Computational Thinking in Game-Based Learning for STEM Education

Game-based learning (GBL) has been shown to enhance engagement, comprehension of course material, and academic achievements. This study aims to investigate previous studies on integrating computational thinking (CT) abilities in STEM education through GBL and propose a framework for integrating CT t...

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Published in:14th IEEE Symposium on Computer Applications and Industrial Electronics, ISCAIE 2024
Main Author: Ahamad N.A.N.; Ismail I.; Zain N.H.M.; Ismail M.
Format: Conference paper
Language:English
Published: Institute of Electrical and Electronics Engineers Inc. 2024
Online Access:https://www.scopus.com/inward/record.uri?eid=2-s2.0-85198906171&doi=10.1109%2fISCAIE61308.2024.10576494&partnerID=40&md5=e248fc7ac7fa3544e8d9fd26377790cb
id 2-s2.0-85198906171
spelling 2-s2.0-85198906171
Ahamad N.A.N.; Ismail I.; Zain N.H.M.; Ismail M.
Computational Thinking in Game-Based Learning for STEM Education
2024
14th IEEE Symposium on Computer Applications and Industrial Electronics, ISCAIE 2024


10.1109/ISCAIE61308.2024.10576494
https://www.scopus.com/inward/record.uri?eid=2-s2.0-85198906171&doi=10.1109%2fISCAIE61308.2024.10576494&partnerID=40&md5=e248fc7ac7fa3544e8d9fd26377790cb
Game-based learning (GBL) has been shown to enhance engagement, comprehension of course material, and academic achievements. This study aims to investigate previous studies on integrating computational thinking (CT) abilities in STEM education through GBL and propose a framework for integrating CT through the GBL framework. The proposed framework focuses on certain domains in creating mobile gaming content that facilitates the user's acquisition of knowledge about the advancement of CT in science, specifically within the STEM discipline. In addition, a comprehensive literature review was undertaken to identify a specific research need. In the proposed framework, this study emphasized more that CT is implemented as an approach to attract the involvement of students in STEM education through the framework. To foster more engagement, the development of CT should consider STEM-appropriate components of the framework by optimizing software and hardware functions. © 2024 IEEE.
Institute of Electrical and Electronics Engineers Inc.

English
Conference paper

author Ahamad N.A.N.; Ismail I.; Zain N.H.M.; Ismail M.
spellingShingle Ahamad N.A.N.; Ismail I.; Zain N.H.M.; Ismail M.
Computational Thinking in Game-Based Learning for STEM Education
author_facet Ahamad N.A.N.; Ismail I.; Zain N.H.M.; Ismail M.
author_sort Ahamad N.A.N.; Ismail I.; Zain N.H.M.; Ismail M.
title Computational Thinking in Game-Based Learning for STEM Education
title_short Computational Thinking in Game-Based Learning for STEM Education
title_full Computational Thinking in Game-Based Learning for STEM Education
title_fullStr Computational Thinking in Game-Based Learning for STEM Education
title_full_unstemmed Computational Thinking in Game-Based Learning for STEM Education
title_sort Computational Thinking in Game-Based Learning for STEM Education
publishDate 2024
container_title 14th IEEE Symposium on Computer Applications and Industrial Electronics, ISCAIE 2024
container_volume
container_issue
doi_str_mv 10.1109/ISCAIE61308.2024.10576494
url https://www.scopus.com/inward/record.uri?eid=2-s2.0-85198906171&doi=10.1109%2fISCAIE61308.2024.10576494&partnerID=40&md5=e248fc7ac7fa3544e8d9fd26377790cb
description Game-based learning (GBL) has been shown to enhance engagement, comprehension of course material, and academic achievements. This study aims to investigate previous studies on integrating computational thinking (CT) abilities in STEM education through GBL and propose a framework for integrating CT through the GBL framework. The proposed framework focuses on certain domains in creating mobile gaming content that facilitates the user's acquisition of knowledge about the advancement of CT in science, specifically within the STEM discipline. In addition, a comprehensive literature review was undertaken to identify a specific research need. In the proposed framework, this study emphasized more that CT is implemented as an approach to attract the involvement of students in STEM education through the framework. To foster more engagement, the development of CT should consider STEM-appropriate components of the framework by optimizing software and hardware functions. © 2024 IEEE.
publisher Institute of Electrical and Electronics Engineers Inc.
issn
language English
format Conference paper
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record_format scopus
collection Scopus
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