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Interactive Learning Environments Volume 28, 2020 - Issue 3: Stories From the Field: Locating and Cultivating Computational Thinking in Spaces of Learning
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Articles

Reconceptualizing games for integrating computational thinking and science as practice: collaborative agent-based disciplinarily-integrated games

Douglas B. ClarkUniversity of Calgary, Werklund School of Education, Calgary, CanadaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-4757-8446View further author information
ORCID Icon &
Pratim SenguptaUniversity of Calgary, Werklund School of Education, Calgary, CanadaView further author information
Pages 328-346 | Received 04 Dec 2017, Accepted 31 May 2019, Published online: 08 Jul 2019

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Read on this site (5)

Hagit Meishar-Tal & Avital Kesler. (2023) “If I create a game I'll learn”: online game creation as a tool to promote learning skills of students with learning difficulties. Interactive Learning Environments 31:5, pages 3071-3082.
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Jesús E. Hernández-Zavaleta, Corey Brady, Sandra Becker & Douglas B. Clark. (2023) Vygotskian hybridizing of motion and mapping: Learning about geometric transformations in block-based programming environments. Mathematical Thinking and Learning 0:0, pages 1-35.
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Mohammed Estaiteyeh & Isha DeCoito. (2023) Differentiated instruction in digital video games: STEM teacher candidates using technology to meet learners’ needs. Interactive Learning Environments 0:0, pages 1-15.
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Ayodele Abosede Ogegbo & Umesh Ramnarain. (2022) A systematic review of computational thinking in science classrooms. Studies in Science Education 58:2, pages 203-230.
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Michelle Hoda Wilkerson, Cynthia M. D’Angelo & Breanne K. Litts. (2020) Stories from the field: locating and cultivating computational thinking in spaces of learning. Interactive Learning Environments 28:3, pages 264-271.
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Articles from other publishers (13)

Jingsi Ma, Yi Zhang, Zhifang Zhu, Sunan Zhao & Qiyun Wang. (2023) Game-Based Learning for Students’ Computational Thinking: A Meta-Analysis. Journal of Educational Computing Research.
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Roza Valeeva, Gulnara Biktagirova, Vadim Lesev, Olga Mikhailenko, Galina Skudareva & Arturas Valentovinis. (2023) Exploring the impact of modeling in science education: A systematic review. Eurasia Journal of Mathematics, Science and Technology Education 19:6, pages em2284.
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Christina Tikva & Efthimios Tambouris. (2022) The effect of scaffolding programming games and attitudes towards programming on the development of Computational Thinking. Education and Information Technologies 28:6, pages 6845-6867.
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Douglas B. Clark, Jesús E. Hernández-Zavaleta & Sandra Becker. (2023) Academically meaningful play: Designing digital games for the classroom to support meaningful gameplay, meaningful learning, and meaningful access. Computers & Education 194, pages 104704.
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Fan Ouyang, Xinyu Dai & Si Chen. (2022) Applying multimodal learning analytics to examine the immediate and delayed effects of instructor scaffoldings on small groups’ collaborative programming. International Journal of STEM Education 9:1.
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Emanuela Marchetti, Andrea Valente & Nina Bonderup Dohn. (2022) Sandwich robot: how non-programmers solve computational problems. Sandwich robot: how non-programmers solve computational problems.
Tinh Thi, Thi Trinh, Thanh Hai, Trung Tran, Huu Tong, Thi Phuong, Bao Chau & Tien-Trung Nguyen. (2022) A Bibliometric Review on Realistic Mathematics Education in Scopus Database Between 1972-2019. European Journal of Educational Research 11:2, pages 1133-1149.
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Eli Tucker-Raymond, Michael Cassidy & Gillian Puttick. (2021) Science teachers can teach computational thinking through distributed expertise. Computers & Education 173, pages 104284.
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Christina Tikva & Efthimios Tambouris. (2021) A systematic mapping study on teaching and learning Computational Thinking through programming in higher education. Thinking Skills and Creativity 41, pages 100849.
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Jesse Ha, Luis E. Pérez Cortés, Man Su, Brian C. Nelson, Catherine Bowman & Judd D. Bowman. (2021) The impact of a gamified mobile question-asking app on museum visitor group interactions: an ICAP framing. International Journal of Computer-Supported Collaborative Learning 16:3, pages 367-401.
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Gideon Dishon. (2021) The designability paradox: rethinking authenticity and situatedness in educational video games. Educational Technology Research and Development 69:2, pages 497-513.
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Christina Tikva & Efthimios Tambouris. (2021) Mapping computational thinking through programming in K-12 education: A conceptual model based on a systematic literature Review. Computers & Education 162, pages 104083.
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Douglas Clark & Ashlyn Pierson. 2019. Critical, Transdisciplinary and Embodied Approaches in STEM Education. Critical, Transdisciplinary and Embodied Approaches in STEM Education 101 117 .

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