Improving computational thinking: the role of students’ networking skills and digital informal learning

ABSTRACT

Many professionals consider computational thinking an essential skill in the twenty-first century. Furthermore, some studies demonstrate that computer-based networking skills and digital environments can improve computational thinking. A challenging question to be addressed is whether informal learning in a digital context is related to computational thinking and whether it could mediate the role in networking skills and computational thinking. This study addresses the potential relationship between higher education students’ computer-based networking skills and their computational thinking by means of the mediation of digital informal learning. The study sample comprised 351 students at Shiraz University in Iran. The results, found through structural equation modeling, indicated that networking skills positively and significantly related to students’ digital informal learning and computational thinking. In addition, digital informal learning was considered a mediator between networking skills and computational thinking. In conclusion, educators and policymakers should consider the role of digital informal learning alongside networking skills to improve computational thinking skills.

KEYWORDS:

• Digital informal learning
• networking skills
• computational thinking
• higher education

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Mahboobeh Mehrvarz

Mahboobeh Mehrvarz is a Ph.D. in Educational Administration in the Department of Educational Administration & Planning at Shiraz University. Her academic interest areas are Educational Technology, digital games, E-Learning, social media, Engagement, Interaction of students, and Virtual Learning. She has published some articles related to educational technology and digital learning in Q1 journals with a good impact factor, such as Computer & Education journal; Computer Assisted Learning; and Education and Information Technologies. Now she is a researcher in the field of educational technology, especially digital games.

Fahimeh Keshavarzi

Fahimeh keshavarzi is an Assistant Professor of curriculum planning in the education and psychology School at Shiraz University. She received her Ph.D. degree in curriculum planning from Shiraz University, Shiraz, Iran, in 2015. Her academic interest areas are Curriculum in higher education, innovative teaching methods, student engagement in higher education, and virtual education.

Elham Heidari

Elham Heidari is an Associate Professor of educational administration at the education and psychology School at Shiraz University. She received his Ph.D. degree in Educational Administration from Shiraz University, Shiraz, Iran in 2015. Her academic interest areas are Virtual higher education and ICT integration and social media use in higher education.

Bruce M. McLaren

Prof. Bruce M. McLaren is an Associate Research Professor at Carnegie Mellon University and past President of the International Artificial Intelligence in Education Society (2017–2019). McLaren is passionate about how technology can support education and has dedicated his work and research to projects that explore how students can learn with digital learning games (also called educational games), intelligent tutoring systems, e-learning principles, and collaborative learning. McLaren's research with digital learning games, for instance, has shown that students can learn decimals better by playing a web-based game than by using more conventional technology (e.g. IJGBL 2017 paper; the “Decimal Point” website). McLaren's research with intelligent tutors investigates how students learn when presented with erroneous examples in conjunction with intelligent tutors on the web. Prof. McLaren has also investigated how erroneous examples can work synergistically with educational games to help students learn. McLaren has also conducted a series of experiments investigating how chemistry students learn when presented with worked examples, in conjunction with intelligent tutors, as well as polite hints and feedback. Finally, Prof. McLaren has a keen interest in and experience with collaborative learning and technology for supporting and analyzing collaborative argumentation. Prof. McLaren has researched and developed educational technology using AI techniques to help teachers moderate collaborative e-Discussions and online arguments. Prof. McLaren has over 190 publications (36 journal articles) spanning peer-reviewed journals, conferences, workshops, symposiums, and book chapters.