KnE Social Sciences

ISSN: 2518-668X

The latest conference proceedings on humanities, arts and social sciences.

Implementation of Computational Thinking through Game-Based Learning: A Systematic Literature Review

Published date: Apr 03 2024

Journal Title: KnE Social Sciences

Issue title: International Conference on Mathematics and Science Education (ICMScE 2022): Learning Materials and Modules

Pages: 807–813

DOI: 10.18502/kss.v9i8.15653

Authors:

Emilia CandrawatiUniversitas Pendidikan Indonesia, West Java, Indonesia

Ratnaningsih Eko Sardjonoratnaeko@upi.eduDepartment of Chemistry, Universitas Pendidikan Indonesia, West Java, Indonesia

Ijang RohmanUniversitas Pendidikan Indonesia, West Java, Indonesia

Binar Kurnia PrahaniUniversitas Negeri Surabaya, Surabaya, Indonesia

Abstract:

Computational thinking (CT) is one of the 21

References:

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[2] Cuny J, Snyder L, Wing JM. Demystifying computational thinking for noncomputer scientist., 2010.

[3] Kraska T. Mathematical modeling in secondary chemistry education: chromatography. World Journal of Chemical Education. 2020;8(3):114–21.

[4] Rifa I. Koleksi games edukatif di dalam dan luar sekolah. Yogyakarta: FlashBooks; 2012.

[5] Cahyo AN. Gudang permainan kreatif khusus asah otak kiri anak. Yogyakarta: FlashBooks; 2011.

[6] Yakin RQ, Suwindra NP, Mardana BP. Pengembangan media pembelajaran game edukasi fisika untuk meningkatkan motivasi dan prestasi belajar siswa pada materi gerak-gerak lurus. Jppf. 2018;8(2):2599–2554.

[7] Snyder H. Literature review as a research methodology: an overview and guidelines. J Bus Res. 2019;104:333–9.

[8] Kao CP, Wu YT, Chang YY, Chien HM, Mou TY. Understanding web-based professional development in education: the role of attitudes and self-efficacy in predicting teachers’ technology-teaching integration. Asia-Pac Educ Res. 2020;29(5):405–15.

[9] Menon D, Romero M, Viéville T. Computational thinking development and assessment through tabletop escape games. International Journal of Serious Games. 2019;6(4):3–18.

[10] Chongo S, Osman K, Nayan NA. Impact of the plugged-in and unplugged chemistry computational thinking modules on achievement in chemistry. Eurasia J Math Sci Technol Educ. 2021;17(4):em1953. https://doi.org/10.29333/ejmste/10789.

[11] Tsarava K, Moeller K, Pinkwart N, Butz M, Trautwein U, Ninaus M. “Training computational thinking: Game-based unplugged and plugged-in activities in Primary School.,” In: 11th European Conference on Game-Based Learning ECGBL 2017 (2017).

[12] Y.-C. Chen, “Empirical study on the effect of digital game-based instruction on students’ learning motivation and achievement,.” EURASIA Journal of Mathematics, Science and Technology Education. vol. 13, no. 7, p. 2017. https://doi.org/10.12973/eurasia.2017.00711a.

[13] C.-C. Chang, C.A. Warden, C. Liang, and G.-Y. Lin, “Effects of digital game-based learning on achievement, flow and overall cognitive load.,” Australasian Journal of Educational Technology. vol. 34, no. 4, p. 2018. https://doi.org/10.14742/ajet.2961.

[14] Turchi T, Fogli D, Malizia A. Fostering computational thinking through collaborative game-based learning. Multimedia Tools Appl. 2019;78(10):13649–73.

[15] Yunus E, Zaibon SB. Connecting Computational Thinking (CT) Concept with the Game-Based Learning (GBL) Elements [iJIM]. International Journal of Interactive Mobile Technologies. 2021;15(20):50–67.

[16] Dwi Septiyanti N, Shih JL, Zakarijah M. Fostering computational thinking through unplugged and robotic collaborative game-based learning on primary school students. Am J Educ Res. 2020;8(11):866–72.

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