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Collaborative Game-Based Environment and Assessment Tool for Learning Computational Thinking in Primary School: A Case Study

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dc.contributor.authorZapata-Cáceres, María
dc.contributor.authorMartín-Barroso, Estefanía
dc.contributor.authorRomán González, Marcos
dc.contributor.funderComunidad de Madrid
dc.contributor.funderUnión Europea
dc.date.accessioned2026-01-09T15:30:36Z
dc.date.available2026-01-09T15:30:36Z
dc.date.issued2021-09-13
dc.descriptionThis is an Accepted Manuscript of an article published by IEEE in "IEEE Transactions on Learning Technologies, vol. 14, no. 5, pp. 576-589, 1 Oct. 2021", available at: https://doi.org/10.1109/TLT.2021.3111108
dc.descriptionEste es el manuscrito aceptado del artículo publicado por IEEE en "IEEE Transactions on Learning Technologies, vol. 14, no. 5, pp. 576-589, 1 Oct. 2021", disponible en línea: https://doi.org/10.1109/TLT.2021.3111108
dc.description.abstractComputational thinking (CT) can be considered a 21st century core skill and, accordingly, it should be taught to students at an early age. Nevertheless, the implementation of CT in school curricula is still in an experimental stage, given that different performance metrics remain unclear, including the appropriate age for learning each skill, the significant and achievable computational concepts for each school year, teaching strategies, learning effectiveness, and strategies for assessing development. Based upon constructivist problem-solving learning strategies and supported by a three-dimensional framework, a game-based environment with both individual and collaborative playing modes has been developed as a learning and an assessment tool via learning analytics. Moreover, an exploratory case study has been carried out involving 176 primary school students. Results suggest that this environment is suitable as a learning and assessment tool for CT skills in primary school, providing enduring learning, particularly when it engages the collaborative playing mode. It seems to be better adapted to early primary school stage students, who showed greater improvements and who were able to assimilate more computational concepts than expected. Likewise, special needs or low percentile students benefit even more greatly from the learning tool and especially from the collaborative playing mode. The combination of different assessment methodologies—including CT pre- and posttests, data-driven analytics, direct observation, and questionnaires—provides assessment for each of the framework computational dimensions.en
dc.description.provenanceMade available in DSpace on 2026-01-09T15:30:36Z (GMT). No. of bitstreams: 1 Collaborative_Game-Based_Draft.pdf: 911998 bytes, checksum: 73ababf1a699c886ddee1085b8f6aae7 (MD5) Previous issue date: 2021-09-13en
dc.description.sponsorshipThis work was supported in part by the Madrid Regional Government through the e-Madrid-CM Project under Grant S2018/TCS-4307, and in part by the two European Structural and Investment Funds, namely the European Social Fund and the European Regional Development Fund. (Corresponding author: Mar ıa Zapata-C aceres.)en
dc.description.versionversión final
dc.identifier.citationM. Zapata-Cáceres, E. Martín-Barroso and M. Román-González, "Collaborative Game-Based Environment and Assessment Tool for Learning Computational Thinking in Primary School: A Case Study," in IEEE Transactions on Learning Technologies, vol. 14, no. 5, pp. 576-589, 1 Oct. 2021, doi: 10.1109/TLT.2021.3111108
dc.identifier.doihttps://doi.org/10.1109/TLT.2021.3111108
dc.identifier.issn1939-1382
dc.identifier.urihttps://hdl.handle.net/20.500.14468/31339
dc.journal.issue5
dc.journal.titleIEEE Transactions on Learning Technologies
dc.journal.volume14
dc.language.isoen
dc.page.final589
dc.page.initial576
dc.publisherIEEE
dc.relation.centerFacultad de Educación
dc.relation.departmentMétodos de Investigación y Diagnóstico en Educación I
dc.relation.projectidinfo:eu-repo/grantAgreement/EC/ESF/10.13039/501100004895
dc.relation.projectidinfo:eu-repo/grantAgreement/EC/ERDF/10.13039/501100008530
dc.relation.projectidS2018/TCS-4307e‑Madrid‑CM
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nd/4.0/deed.es
dc.subject5801.05 Pedagogía experimental
dc.subject5801.07 Métodos pedagógicos
dc.subject.keywordsAssessmenten
dc.subject.keywordscollaborative learningen
dc.subject.keywordscomputational thinking (CT)en
dc.subject.keywordsearly childhood educationen
dc.subject.keywordseducational gamesen
dc.subject.keywordslearning environmentsen
dc.subject.keywordsprogrammingen
dc.subject.odsODS 4 - Educación de calidad
dc.titleCollaborative Game-Based Environment and Assessment Tool for Learning Computational Thinking in Primary School: A Case Studyen
dc.typeartículoes
dc.typejournal articleen
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relation.isAuthorOfPublication.latestForDiscoveryf326c028-97b6-4d2b-bfdf-25491ee66c8a
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