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Graphical Abstract
Abstract
Discover how games that engage learners in personally and socially meaningful problems can open up computational thinking and computer science to students with a diverse range of learning styles, backgrounds, and interests.
Conclusion
With artificial intelligence, machine learning, and big data rapidly evolving and becoming integral to nearly all aspects of daily living, one of the most pressing challenges for all learners is to develop computational habits of mind that prepare them to navigate and understand complex societal challenges. This requires the ability to critically question, apply, and reimagine how technology can aid in decision-making and problem solving to benefit people’s lives. Games can be a perfect training ground for inviting all kinds of learners to develop these essential skills.
Acknowledgments
The Pack program was supported by the US Department of Education (Award No. U411C190044), the National Science Foundation (Award No. 1543144), and the JPB Foundation. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the aforementioned funders.
Additional information
Notes on contributors
Dorothy Bennett
Dorothy Bennett is the Director of Creative Pedagogy at the New York Hall of Science - Research Exhibits and Programs in Flushing, New York.
Cornelia Brunner
Cornelia Brunner is Developmental Psychologist and Senior Advisor at the New York Hall of Science - Research Exhibits and Programs in Flushing, New York.
Nicholas Hartmann
Nicholas Hartmann is a Research and Development Assistant at the New York Hall of Science - Research Exhibits and Programs in Flushing, New York.
Stephen Uzzo
Stephen Uzzo is Chief Technology Officer at the National Museum of Mathematics in New York City.