CTArcade: Computational thinking with games in school age children

Tak Yeon Lee, Matthew Louis Mauriello, June Ahn, Benjamin B. Bederson

Research output: Contribution to journalArticle

Abstract

We believe that children as young as ten can directly benefit from opportunities to engage in computational thinking. One approach to provide these opportunities is to focus on social game play. Understanding game play is common across a range of media and ages. Children can begin by solving puzzles on paper, continue on game boards, and ultimately complete their solutions on computers. Through this process, learners can be guided through increasingly complex algorithmic thinking activities that are built from their tacit knowledge and excitement about game play. This paper describes our approach to teaching computational thinking skills without traditional programming-but instead by building on children's existing game playing interest and skills. We built a system called CTArcade, with an initial game (Tic-Tac-Toe), which we evaluated with 18 children aged 10-15. The study shows that our particular approach helped young children to better articulate algorithmic thinking patterns, which were tacitly present when they played naturally on paper, but not explicitly apparent to them until they used the CTArcade interface.

Original languageEnglish (US)
Pages (from-to)26-33
Number of pages8
JournalInternational Journal of Child-Computer Interaction
Volume2
Issue number1
DOIs
StatePublished - 2014

Fingerprint

Printed circuit boards
Teaching
school
programming

Keywords

  • Computational thinking
  • Design
  • Games
  • Human factors
  • Learning

ASJC Scopus subject areas

  • Human-Computer Interaction
  • Education

Cite this

CTArcade : Computational thinking with games in school age children. / Lee, Tak Yeon; Mauriello, Matthew Louis; Ahn, June; Bederson, Benjamin B.

In: International Journal of Child-Computer Interaction, Vol. 2, No. 1, 2014, p. 26-33.

Research output: Contribution to journalArticle

Lee, Tak Yeon ; Mauriello, Matthew Louis ; Ahn, June ; Bederson, Benjamin B. / CTArcade : Computational thinking with games in school age children. In: International Journal of Child-Computer Interaction. 2014 ; Vol. 2, No. 1. pp. 26-33.
@article{50d8de84f271495286e870513a5b0cac,
title = "CTArcade: Computational thinking with games in school age children",
abstract = "We believe that children as young as ten can directly benefit from opportunities to engage in computational thinking. One approach to provide these opportunities is to focus on social game play. Understanding game play is common across a range of media and ages. Children can begin by solving puzzles on paper, continue on game boards, and ultimately complete their solutions on computers. Through this process, learners can be guided through increasingly complex algorithmic thinking activities that are built from their tacit knowledge and excitement about game play. This paper describes our approach to teaching computational thinking skills without traditional programming-but instead by building on children's existing game playing interest and skills. We built a system called CTArcade, with an initial game (Tic-Tac-Toe), which we evaluated with 18 children aged 10-15. The study shows that our particular approach helped young children to better articulate algorithmic thinking patterns, which were tacitly present when they played naturally on paper, but not explicitly apparent to them until they used the CTArcade interface.",
keywords = "Computational thinking, Design, Games, Human factors, Learning",
author = "Lee, {Tak Yeon} and Mauriello, {Matthew Louis} and June Ahn and Bederson, {Benjamin B.}",
year = "2014",
doi = "10.1016/j.ijcci.2014.06.003",
language = "English (US)",
volume = "2",
pages = "26--33",
journal = "International Journal of Child-Computer Interaction",
issn = "2212-8689",
publisher = "Elsevier BV",
number = "1",

}

TY - JOUR

T1 - CTArcade

T2 - Computational thinking with games in school age children

AU - Lee, Tak Yeon

AU - Mauriello, Matthew Louis

AU - Ahn, June

AU - Bederson, Benjamin B.

PY - 2014

Y1 - 2014

N2 - We believe that children as young as ten can directly benefit from opportunities to engage in computational thinking. One approach to provide these opportunities is to focus on social game play. Understanding game play is common across a range of media and ages. Children can begin by solving puzzles on paper, continue on game boards, and ultimately complete their solutions on computers. Through this process, learners can be guided through increasingly complex algorithmic thinking activities that are built from their tacit knowledge and excitement about game play. This paper describes our approach to teaching computational thinking skills without traditional programming-but instead by building on children's existing game playing interest and skills. We built a system called CTArcade, with an initial game (Tic-Tac-Toe), which we evaluated with 18 children aged 10-15. The study shows that our particular approach helped young children to better articulate algorithmic thinking patterns, which were tacitly present when they played naturally on paper, but not explicitly apparent to them until they used the CTArcade interface.

AB - We believe that children as young as ten can directly benefit from opportunities to engage in computational thinking. One approach to provide these opportunities is to focus on social game play. Understanding game play is common across a range of media and ages. Children can begin by solving puzzles on paper, continue on game boards, and ultimately complete their solutions on computers. Through this process, learners can be guided through increasingly complex algorithmic thinking activities that are built from their tacit knowledge and excitement about game play. This paper describes our approach to teaching computational thinking skills without traditional programming-but instead by building on children's existing game playing interest and skills. We built a system called CTArcade, with an initial game (Tic-Tac-Toe), which we evaluated with 18 children aged 10-15. The study shows that our particular approach helped young children to better articulate algorithmic thinking patterns, which were tacitly present when they played naturally on paper, but not explicitly apparent to them until they used the CTArcade interface.

KW - Computational thinking

KW - Design

KW - Games

KW - Human factors

KW - Learning

UR - http://www.scopus.com/inward/record.url?scp=84955502377&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84955502377&partnerID=8YFLogxK

U2 - 10.1016/j.ijcci.2014.06.003

DO - 10.1016/j.ijcci.2014.06.003

M3 - Article

AN - SCOPUS:84955502377

VL - 2

SP - 26

EP - 33

JO - International Journal of Child-Computer Interaction

JF - International Journal of Child-Computer Interaction

SN - 2212-8689

IS - 1

ER -