Enhancing computational thinking and spatial reasoning skills in gamification programming learning: A comparative study of tangible, block and paper‐and‐pencil tools
Tangible programming tools have become a mainstream teaching aid in gamification programming learning (GPL) due to their interactivity and ability to enhance novice learners' computational thinking and spatial reasoning skills. However, comparing the relative efficacy of different programming t...
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| Veröffentlicht in: | British journal of educational technology Jg. 56; H. 1; S. 80 - 102 |
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| Hauptverfasser: | , , , , |
| Format: | Journal Article |
| Sprache: | Englisch |
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Coventry
Blackwell Publishing Ltd
01.01.2025
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| ISSN: | 0007-1013, 1467-8535 |
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| Abstract | Tangible programming tools have become a mainstream teaching aid in gamification programming learning (GPL) due to their interactivity and ability to enhance novice learners' computational thinking and spatial reasoning skills. However, comparing the relative efficacy of different programming tools that simultaneously support these skills was not adequately explored. This study designed and evaluated three programming tools: the tangible programming tool (TPG), which uses real touchable objects; the block programming tool (BPG), which employs virtual programming blocks and 3D game scenarios; and the paper‐and‐pencil programming tool (PPG), which uses paper and pen to draw. The study involved 112 seventh‐grade students from three natural classes: Class A (TPG, n1=37), Class B (BPG, n2=38), and Class C (PPG, n3=37). These students completed four gamification programming tasks and CT skills, spatial reasoning skills, enjoyment, cognitive load and GPL task list measurements. The results indicated that the tangible programming tool led to lower cognitive load, significant improvement in spatial reasoning skills and better ion and problem decomposition skills. The block programming tool provided a more enjoyable experience and facilitated students' algorithm design and efficiency. The paper‐and‐pencil programming tool was found to be less effective in improving spatial reasoning skills. This study's findings can help programming educators cultivate students' thinking skills and improve their learning experience by effectively selecting the most appropriate programming tools. |
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| AbstractList | Tangible programming tools have become a mainstream teaching aid in gamification programming learning (GPL) due to their interactivity and ability to enhance novice learners' computational thinking and spatial reasoning skills. However, comparing the relative efficacy of different programming tools that simultaneously support these skills was not adequately explored. This study designed and evaluated three programming tools: the tangible programming tool (TPG), which uses real touchable objects; the block programming tool (BPG), which employs virtual programming blocks and 3D game scenarios; and the paper‐and‐pencil programming tool (PPG), which uses paper and pen to draw. The study involved 112 seventh‐grade students from three natural classes: Class A (TPG, n 1 =37), Class B (BPG, n 2 =38), and Class C (PPG, n 3 =37). These students completed four gamification programming tasks and CT skills, spatial reasoning skills, enjoyment, cognitive load and GPL task list measurements. The results indicated that the tangible programming tool led to lower cognitive load, significant improvement in spatial reasoning skills and better abstraction and problem decomposition skills. The block programming tool provided a more enjoyable experience and facilitated students' algorithm design and efficiency. The paper‐and‐pencil programming tool was found to be less effective in improving spatial reasoning skills. This study's findings can help programming educators cultivate students' thinking skills and improve their learning experience by effectively selecting the most appropriate programming tools. Tangible programming tools have become a mainstream teaching aid in gamification programming learning (GPL) due to their interactivity and ability to enhance novice learners' computational thinking and spatial reasoning skills. However, comparing the relative efficacy of different programming tools that simultaneously support these skills was not adequately explored. This study designed and evaluated three programming tools: the tangible programming tool (TPG), which uses real touchable objects; the block programming tool (BPG), which employs virtual programming blocks and 3D game scenarios; and the paper‐and‐pencil programming tool (PPG), which uses paper and pen to draw. The study involved 112 seventh‐grade students from three natural classes: Class A (TPG, n1=37), Class B (BPG, n2=38), and Class C (PPG, n3=37). These students completed four gamification programming tasks and CT skills, spatial reasoning skills, enjoyment, cognitive load and GPL task list measurements. The results indicated that the tangible programming tool led to lower cognitive load, significant improvement in spatial reasoning skills and better abstraction and problem decomposition skills. The block programming tool provided a more enjoyable experience and facilitated students' algorithm design and efficiency. The paper‐and‐pencil programming tool was found to be less effective in improving spatial reasoning skills. This study's findings can help programming educators cultivate students' thinking skills and improve their learning experience by effectively selecting the most appropriate programming tools. Tangible programming tools have become a mainstream teaching aid in gamification programming learning (GPL) due to their interactivity and ability to enhance novice learners' computational thinking and spatial reasoning skills. However, comparing the relative efficacy of different programming tools that simultaneously support these skills was not adequately explored. This study designed and evaluated three programming tools: the tangible programming tool (TPG), which uses real touchable objects; the block programming tool (BPG), which employs virtual programming blocks and 3D game scenarios; and the paper‐and‐pencil programming tool (PPG), which uses paper and pen to draw. The study involved 112 seventh‐grade students from three natural classes: Class A (TPG, n1=37), Class B (BPG, n2=38), and Class C (PPG, n3=37). These students completed four gamification programming tasks and CT skills, spatial reasoning skills, enjoyment, cognitive load and GPL task list measurements. The results indicated that the tangible programming tool led to lower cognitive load, significant improvement in spatial reasoning skills and better ion and problem decomposition skills. The block programming tool provided a more enjoyable experience and facilitated students' algorithm design and efficiency. The paper‐and‐pencil programming tool was found to be less effective in improving spatial reasoning skills. This study's findings can help programming educators cultivate students' thinking skills and improve their learning experience by effectively selecting the most appropriate programming tools. |
| Author | Gong, Xin Ma, Jingjing Qiao, Ailing Xu, Weiqi Yu, Shufan |
| Author_xml | – sequence: 1 givenname: Xin orcidid: 0000-0001-5962-0448 surname: Gong fullname: Gong, Xin organization: Capital Normal University – sequence: 2 givenname: Weiqi orcidid: 0000-0002-9586-0075 surname: Xu fullname: Xu, Weiqi organization: Zhejiang University – sequence: 3 givenname: Shufan orcidid: 0000-0001-6845-0065 surname: Yu fullname: Yu, Shufan organization: Central China Normal University – sequence: 4 givenname: Jingjing orcidid: 0000-0003-3507-0941 surname: Ma fullname: Ma, Jingjing organization: Central China Normal University – sequence: 5 givenname: Ailing orcidid: 0009-0003-6996-7711 surname: Qiao fullname: Qiao, Ailing email: qiaoal@126.com organization: Capital Normal University |
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| SubjectTerms | Algorithms Cognition & reasoning Cognitive Ability Cognitive load Cognitive tasks Comparative Analysis Comparative studies computational thinking Depth Perception Effectiveness Gamification gamification programming learning Instructional aids Instructional Materials Problem solving Programming programming tools Reasoning Skills Software spatial reasoning skills Students Thinking Skills |
| Title | Enhancing computational thinking and spatial reasoning skills in gamification programming learning: A comparative study of tangible, block and paper‐and‐pencil tools |
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