Exploring mathematics and computational thinking with (Un)plugged activities with children from 6 to 9 years old

This article presents an exploratory research, with a qualitative approach, on the use of (un)plugged activities to teach computing and mathematic concepts during the social isolation period imposed by the Covid-19 pandemic. The objective of this research was to analyze the use of such activities as extra resources in the context of remote education to teach computational thinking and mathematics skills to 6-to-9-year-old children. The results showed children's great engagement in the activities, and the acceptance of unplugged activities by both the children and their families. © 2023, Centro de Estudos Educacao e Sociedade - CEDES. All rights reserved.

Process of Critical and Computational Thinking in the Learning of Mathematics in Secondary Education

The COVID-19 pandemic has transformed the ways of teaching and learning mathematics in high school, leading to the implementation of new teaching strategies aimed at achieving meaningful learning in the area of mathematics, with the mediation of digital technology and other pedagogical resources of the 21st century. The objective of this work is to analyze and explain the incidence of critical and computational thinking in the learning of mathematical concepts and procedures in secondary school students. The research approach is mixed, combining qualitative and quantitative sources of information and perspectives of analysis;the design is non -experimental;the data collection instruments are: Likert-type questionnaire and cognitive test;the data analysis is carried out by means of descriptive statistics. The results of the work show a sustained development of critical and computational thinking in the students during the mathematics learning activities, expressed in the fluency in the handling of concepts and logical procedures in problem solving;statistically, there is a correlation between the level of learning achieved and the development of critical and computational thinking of 0.545 and 0.823, respectively. It is concluded that the computational and critical thinking developed by secondary school students significantly influences learning and the development of mathematical competencies, with implications in the level of satisfaction with their academic and personal achievements.

Promoting Student Competencies in Informatics Education by Combining Semantic Waves and Algorithmic Thinking

We live in a digital age, not least accelerated by the COVID-19 pandemic. It is all the more important in our society that students learn and master the key competence of algorithmic thinking to understand the informatics concepts behind every digital phenomena and thus is able to actively shape the future. For this to be successful, concepts must be identified that can convey this key competence to all students in such a way that algorithmic thinking is integrated in the subject of informatics -beyond a pure programming course. Furthermore, based on the Legitimation Code Theory, semantic waves provide a way to develop and review lesson plans. Therefore, we planned a workshop, that follow the phases of a semantic wave addressing algorithmic problems using a block-based programming language. Considering this, we suggest the so-called SWAT concept (Semantic Wave Algorithmic Thinking concept), which is carried out and analyzed in a workshop with stu dents. The workshop was carried out in online format in an 8th grade of a high school during a coronavirus lockdown. The level of algorithmic thinking was measured using a pretest and posttest both in the treatment group and in a control group and with the help of the approximate adjusted fractional Bayes factors for testing informative hypotheses statistically and through a reductive, qual itative content analysis of the students' work results (worksheets and created programs) evaluated. The semantic wave concept was measured using several cognitive load ratings of the students during the workshop and also statistically evaluated with the approximate adjusted fractional Bayes factors for testing informative hypotheses, as well as a qualitative content analysis of the worksheets. Re sults of this pilot study provide first insights, that the SWATconcept can be used in combination of unplugged and plugged parts.

Educational Robotics: Development of computational thinking in collaborative online learning.

In the previous study the work experience on organization of teaching Robotics to secondary school students at school lessons and in study groups was introduced. This study which was conducted within 2019 and 2021 covered the period of distant learning caused by COVID-19 pandemic and even post-pandemic period, when a part of school students continued learning online. The study deals with the problem of developing school students' computational thinking in online learning. We consider computational thinking as a set of cognitive skills of solving educational and cognitive problems. The research questions raised were aimed at solving the problem of the influence of Educational Robotics on developing computational thinking. During the research we have found out that due to the adaptability of robots, Educational Robotics, the development of individual learning programs, and the arrangement of collaborative online learning are instruments and a solution to the problem of developing computational thinking. The main components of computational thinking, which were studied within those 3 years, are the following: algorithmic thinking, ability to program, and efficiency in team work. The influence of the learning strategy we chose enabled us to determine the level of computational thinking and its dependence on learning Robotics. We used statistical criteria in order to summarize the results of our research. The statistics provided suggests progress in the indicator tracked. Based on the experimental data received we approximated reliability (R2) and relevant exponential equation (trend lines). The research we carried out also has led to the general conclusion that Educational Robotics helps to create synergistic learning environment for stimulating students' motivation, collaboration, self-efficacy and creativity.

New ways of interacting with data, context, and chance in statistical modeling processes

This introductory paper first summarizes the major accomplishments of the literature on data modeling, modeling with software and the integration of statistical and computational thinking in statistical modeling, including how these collective efforts have helped the field evolve. Next, challenges that the field must address and general suggestions for future research are discussed. Finally, it is important to note that the papers in this special issue were in their final editing stages in early to mid-2020, at which time there were an unprecedented confluence of global crises: Covid-19, Civil Unrest over Racism, and Climate Change. Although the papers were written prior to Covid-19, it would be remiss not to discuss some of the important themes cultivated in this special issue in light of current events, particularly around the relationship between the non-neutral nature of data and ideas of data, context and chance in statistical modeling. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Mind the Gap: The Illusion of Skill Acquisition in Computational Thinking

With the advent of online educational platforms and the advances in pedagogical technologies, self-directed learning has emerged as one of the most popular modes of learning. Distance education - -elevated by the COVID-19 pandemic - -involves methods of instruction through a variety of remote activities which often rely on educational videos for mastery. In the absence of direct student engagement, the asynchronous nature of remote activities may deteriorate the quality of education for learners. Students often have an illusion of skill acquisition after watching videos, which results in overestimation of abilities and skills. We focus on the efficacy of skill acquisition through interactive technologies and assess their impact on computational thinking in comparison with delivery through other traditional media (e.g. videos and texts). In particular, we investigate the relationship between actual learning, perception of learning, and learners' confidence in adult learners. Our results reveal intriguing observations about the role of interactivity and visualization and their implications on the pedagogical design for self-directed learning modules. © 2023 ACM.

Mobeybou for Computational Thinking: Fostering Expression Through Embodied Computing Interactions

The impact of the COVID-19 crisis on education has opened new doors and accelerated change, and a learning opportunity has emerged towards the digital transformation of teaching models. Computing acquires a new relevance and fits into the plan to strengthen digital skills as a driver of digital knowledge, particularly relevant for children and young people. In parallel, both the close contact with computers allows the development of skills such as logical reasoning, critical thinking, creativity, communication and teamwork, and the very coexistence of citizens with digital technologies requires the prior acquisition of this knowledge, in order to be prepared to meet the new demands of modern society. Thus, the purpose of this paper is to introduce an ongoing research project that aims at developing young children's expression through embodied computing in order to enhance their digital knowledge, by adapting the digital manipulative (DM) Mobeybou for storytelling and narrative creation as a tool for promoting computational thinking (CT) and inherent competences through a bodily expression experience. The educational toolkit and base literature review are discussed, and the early prototypes of the programming language proposed are presented, as well as the ongoing and future work. With this initial work it was possible to conclude that computer programming has many benefits in fostering CT in children, alongside other cognitive skills, as well as the importance of stimulating children's expression and communication that are transversal to all areas of life. Therefore, computer programming will be used and incorporated in Mobeybou in order to achieve the research aims proposed in this paper and promote children's expression through CT development. © 2022 Association for Computing Machinery.

Adopting distributed pair programming as an effective team learning activity: a systematic review.

As online learning has become an inevitable trend in the post-peak era of the COVID-19 pandemic, distributed pair programming (DPP) is gaining momentum in both education and industry. DDP serves as a collaborative programming approach and also benefits the development of computational thinking, a fundamental skill in today's world. This study conducted a systematic review of studies on DPP published after 2010 to understand the themes and factors that impact the team effectiveness of DPP and thus inform future research and practices on how to better leverage this approach for teaching and learning. The results showed that individual characteristics attracted major investigations in the selected 23 studies, including prior programming experience, actual skill, perceived skill, gender, personality, time management, confidence, and self-esteem, with pair compatibility identified as a critical team design factor that significantly affects programmers' satisfaction. Although the feel-good factor in the team process was investigated, no significant impact was found. Under the team environment theme, we compared different opinions on the orientation (e.g., scripted roles) and the use of technology (e.g., integrated development environment tools). Future research should investigate how task structure influences team effectiveness of DPP and relates to computational thinking education. Additionally, because most studies were conducted in higher education contexts, more research in primary and secondary educational contexts is also needed.

Competitive programming in computational thinking and problem solving education

Building practical programming competency requires a long-lasting journey of discovery, trial and error, learning and improvement. This article presents essential findings of a case study of a Python programming contest with an automatic judgement system for Competitive Programming training extending the learning experiences for students in an introductory course, computational thinking and problem-solving. The benefits and challenges are discussed. Due to the coronavirus disease 2019 (COVID-19) epidemic, a hybrid model of the contest was adopted, that is, some students participated in the contest on-site, while others participated remotely. To alleviate human effort in judging the submissions, the DOMjudge platform, a web-based automatic judgement system, has been deployed as an online automatic judgement system and contest management in competitive programming. The implementation roadmap and framework were provided. The contest problems and contestants' performances were discussed. Not many junior contestants could solve at least one problem(s), and competitive computing training should be offered if the students are keen on open competitions. An empirical study was conducted to evaluate the student feedback after the contest. Preliminary results revealed that the contest offering the chance to stimulate student learning interests could enhance their independent learning, innovative thinking and problem-solving skills, and could thus lead to the overall benefits of the learning experiences, which further encourage them to participate in future contests to improve their learning and therefore enhance their employability. Employers often treasure student experiences in competitive programming events, like association for computing machinery programming contests, Google Code Jam or Microsoft Imagine Cup. Sharp vision requiring skills to tackle unseen problems within a short period is also instrumental to students planning for graduate school. © 2023 Wiley Periodicals LLC.

Does intrinsic motivation mediate perceived artificial intelligence (AI) learning and computational thinking of students during the COVID-19 pandemic?

The concept of Artificial Intelligence (AI), born as the possibility of simulating the human brain's learning capabilities, quickly evolves into one of the educational technology concepts that provide tools for students to better themselves in a plethora of areas. Unlike the previous educational technology iterations, which are limited to instrumental use for providing platforms to build learning applications, AI has proposed a unique education laboratory by enabling students to explore an instrument that functions as a dynamic system of computational concepts. However, the extent of the implications of AI adaptation in modern education is yet to be explored. Motivated to fill the literature gap and to consider the emerging significance of AI in education, this paper aims to analyze the possible intertwined relationship between students' intrinsic motivation for learning Artificial Intelligence during the COVID-19 pandemic;the relationship between students' computational thinking and understanding of AI concepts;and the underlying dynamic relation, if existing, between AI and computational thinking building efforts. To investigate the mentioned relationships, the present empirical study employs mediation analysis based upon collected 137 survey data from Universidad Politécnica de Madrid students in the Institute for Educational Science and the School of Naval Architecture and Marine Engineering during the first quarter of 2022. Findings show that intrinsic motivation mediates the relationship between perceived Artificial Intelligence learning and computational thinking. Also, the research indicates that intrinsic motivation has a significant relationship with computational thinking and perceived Artificial Intelligence learning. © 2023

Activities to develop computational thinking contextualized with COVID-19 pandemic: A case study

The development of Computational Thinking aims at empowering the individual to solve problems. It is a fundamental skill to be acquired to act in the society of the 21st century. This research is a case study that investigates the development of Computational Thinking skills, in the Remote Teaching modality, with students from the 4th and 5th year of Elementary School, in three Brazilian municipalities. The used data were obtained through an Activities Book, all unplugged and contextualized to the prevention and fight against the coronavirus, bringing content and reality closer in the pandemic moment of COVID-19. Additional qualitative data were obtained from two questionnaires that were presented together with the Activities Book to check the interest, determination and commitment. Evidence collection protocol using resources from Inferential Statistics assesses student performance, showed no difference in performance between boys and girls. © 2022 IEEE.

The Influence of Online STEM Education Camps on Students' Self-Efficacy, Computational Thinking, and Task Value.

As a result of COVID-19, various forms of education and teaching are moving online. However, the notion of an online STEM camp is still in its beginnings, and there is little relevant research and experience in this context. At the beginning of April 2021, the research team launched an online STEM charity camp with the theme of "Shen Nong Tastes Herbs." Participants included 113 third- and fourth-grade primary school students ranging from 8 to 12 years of age from four schools in Karamay, Xinjiang Uygur Autonomous Region with weak educational capabilities. The camp lasted for 3 days and included 7 activities, while remote teaching was accomplished through Dingtalk. Pre- and post-test questionnaires and interviews were used to explore the impact of this camp on students. We found that online STEM camps could improve students' self-efficacy, computational thinking, and task value, and there is a significant improvement in the self-efficacy (p = 0.000) and task value (p = 0.001) dimensions. In addition, students with high self-efficacy had higher scores in the other two dimensions. Finally, we summarized the experiences and gains of students and teachers and proposed suggestions for developing online camps based on this experience. [Table: see text]. Supplementary Information: The online version contains supplementary material available at 10.1007/s10956-022-09967-y.

Capitalizing on a Small Dataset to Refine a Mixed Methods Study

Learning to use computational tools is a critical aspect of many first-year engineering courses. Students in these courses can have varying degrees of prior exposure to computational tools and often exhibit a wide range of intrinsic motivation for learning these skills. Interviews with first-year engineering students were conducted to study the degree to which motivation correlated with intended major within engineering. The pilot round of interviews was conducted in the spring of 2021. This pilot study used the same data set of 8 interviews to progressively refine both the survey and interview collection in the 2021 - 2022 academic year. This paper will review the results of the pilot study and detail the process used to develop and use the finalized protocol and coding schemes for a planned series of 20 interviews in Summer 2022. While this technique developed because of limited data collection during the COVID-19 pandemic, it has been beneficial to the researcher and may provide guidance for future researchers. © 2022 IEEE.

New ways of interacting with data, context, and chance in statistical modeling processes

This introductory paper first summarizes the major accomplishments of the literature on data modeling, modeling with software and the integration of statistical and computational thinking in statistical modeling, including how these collective efforts have helped the field evolve. Next, challenges that the field must address and general suggestions for future research are discussed. Finally, it is important to note that the papers in this special issue were in their final editing stages in early to mid-2020, at which time there were an unprecedented confluence of global crises: Covid-19, Civil Unrest over Racism, and Climate Change. Although the papers were written prior to Covid-19, it would be remiss not to discuss some of the important themes cultivated in this special issue in light of current events, particularly around the relationship between the non-neutral nature of data and ideas of data, context and chance in statistical modeling. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Supporting Future Teachers to Promote Computational Thinking Skills in Teaching STEM—A Case Study

In recent years, teachers in various fields, such as science, mathematics, linguistics and others, have been interested in alternative learning strategies as opposed to traditional activities, in order to help students to examine their learning progress. The integration of computational thinking in teaching activities, after returning to face-to-face activities, can meet the needs of students during the COVID-19 pandemic. In this research, two samples of students in their first year of study were recruited for the teacher training program validation for computational skills in STEM education. The training model offers an explanation for the differences between the following two sets of data: the CT modules used in a substantial number of teacher workshops, and the results obtained, which are closely related to the argument that teachers can support students’ lifelong learning by developing computational thinking activities. The results related to the students’ scores may have contributed to their improvement in computational thinking skills and it could be one of the best examples of how to change the ways of learning about 21st century skills and sustainable education.

Migration of an Escape Room-Style Educational Game to an Online Environment: Design Thinking Methodology.

BACKGROUND: The COVID-19 pandemic outbreak has led to a sudden change in education, closing schools and shifting to online teaching, which has become an enormous challenge for teachers and students. Implementing adequate online pedagogical approaches and integrating different digital tools in the teaching process have become a priority in educational systems. Finding a way to keep students' interest and persistence in learning is an important issue that online education is facing. One possible way to establish engaging and interactive learning environments, using the energy and enthusiasm of students for educational purposes, is the use of game-based learning activities and gamification of different parts of the educational process. OBJECTIVE: This paper presents a use case of migrating an escape room-style educational game to an online environment by using the design thinking methodology. We wanted to show that the design thinking methodology is useful to create engaging and motivating online games that provide educational value. METHODS: Starting from students' perspective, we created a simple digital escape room-style game where students got an opportunity to self-assess their knowledge in computer science at their own pace. Students tested this prototype game, and their opinions about the game were collected through an online survey. The test's goal was to evaluate the students' perceptions about the implemented digital escape room-style educational game and gather information about whether it could achieve students' engagement in learning computer science during online teaching. RESULTS: In total, 117 students from sixth and seventh grades completed the survey regarding the achieved student engagement. Despite the differences in students' answers about game complexity and puzzle difficulty, most students liked the activity (mean 4.75, SD 0.67, on a scale from 1 to 5). They enjoyed the game, and they would like to participate in this kind of activity again (mean 4.74, SD 0.68). All (n=117, 100%) students found the digital escape room-style educational game interesting for playing and learning. CONCLUSIONS: The results confirmed that digital escape room-style games could be used as an educational tool to engage students in the learning process and achieve learning outcomes. Furthermore, the design thinking methodology proved to be a useful tool in the process of adding novel educational value to the digital escape room-style game.

Impact of the Pandemic on STEAM Disciplines in the Sixth Grade of Primary Education.

The demand for professionals entering the labor market requires knowledge and disciplines in the areas of Science, Technology, Engineering, Art and Mathematics (STEAM). Schools are the first link to train competent students for today's society. However, the pandemic has conditioned the teaching-learning methodologies based on promoting STEAM in educational centers, which is the reason that leads us to carry out this study. The main objective of the research is to evaluate the STEAM dimensions in the sixth grade of primary education in times of pandemic. The study method is based on a quasi-experimental, descriptive and correlational design with an experimental group and a control group. The data are collected through a validated questionnaire, pre-test and post-test, which develops an assessment of student collaboration in STEAM activities. The sample is made up of 142 Spanish students, of which 68 belong to the control group and 74 to the experimental group. The conclusions of the study highlight that the active methodologies, based on computational thinking and on makerspaces of the future classroom, influenced the STEAM dimensions of the experimental group before the pandemic. However, the pandemic and the health restrictions in face-to-face classes led to a negative assessment of the experimental group in the STEAM dimensions.

Teaching Computational Thinking and Introduction to Programming through Robotics amid the Covid-19 Pandemic - An Experience Report

Nowadays, the skills present in computer programming are important in several fields of work. Computational thinking, the ability to create algorithms for solving problems and logical reasoning are some of the skills developed when someone learn to program. This paper presents an experience report of an extension project that aimed to teach computational thinking and introduction to programming with robotics support for children at school in person, but which had to be adapted for remote learning due to the COVID-19 pandemic. The original planning, adaptations for remote learning, and the application and evaluation of the course will be reported.

Adapting an OER Textbook for the Inverted Classroom Model - How To Flip the Classroom with BBC micro:bit Example Tasks

The current COVID-19 crisis has created significant challenges for schools. The growing importance of "flipping the classroom" and the needful emphasizing of online-learning were owed to the situation. To meet these requirements, materials and tasks must be adapted. The Open Educational Resource (OER) textbook "Computational Thinking with the BBC micro:bit" was developed for the introduction of Computational Thinking (CT) for 10-14-year-old pupils in Austria's secondary schools. Example tasks in the textbook are designed with an open end and present extensions with ideas for further development instead of ending abruptly. This article provides a guideline for a clear distinction in redesigning existing lessons following the Inverted Classroom Model (ICM) using videos for pre-class work and live task extensions for in-class work. Which parts in the learning design must remain as live lessons and which parts can be adapted for video lessons? The respective research shows that examples that have a makerspace activity as an extension are especially helpful for an efficient determination of the appropriate part in the learning design and particularly suitable for an adaptation with ICM. The central advantage of the ICM is that it responds flexibly to the individual learning needs of each student. It allows students to take their time reviewing the material at their own pace without getting left behind. The textbook used here encourages pupils to find their own solutions by explorative learning using the block-based programming environment MakeCode. Additional information to be uncovered by the learner is provided for every single step in the accompanying online wiki website. Results from observations showed that this uncover-function, being a central element of the online material, encouraged the learners to explore their own way in finding a solution with playful elements and increased motivation. The many haptic elements of a makerspace activity are in particular useful for consolidation of the learned and are predisposed for in-class work and deepening the understanding following the constructionism theory. A Design-Based Research (DBR) approach is used to create and evaluate the redesign of a proven example task in a pilot project. Teachers, who are already familiar with the BBC micro:bit and the OER textbook, were trained on how to use the "flip-version" of an example task in their lessons and asked to develop a lesson plan for implementation. The didactic approach to redesigning the material and teacher training was evaluated during the first cycle of DBR. Results from expert interviews showed that the redesigned material and training deliver a solid ground for rework and further research on a larger scale.

Development of Computational Thinking Using Microcontrollers Integrated into OOP (Object-Oriented Programming)

Nowadays, the theme of computer thinking is a common topic for educational research. The scientific literature on the subject has gradually appeared, in which psychologists emphasize the need for the development of thinking of children. Research often relates only to the development of computational thinking at elementary and high schools. Nowadays, almost everything is digitalized, so it is important to also develop the computational thinking skills of students at higher levels. In our study, we present the results of the conducted data analysis in which we examined the development of students’ efficiency. On the basis of the results, we propose a possible solution for the development of computational thinking. Using data research processes, we examined the results of the object-oriented (OO) planning and programming subject of Budapest Business School, going back 5 years. The results show that the level of particular computational thinking could be measured using the exam results, and teacher advancement (experience) improved the level of particular computational thinking. Today, education has been greatly influenced by COVID-19, challenging not only teachers but also students. The production of particular computational thinking under COVID-19 or online is much more effective than the pursuit of full computational thinking through traditional teaching.