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...

Full description

Saved in:
Bibliographic Details
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
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary: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.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:0007-1013
1467-8535
DOI:10.1111/bjet.13482