' coding attitudes, and female and Grade 3 cohorts were the most beneficiaries. Implications for further research and educational practices are discussed. |
Description | Organized by the Asia-Pacific Society for Computers in Education (APSCE) Hosted by the Leiden-Delft-Erasmus Centre for Education and Learning (LDE-CEL). |
Persistent Identifier | http://hdl.handle.net/10722/315821 |
DC Field | Value | Language |
---|---|---|
dc.contributor.author | ZHANG, S | - |
dc.contributor.author | Wong, KWG | - |
dc.contributor.author | Chan, P | - |
dc.date.accessioned | 2022-08-19T09:05:03Z | - |
dc.date.available | 2022-08-19T09:05:03Z | - |
dc.date.issued | 2022 | - |
dc.identifier.citation | CTE-STEM 2022 Conference. In Proceedings of the Sixth APSCE International Conference on Computational Thinking and STEM Education 2022 (CTE-STEM), p. 22-25 | - |
dc.identifier.uri | http://hdl.handle.net/10722/315821 | - |
dc.description | Organized by the Asia-Pacific Society for Computers in Education (APSCE) | - |
dc.description | Hosted by the Leiden-Delft-Erasmus Centre for Education and Learning (LDE-CEL). | - |
dc.description.abstract | Computational thinking (CT) has been integrated into K-12 curricula globally. With the growing trend of initiating CT in early childhood education, great effort has been made in developing age-appropriate courses targeting young children. This study aims to introduce an instructional unit of CT instruction for children aged 5-7, Coding Galaxy-Foundation, where unplugged activities and digital game-based learning were applied. A public primary school in Hong Kong was invited for delivering the course, where Grade 1 and Grade 3 students were involved (N=57). Six lessons were selected, covering basic CT concepts including sequences, decomposition, events, relative direction, debugging, loops, pattern recognition, and conditionals. Each lesson consisted of three sections, namely, a) concept introduction with daily-life examples, b) unplugged activities based on puzzles, and c) digital game practices with Coding Galaxy game app. Students' attainment from the course was assessed in both cognitive and attitudinal facets. The results indicated that the course was effective in sustaining students' CT cognitive performance and improving students' coding attitudes, and female and Grade 3 cohorts were the most beneficiaries. Implications for further research and educational practices are discussed. | - |
dc.language | eng | - |
dc.publisher | TU Delft open. | - |
dc.relation.ispartof | Proceedings of the Sixth APSCE International Conference on Computational Thinking and STEM Education 2022 (CTE-STEM) | - |
dc.rights | Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License | - |
dc.subject | Computational thinking | - |
dc.subject | Early childhood education | - |
dc.subject | Unplugged activities | - |
dc.subject | Digital game-based learning | - |
dc.subject | Coding | - |
dc.title | Integrating game-based learning into computational thinking class for lower primary students: Lesson design and course effect | - |
dc.type | Conference_Paper | - |
dc.identifier.email | Wong, KWG: wongkwg@hku.hk | - |
dc.identifier.authority | Wong, KWG=rp02193 | - |
dc.description.nature | link_to_OA_fulltext | - |
dc.identifier.doi | 10.34641/ctestem.2022.458 | - |
dc.identifier.hkuros | 335631 | - |
dc.identifier.spage | 22 | - |
dc.identifier.epage | 25 | - |
dc.publisher.place | Netherlands | - |