Enhancing student's computational thinking skills with student-generated questions strategy in a game-based learning platform

By creating questions or content, students engage in deeper cognitive processing, enhancing their own and their peers' learning.

“By creating questions or content, students engage in deeper cognitive processing, enhancing their own and their peers' learning.”

One study used the student-generated questions strategy to support CT development with positive results, but it has not yet been integrated into a TMAR game.

“While one study used the studentgenerated questions (SGQ) strategy to support CT development with positive results [19], it has not yet been integrated into a TMAR game.”

The SGQ process improves engagement and task relevance, leading to better performance.

“This process improves engagement and task relevance, leading to better performance [19].”

The SGC strategy supports students in identifying and understanding key learning concepts, enabling them to apply their knowledge to new problems and strengthen their confidence.

“The SGC strategy supports students in identifying and understanding key learning concepts, enabling them to apply their knowledge to new problems and strengthen their confidence [19].”

While autonomy in SGC may foster creativity and a sense of ownership, it also introduces the risk of omitting crucial skills or concepts if neither educators nor game mechanics enforce alignment with learning objectives.

“Cheng et al. [19] suggested that this autonomy could enhance students' learning confidence; however, we argue that while it may foster creativity and a sense of ownership, it also introduces the risk of omitting crucial skills or concepts if neither educators nor game mechanics enforce alignment with learning objectives.”