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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Published in:British journal of educational technology Vol. 56; no. 1; pp. 80 - 102
Main Authors: Gong, Xin, Xu, Weiqi, Yu, Shufan, Ma, Jingjing, Qiao, Ailing
Format: Journal Article
Language:English
Published: Coventry Blackwell Publishing Ltd 01.01.2025
Subjects:
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
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.
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
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2025 British Educational Research Association
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Snippet Tangible programming tools have become a mainstream teaching aid in gamification programming learning (GPL) due to their interactivity and ability to enhance...
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StartPage 80
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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Volume 56
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