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SplashCode - A Board Game for Learning an Understanding of Algorithms in Middle School
Volume 18, Issue 2 (2019), pp. 259–280
Christiane GRESSE VON WANGENHEIM   Giselle ARAÚJO E SILVA DE MEDEIROS   Raul MISSFELDT FILHO   Giani PETRI   Fernando DA CRUZ PINHEIRO   M. Nathalie F. FERREIRA   Jean C. R. HAUCK  

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https://doi.org/10.15388/infedu.2019.12
Pub. online: 16 October 2019      Type: Article     

Published
16 October 2019

Abstract

Teaching computational thinking in K-12 as a 21th century skill is becoming increasingly important. Computational thinking describes a specific way of reasoning building on concepts and processes derived from algorithms and programming. One way to teach these concepts is games as an effective and efficient alternative. This article presents SplashCode, a low-cost board game to reinforce basic algorithms and programming concepts. The game was developed in a systematic way following an instructional design process, and applied and evaluated in a Brazilian public school with a total of 65 students (grade 5 to 9). First results indicate that the game can have a positive impact on motivation, learning experience, and students' learning, as well as contribute positively to social interaction, relevance, and fun. Results of this study may assist in the selection of games as an instructional strategy and/or in the development of new games for teaching computational thinking.

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Keywords
game-based learning computational thinking algorithms and programming K-12

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