Informatics in Education

Even though working with data is as important as coding for understanding and dealing with complex problems across multiple fields, it has received very little attention in the context of Computational Thinking. This paper discusses an approach for bridging the gap between Computational Thinking with Data Science by employing and studying classification as a higher-order thinking process that connects the two. To achieve that, we designed and developed an online constructionist gaming tool called SorBET which integrates coding and database design enabling students to interpret, organize, and analyze data through game play and game design. The paper presents and discusses the results of a pilot study that aimed to investigate the data practices secondary students develop through playing and modifying SorBET games, and to determine the impact of game modding on student critical engagement with CT. According to the results, students developed and used certain data practices such as data interpretation and data model design to become better players or to design an interesting classification game. Moreover, game modding process motivated students to question the original games’ content, leading them to develop a critical stance towards the game data model and representations.

The purpose of this study is to investigate the effects of applications created using a web-based 3D design environment on the spatial visualisation and mental rotation abilities of secondary school students. A total of 63 school students from the sixth grade participated in the study. The researchers applied a mixed research method including both quantitative and qualitative measures. The Spatial Visualisation Test, Mental Rotation Test, and Santa Barbara Solids Test, which concurrently measure spatial orientation and spatial relations, were used as tools to measure the different components of spatial ability prior to and after the treatment application. Following the treatment, a focus group interview using structured questions was conducted. A statistically significant difference showed an increase in all three test scores of the students; also, the students stated that they were satisfied with being able to design and create something new.

This research discusses the use of Augmented Reality, Virtual Reality and Mixed Reality technology applications in the learning process of relevant content to the Computer Science area. This systematic review aims to identify applications that use technologies to represent virtual environments and support the teaching and learning of Computer Science subjects. A protocol was elaborated and executed, resulting in the final selection of 14 papers from four databases, published from 2010 to 2018. The examined papers presented information that categorized technology applications in terms of tools used. Contents addressed to the identification of applied instructional strategies and techniques, and the recognition of effects on the learning process. As a result, we found virtual environments that show potential to teaching basic content in courses related to Computer Science. In addition, the application of virtual environments in this educational scenario has provided positive effects on the learning process, such as increased interactivity, easier content absorption, increased motivation and interest in the subjects, providing greater understanding and improving efficiency in content transmission.

Mathematics' skills and knowledge lay the basis for engineering studies. However, the resources targeted to mathematics' teaching are in many cases very limited. During the past years in our university the reduction of mathematics' contact hours has been significant while at the same time the study groups have grown. However, the mathematical proficiency of incoming students has not increased. Consequently, during the contact hours, the learning of basics requires more time and the need of personalized learning is increasing.