The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
Scalable game design and the development of a checklist for getting computational thinking into public schools
Abstract
Game design appears to be a promising approach to interest K-12 students in Computer Science. Unfortunately, balancing motivational and educational concerns is truly challenging. Over a number of years, we have explored how to achieve a functional balance by creating a curriculum that combines increasingly complex game designs, computational thinking patterns and authoring tools. Scalable Game Design is a research project exploring new strategies of how to scale up from after school and summer programs into required curriculum of public schools through game design approaches. The project includes inner city schools, remote rural areas and Native American communities. A requirement checklist of computational thinking tools regarding curriculum, teacher training, standards and authoring tools has been developed and is being tested with thousands of students.
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Citations
Cites
Wing, J. M. (2006) · Communications of the ACM · doi:10.1145/1118178.1118215 · Cited by 8,102
When and where do we apply what we learn?: A taxonomy for far transfer
Barnett, S. M., & Ceci, S. J. (2002) · Psychological Bulletin · doi:10.1037/0033-2909.128.4.612 · Cited by 2,076 · cited 1×
“Of course, we know that transfer does not just happen [25].”
Background
Cited by
Assessing computational thinking: A systematic review of empirical studies
Tang, X., Yin, Y., Lin, Q., Hadad, R., & Zhai, X. (2020) · Computers & Education · doi:10.1016/j.compedu.2019.103798 · Cited by 647
Atmatzidou, S., & Demetriadis, S. (2016) · Robotics and Autonomous Systems · doi:10.1016/j.robot.2015.10.008 · Cited by 630
Ioannou, A., & Makridou, E. (2018) · Education and Information Technologies · doi:10.1007/s10639-018-9729-z · Cited by 180
C2STEM: a System for Synergistic Learning of Physics and Computational Thinking
Hutchins, N. M., Biswas, G., Maróti, M., Lédeczi, Á., Grover, S., Wolf, R., Blair, K. P., Chin, D., Conlin, L., Basu, S., et al. (2020) · Journal of Science Education and Technology · doi:10.1007/s10956-019-09804-9 · Cited by 122
Malmi, L., Sheard, J., Kinnunen, P., Simon, & Sinclair, J. (2020) · Proceedings of the 2020 ACM Conference on International Computing Education Research · doi:10.1145/3372782.3406279 · Cited by 60
Metadata
- Authors
- Repenning, A., Webb, D., & Ioannidou, A.
- Venue
- Proceedings of the 41st ACM technical symposium on Computer science education
- Publisher
- ACM
- Published
- 2010-03-10
- Pages
- 265-269
- OpenAlex
- W2013205990
- Cited by
- 316
- References
- 2
- FWCI
- 10.75
- Type
- conference paper
- Language
- en
- Open access
- closed
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- Repenning, A., Webb, D., & Ioannidou, A. (2010). Scalable game design and the development of a checklist for getting computational thinking into public schools. Proceedings of the 41st ACM technical symposium on Computer science education. https://doi.org/10.1145/1734263.1734357
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
