Abstract
Computational thinking (CT) is a widely researched domain. Many researchers around the world have conducted studies to define CT, to develop CT in students, and to assess CT using various tools and paradigms. Our review focuses on the assessment aspect of CT using digital games. Typically, the assessment in CT is done using Multiple Choice Questions, Portfolio analysis, pen-and-paper methods, and games. The use of video games to assess CT skills was one of the least explored areas. To further explore this area, we did a systematic literature review on the use of video games to assess CT. The findings of our review are as follows: (1) CT skills such as abstraction, algorithmic thinking, data representation, debugging, decomposition, pattern recognition, recursive thinking, simulation, socialization, heuristic, iteration, and problem-solving were primarily assessed using digital games. (2) The reviewed articles used samples ranging from 18 to 3355 participants. (3) The sample includes elementary, middle-, and high-school and graduate students. (4) In the reviewed articles, it is observed that the time for treatment varied from a few hours to the entire school year. (5) A mixed-mode study using quantitative and qualitative methods was preferred by researchers to explore the CT aspects such as CT concepts, practices, and perspectives. (6) The use of video games, stealth assessment, educational data mining and machine learning for assessing CT skills is in a dormant state. (7) There is a lack of empirical evidence to prove that video games are effective to assess CT skills. This review paper will be helpful for researchers working on the assessment of CT skills using digital games.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Ailwood, J., Dakich, E., Robbins, J., & Rivalland, M. P. (2007). Book reviews: The Excellence of play, a guide to developing the ICT curriculum for early childhood education, doing your early years research project: A Step by step guide. Contemporary Issues in Early Childhood, 8(1), 89–95. https://doi.org/10.2304/ciec.2007.8.1.89
Allsop, Y. (2019). Assessing computational thinking process using a multiple evaluation approach. International Journal of Child-Computer Interaction, 19, 30–55. https://doi.org/10.1016/J.IJCCI.2018.10.004
Alvarez, J., & Michaud, L. (2008). Serious Games : Advergaming, edugaming, training and more. In Idate. Retrieved from http://www.ludoscience.com/EN/diffusion/285-Serious-Games--Advergaming-edugaming-training-and-more.html
Anastasiadis, T., Lampropoulos, G., & Siakas, K. (2018). Digital Game-based Learning and Serious Games in Education. International Journal of Advances in Scientific Research and Engineering, 4(12), 139–144. https://doi.org/10.31695/ijasre.2018.33016
Anderson, S. P. (2011). Seductive Interaction Design: Creating Playful, Fun, and Effective User Experiences (Voices That Matter). New Riders. Retrieved from https://www.oreilly.com/library/view/seductive-interaction-design/9780132118477/
Arner, T., McCarthy, K. S., & McNamara, D. S. (2021). iSTART stairstepper-using comprehension strategy training to game the test. Computers, 10(4), 48. https://doi.org/10.3390/computers10040048
Asbell-Clarke, J., Edwards, T., Rowe, E., Larsen, J., Sylvan, E., & Hewitt, J. (2012). Martian boneyards: Scientific inquiry in an mmo game. International Journal of Game-Based Learning, 2(1), 52–76. https://doi.org/10.4018/ijgbl.2012010104
Asih, R. A., & Halisiana, H. T. (2022). Enhancing students’ speaking skill through a game-based learning innovation of family game show. JINoP (jurnal Inovasi Pembelajaran). https://doi.org/10.22219/JINOP.V8I1.20400
Baierschmidt, J. (2013). A principled approach to utilizing digital games in the language learning classroom. The JALT CALL Journal, 9(3), 307–315. https://doi.org/10.29140/jaltcall.v9n3.162
Bakan, U., & Bakan, U. (2018). Game-Based learning studies in education journals: A systematic review of recent trends. Actualidades Pedagógicas, 72, 119–145. https://doi.org/10.19052/ap.5245
Bandara, K., & Pemarathna, R. (2019). Impact of sports-themed video games playing on real-life sports involvement of undergraduates in Rajarata university of Sri Lanka. Global Scientific Journals, 7(5). http://www.globalscientificjournal.com/journal_volume7_issue5_may_2019_edition.html
Barchas-Lichtenstein, J., Brucker, J. L., Voiklis, J., Thomas, U. G., Fraser, J., Shane-Simpson, C., & Field, S. (2019). Cultivating Computational Thinking in Grade School Learners. NSF.051.213.05. Retrieved from https://knology.org/article/cultivating-computational-thinking-in-grade-school-learners/
Barr, V., & Stephenson, C. (2011). Bringing computational thinking to K-12: What is involved and what is the role of the computer science education community? ACM Inroads, 2(1), 48–54. https://doi.org/10.1145/1929887.1929905
Basawapatna, A., Koh, K. H., Repenning, A., Webb, D. C., & Marshall, K. S. (2011). Recognizing computational thinking patterns. SIGCSE’11—Proceedings of the 42nd ACM Technical Symposium on Computer Science Education https://doi.org/10.1145/1953163.1953241
Berland, M., & Wilensky, U. (2015). Comparing virtual and physical robotics environments for supporting complex systems and computational thinking. Journal of Science Education and Technology, 24(5), 628–647. https://doi.org/10.1007/s10956-015-9552-x
Boud, D., & Feletti, G. I. (2013). The challenge of problem-based learning. The Challenge of Problem-Based Learning. https://doi.org/10.4324/9781315042039
Boyle, E. A., Hainey, T., Connolly, T. M., Gray, G., Earp, J., Ott, M., Lim, T., Ninaus, M., Ribeiro, C., & Pereira, J. (2016). An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games. Computers and Education, 94, 178–192. https://doi.org/10.1016/j.compedu.2015.11.003
Brennan, K., & Resnick, M. (2012). New frameworks for studying and assessing the development of computational thinking. Annual American Educational Research Association Meeting, Vancouver, 1–25. Retrieved from http://web.media.mit.edu/~kbrennan/files/Brennan_Resnick_AERA2012_CT.pdf
Cansu, F. K., & Cansu, S. K. (2019). An overview of computational thinking. International Journal of Computer Science Education in Schools, 3(1), 17–30. https://doi.org/10.21585/ijcses.v3i1.53
Cheng, G. M., & Chen, C. P. (2021). Processing analysis of swift playgrounds in a children’s computational thinking course to learn programming. Computers, 10(5). https://doi.org/10.3390/computers10050068
Damani, B., Sardeshpande, V., & Gaitonde, U. (2015). Use of serious games for creating awareness about social enterprises. Journal of Computers in Education, 2(4), 493–511. https://doi.org/10.1007/S40692-015-0045-Y
de Carvalho, C. V., & Coelho, A. (2022). Game-Based learning, gamification in education and serious games. Computers, 11(3), 36. https://doi.org/10.3390/computers11030036
De Freitas, S. (2018). Are games effective learning tools? A review of educational games. Educational Technology and Society, 21(2), 74–84.
Denning, P. J., & Tedre, M. (2019). Computational thinking (p. 242). The MIT Press.
Eguíluz, A., Guenaga, M., Garaizar, P., & Olivares-Rodríguez, C. (2020). Exploring the progression of early programmers in a set of computational thinking challenges via clickstream analysis. IEEE Transactions on Emerging Topics in Computing, 8(1), 256–261. https://doi.org/10.1109/TETC.2017.2768550
Ferro, L. S., Sapio, F., Terracina, A., Temperini, M., & Mecella, M. (2021). Gea2: A serious game for technology-enhanced learning in STEM. IEEE Transactions on Learning Technologies, 14(6), 723–739. https://doi.org/10.1109/TLT.2022.3143519
Fortunato, M., Moreira, A., & Simões, A. R. (2021). Gamifying reading and writing in collaborative EFL primary education. Proceedings of the European Conference on Games-Based Learning. https://doi.org/10.34190/GBL.21.156
Gardeli, A., & Vosinakis, S. (2019a). ARQuest: A Tangible Augmented Reality Approach to Developing Computational Thinking Skills; ARQuest: A Tangible Augmented Reality Approach to Developing Computational Thinking Skills. https://doi.org/10.1109/VS-Games.2019.8864603
Gardeli, A., & Vosinakis, S. (2019b). ARQuest: A tangible augmented reality approach to developing computational thinking skills. 2019b 11th International Conference on Virtual Worlds and Games for Serious Applications, VS-Games 2019b—Proceedings, 1DUUMY. https://doi.org/10.1109/VS-Games.2019.8864603
Garneli, V., & Chorianopoulos, K. (2018). Programming video games and simulations in science education: Exploring computational thinking through code analysis. Interactive Learning Environments, 26(3), 386–401. https://doi.org/10.1080/10494820.2017.1337036
Gee, J. P. (2003). What video games have to teach us about learning and literacy. Computers in Entertainment, 1(1), 20–20. https://doi.org/10.1145/950566.950595
Gee, J. P. (2005). Why Video games are good for your soul. Common Ground Publishing. Retrieved from https://books.google.com.br/books?id=6NY2i9stxZwC&printsec=frontcover&dq=video+game+learning&hl=en&sa=X&redir_esc=y#v=onepage&q=videogamelearning&f=false
Gee, J. P. (2006). Are video games good for learning. Nordic Journal of Digital Literacy, 1(3), 172–183. https://doi.org/10.1861/issn1891-943x-2006-03-02
Georgiadis, K., van Lankveld, G., Bahreini, K., & Westera, W. (2018). Accommodating stealth assessment in serious games: towards developing a generic tool, 10th international conference on virtual worlds and games for serious applications (VS-Games), Würzburg, Germany, 2018, pp. 1–4, https://doi.org/10.1109/VS-Games.2018.8493409.
Georgiadis, K., van Lankveld, G., Bahreini, K., & Westera, W. (2019). Learning analytics should analyse the learning: proposing a generic stealth assessment tool, IEEE conference on games (CoG), London, UK, 2019, pp. 1–8. https://doi.org/10.1109/CIG.2019.8847960.
Green, G., & Kaufman, J. C. (2015). Video Games & Creativity (p. 332). Elsevier Science.
Grover, S., & Pea, R. (2013). Computational thinking in K-12: A review of the state of the field. Educational Researcher, 42(1), 38–43. https://doi.org/10.3102/0013189X12463051
Grover, S., & Pea, R. (2018). Computational Thinking: A Competency Whose Time Has Come. In S. Sentance, E. Barendsen, & C. Schulte (Eds.), Computer Science Education. Bloomsbury Academic. https://doi.org/10.5040/9781350057142.ch-003
Hayes, E., & Silberman, L. (2007). Incorporating video games into physical education. Journal of Physical Education, Recreation & Dance, 78(3), 18–24. https://doi.org/10.1080/07303084.2007.10597984
Heldal, I., Helgesen, C., Ali, Q., Patel, D., Geitung, A. B., & Pettersen, H. (2021). Supporting school aged children to train their vision by using serious games. Computers, 10(4), 53. https://doi.org/10.3390/computers10040053
Hofer, A., & Groher, I. (2021). Introducing gamification in introductory programming courses. Proceedings of the European Conference on Games-Based Learning. https://doi.org/10.34190/GBL.21.128
Hong, J. C., Cheng, C. L., Hwang, M. Y., Lee, C. K., & Chang, H. Y. (2009). Assessing the educational values of digital games. Journal of Computer Assisted Learning, 25(5), 423–437. https://doi.org/10.1111/j.1365-2729.2009.00319.x
Hooshyar, D., Malva, L., Yang, Y., Pedaste, M., Wang, M., & Lim, H. (2021). An adaptive educational computer game: Effects on students’ knowledge and learning attitude in computational thinking. Computers in Human Behavior, 114, 106575. https://doi.org/10.1016/j.chb.2020.106575
Hwang, G. J., & Chang, H. F. (2011). A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students. Computers and Education, 56(4), 1023–1031. https://doi.org/10.1016/j.compedu.2010.12.002
Jantke, K. P. (2010). Toward a taxonomy of game based learning. IEEE International Conference on Progress in Informatics and Computing., 2, 858–862. https://doi.org/10.1109/PIC.2010.5687903
Kadel, R., Halder, S. J., Gurung, M. P., & Paudel, K. (2018). Analyzing effect of GBL on student engagement and academic performance in computer networking course. ACM International Conference Proceeding Series. https://doi.org/10.1145/32823733282855
Kalelioğlu, F., Gülbahar, Y., & Kukul, V. (2016). A framework for computational thinking based on a systematic research review. Baltic Journal Modern Computing, 4(3), 583–596.
Kazimoglu, C. (2020a). Enhancing confidence in using computational thinking skills via playing a serious game: A case study to increase motivation in learning computer programming. IEEE Access. https://doi.org/10.1109/ACCESS.2020.3043278
Kazimoglu, C. (2020b). Enhancing confidence in using computational thinking skills via playing a serious game: A case study to increase motivation in learning computer programming. IEEE Access, February. https://doi.org/10.1109/ACCESS.2020.3043278
Kazimoglu, C., Kiernan, M., Bacon, L., & Mackinnon, L. (2012a). A serious game for developing computational thinking and learning introductory computer programming. Procedia—Social and Behavioral Sciences, 47, 1991–1999. https://doi.org/10.1016/j.sbspro.2012.06.938
Kazimoglu, C., Kiernan, M., Bacon, L., & MacKinnon, L. (2012b). Learning programming at the computational thinking level via digital game-play. Procedia Computer Science, 9, 522–531. https://doi.org/10.1016/J.PROCS.2012.04.056
Ketelhut, D. J., Mills, K., Hestness, E., Cabrera, L., Plane, J., & McGinnis, J. R. (2020). Teacher change following a professional development experience in integrating computational thinking into elementary science. Journal of Science Education and Technology, 29(1), 174–188. https://doi.org/10.1007/s10956-019-09798-4
Krath, J., Schürmann, L., & von Korflesch, H. F. O. (2021). Revealing the theoretical basis of gamification: A systematic review and analysis of theory in research on gamification, serious games and game-based learning. Computers in Human Behavior, 125, 106963. https://doi.org/10.1016/j.chb.2021.106963
Lee, T. Y., Mauriello, M. L., Ahn, J., & Bederson, B. B. (2014). CTArcade: Computational thinking with games in school age children. International Journal of Child-Computer Interaction, 2(1), 26–33. https://doi.org/10.1016/j.ijcci.2014.06.003
Litts, B. K., Lewis, W. E., & Mortensen, C. K. (2020). Engaging youth in computational thinking practices through designing place-based mobile games about local issues. Interactive Learning Environments, 28(3), 302–315. https://doi.org/10.1080/10494820.2019.1674883
Martín-Hernández, P., Gil-Lacruz, M., Gil-Lacruz, A. I., Azkue-Beteta, J. L., Lira, E. M., & Cantarero, L. (2021). Fostering university students’ engagement in teamwork and innovation behaviors through game-based learning (GBL). Sustainability (switzerland), 13(24), 13573. https://doi.org/10.3390/su132413573
Maskeliūnas, R., Kulikajevas, A., Blažauskas, T., Damaševičius, R., & Swacha, J. (2020). An interactive serious mobile game for supporting the learning of programming in Javascript in the context of eco-friendly city management. Computers, 9(4), 1–18. https://doi.org/10.3390/computers9040102
Michael, D. R., & Chen, S. (2006). Serious games: games that educate, train, and inform. Thomson Course Technology. Retrieved from http://site.ebrary.com/lib/drexel/Doc?id=10087000&ppg=1
Nardelli, E. (2019). Viewpoint do we really need computational thinking? Communications of the ACM, 62(2), 32–35. https://doi.org/10.1145/3231587
North, B., Diab, M., Lameras, P., Zaraik, J., Philippe, S., Muller, J., & Fischer, H. (2021). Developing a platform for using game-based learning in vocational education and training. IEEE Global Engineering Education Conference, EDUCON. https://doi.org/10.1109/EDUCON46332.2021.9454124
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. Systematic Reviews, 10(1). https://doi.org/10.1186/s13643-021-01626-4
Papert, S. (1980). Mindstorms (Vol. 66). Basic Books.
Philip, M., Renumol, V. G., & Gopeekrishnan, R. (2013). A pragmatic approach to develop computational thinking skills in novices in Computing Education. Proceedings of the 2013 IEEE International Conference in MOOC, Innovation and Technology in Education, MITE 2013, December 2013, 199–204. https://doi.org/10.1109/MITE.2013.6756334
PrenskyMarc. (2003). Digital game-based learning. Computers in Entertainment (CIE), 1(1), 21–21. https://doi.org/10.1145/950566.950596
Prompolmaueng, W., Wetmaha, A., & Jamsri, P. (2021). A game development to promote computational thinking. A Game Development to Promote Computational Thinking. https://doi.org/10.1109/ICITEE53064.2021.9611850
Qian, M., & Clark, K. R. (2016). Game-based Learning and 21st century skills: A review of recent research. Computers in Human Behavior, 63, 50–58. https://doi.org/10.1016/j.chb.2016.05.023
Rahutami, R., Suryantoro, S., & Rohmadi, M. (2019). Traditional Games versus Digital Games: Which is superior? Proceedings of the 2nd International Conference on Local Wisdom, INCOLWIS 2019, Padang. https://doi.org/10.4108/eai.29-8-2019.2289124
Riera, J. V., Casas, S., Alonso, F., & Fernández, M. (2021). A vr-enhanced rollover car simulator and edutainment application for increasing seat belt use awareness. Computers, 10(5), 55. https://doi.org/10.3390/computers10050055
Ritterfeld, U., Cody, M. J., & Vorderer, P. (2009). Serious games: Mechanisms and effects (p. 530). Routledge.
Román-González, M. (2015). Computational Thinking Test: Design Guidelines and Content Validation. Proceedings of the 7th Annual International Conference on Education and New Learning Technologies (EDULEARN 2015), https://doi.org/10.13140/RG.2.1.4203.4329
Román-González, M., Pérez-González, J. C., & Jiménez-Fernández, C. (2017). Which cognitive abilities underlie computational thinking? Criterion validity of the computational thinking test. Computers in Human Behavior, 72, 678–691. https://doi.org/10.1016/j.chb.2016.08.047
Roschelle, J., & Teasley, S. D. (1995). The Construction of shared knowledge in collaborative problem solving. Computer Supported Collaborative Learning. https://doi.org/10.1007/978-3-642-85098-1_5
Rowe, E., Asbell-Clarke, J., Bardar, E., Almeda, M. V., Baker, R. S., Scruggs, R., & Gasca, S. (2019). Advancing Research in Game-Based Learning Assessment (pp. 99–123). https://doi.org/10.4018/978-1-7998-1173-2.ch006
Rowe, E., Almeda, M. V., Asbell-Clarke, J., Scruggs, R., Baker, R., Bardar, E., & Gasca, S. (2021a). Assessing implicit computational thinking in Zoombinis puzzle gameplay. Computers in Human Behavior, 120(1), 1–4. https://doi.org/10.1016/j.chb.2021.106707
Rowe, E., Asbell-Clarke, J., Almeda, M. V., Gasca, S., Edwards, T., Bardar, E., Shute, V., & Ventura, M. (2021b). Interactive assessments of CT (IACT): Digital Interactive logic puzzles to assess computational thinking in grades 3–8. International Journal of Computer Science Education in Schools, 5(2), 28–73. https://doi.org/10.21585/ijcses.v5i1.149
Shabalina, O., Malliarakis, C., Tomos, F., & Mozelius, P. (2017). Game-based learning for learning to program: From learning through play to learning through game development. Proceedings of the 11th European Conference on Games Based Learning, ECGBL, 571–576.
Sharples, M., Adams, A., Alozie, N., Ferguson, R., Fitzgerald, E., Gaved, M., Mcandrew, P., Means, B., Remold, J., Rienties, B., Roschelle, J., Vogt, K., Whitelock, D., & Yarnall, L. (2015). Innovating Pedagogy—ideas for the future of.
Shute, V. J. (2011). Stealth assessment in computer-based games to support learning. Computer Games and Instruction, Summer, 55(2), 503–524.
Shute, V., & Ventura, M. (2013). Stealth assessment: Measuring and supporting learning in video games valerie. In Computer games, simulations & education. https://doi.org/10.5555/2523205
Shute, V. J., D’Mello, S., Baker, R., Cho, K., Bosch, N., Ocumpaugh, J., Ventura, M., & Almeda, V. (2015). Modeling how incoming knowledge, persistence, affective states, and in-game progress influence student learning from an educational game. Computers and Education, 86, 224–235. https://doi.org/10.1016/j.compedu.2015.08.001
Sipiyaruk, K., Hatzipanagos, S., Reynolds, P. A., & Gallagher, J. E. (2021). Serious games and the covid-19 pandemic in dental education: An integrative review of the literature. In Computers (Vol. 10, Issue 4, p. 42). Multidisciplinary Digital Publishing Institute. https://doi.org/10.3390/computers10040042
Skoric, M. M., Teo, L. L. C., & Neo, R. L. (2009). Children and video games: Addiction, engagement, and scholastic achievement. Cyberpsychology and Behavior, 12(5), 567–572. https://doi.org/10.1089/cpb.2009.0079
Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333–339. https://doi.org/10.1016/j.jbusres.2019.07.039
Squire, K., & Jenkins, H. (2011). Video Games and Learning: Teaching and Participatory Culture in the Digital Age (p. 253). Teachers College Press.
Sun, L., Guo, Z., & Hu, L. (2021a). Educational games promote the development of students’ computational thinking: A meta-analytic review. Routledge. https://doi.org/10.1080/10494820.2021.1931891
Sun, L., Guo, Z., & Hu, L. (2021b). Educational games promote the development of students’ computational thinking: a meta-analytic review. Interactive Learning Environments. https://doi.org/10.1080/10494820.2021.1931891
Tekdal, M. (2021). Trends and development in research on computational thinking. In Education and Information Technologies (Vol. 26, Issue 5). Springer, https://doi.org/10.1007/s10639-021-10617-w
Tobias, S., Fletcher, J. D., & Wind, A. P. (2014). Game-based learning. Handbook of Research on Educational Communications and Technology: Fourth Edition, 485–503. https://doi.org/10.1007/978-1-4614-3185-5_38/COVER/
Troiano, G. M., Snodgrass, S., Argımak, E., Robles, G., Smith, G., Cassidy, M., Tucker-Raymond, E., Puttick, G., & Harteveld, C. (2019). Is My Game OK Dr. Scratch? https://doi.org/10.1145/3311927.3323152
Tuah, N. M., Yoag, A., & Ahmedy, F. (2021). Mydiabetes—the gamified application for diabetes self-management and care. Computers, 10(4), 50. https://doi.org/10.3390/computers10040050
Turchi, T., Fogli, D., & Malizia, A. (2019). Fostering computational thinking through collaborative game-based learning. Multimedia Tools and Applications, 78(10), 13649–13673. https://doi.org/10.1007/s11042-019-7229-9
Utesch, M. C., Faizan, N. D., Krcmar, H., & Heininger, R. (2020). Pic2Program—An educational android application teaching computational thinking. IEEE Global Engineering Education Conference, EDUCON. https://doi.org/10.1109/EDUCON45650.2020.9125087
Vinu Varghese, V. V., & Renumol, V. G. (2021). Assessment methods and interventions to develop computational thinking - A literature review. 2021 International conference on innovative trends in information technology, ICITIIT 2021. https://doi.org/10.1109/ICITIIT51526.2021.9399606
Vinu Varghese, V. V., & Renumol, V. G. (2022). Design of Mini-Games for Assessing Computational Thinking. Lecture Notes in Networks and Systems, 400, 737–748. https://doi.org/10.1007/978-981-19-0095-2_70
Voogt, J., Fisser, P., Good, J., Mishra, P., & Yadav, A. (2015). Computational thinking in compulsory education: Towards an agenda for research and practice. Education and Information Technologies, 20(4), 715–728. https://doi.org/10.1007/s10639-015-9412-6
Wang, T., & Towey, D. (2013). A Mobile Virtual Environment game approach for improving student learning performance in integrated science classes in Hong Kong International Schools. Proceedings of 2013 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE https://doi.org/10.1109/TALE.2013.6654467
Webb, H. C., & Rosson, M. B. (2013). Using scaffolded examples to teach computational thinking concepts. SIGCSE 2013—Proceedings of the 44th ACM Technical Symposium on Computer Science Education, 95–100. https://doi.org/10.1145/2445196.2445227
Werner, L., Denner, J., Campe, S., & Kawamoto, D. C. (2012). The fairy performance assessment: Measuring computational thinking in middle school. SIGCSE’12—Proceedings of the 43rd ACM Technical Symposium on Computer Science Education, https://doi.org/10.1145/2157136.2157200
Wilson, B. C., & Shrock, S. (2001). Contributing to success in an introductory computer science course: A study of twelve factors. SIGCSE Bulletin (association for Computing Machinery, Special Interest Group on Computer Science Education). https://doi.org/10.1145/366413364581
Wing, J. (2014). Computational thinking benefits society. Journal of Computing Sciences in Colleges, 24(6), 6–7.
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33–35. https://doi.org/10.1145/1118178.1118215
Wing, J. M. (2008). Computational thinking and thinking about computing. Philosophical Transactions of the Royal Society a: Mathematical, Physical and Engineering Sciences, 366(1881), 3717–3725. https://doi.org/10.1098/rsta.2008.0118
Wing, J. M. (2010). Computational Thinking: What and Why? In The—The Magaizne of the Carnegie Mellon University School of Computer Science (pp. 1–6). Retrieved from http://www.cs.cmu.edu/link/research-notebook-computational-thinking-what-and-why
Yadav, A., Mayfield, C., Zhou, N., Hambrusch, S., & Korb, J. T. (2014). Computational thinking in elementary and secondary teacher education. ACM Transactions on Computing Education. https://doi.org/10.1145/2576872
Yue, W. S., & Wan, W. L. (2016). The effectiveness of digital game for introductory programming concepts. 2015 10th International Conference for Internet Technology and Secured Transactions ICITST. https://doi.org/10.1109/ICITST.2015.7412134
Yunus, E., & Zaibon, S. B. (2021). Connecting computational thinking (CT) concept with the game-based learning (GBL) elements. International Journal of Interactive Mobile Technologies, 15(20), 50–67. https://doi.org/10.3991/ijim.v15i20.23739
Zafeiropoulou, M., Volioti, C., Keramopoulos, E., & Sapounidis, T. (2021). Developing physics experiments using augmented reality game-based learning approach: A pilot study in primary school. Computers, 10(10), 126. https://doi.org/10.3390/computers10100126
Zainuddin, Z., Chu, S. K. W., Shujahat, M., & Perera, C. J. (2020). The impact of gamification on learning and instruction: A systematic review of empirical evidence. Educational Research Review, 30, 100326. https://doi.org/10.1016/j.edurev.2020.100326
Zapata Cáceres, M. (2022). Teaching, assessment and analysis of computational thinking skills in early stages. Retrieved from https://eciencia.urjc.es/handle/10115/19965
Zapata-Caceres, M., & Martin-Barroso, E. (2021). Applying Game learning analytics to a voluntary video game: Intrinsic Motivation, persistence, and rewards in learning to program at an early age. IEEE Access, 9, 123588–123602. https://doi.org/10.1109/ACCESS.2021.3110475
Zapata-Caceres, M., Martin-Barroso, E., & Roman-Gonzalez, M. (2020). Computational thinking test for beginners: Design and content validation. IEEE Global Engineering Education Conference, EDUCON. https://doi.org/10.1109/EDUCON45650.2020.9125368
Zapata-Caceres, M., Martin-Barroso, E., & Roman-Gonzalez, M. (2021). Collaborative game-based environment and assessment tool for learning computational thinking in primary school: A case study. IEEE Transactions on Learning Technologies, 14(5), 576–589. https://doi.org/10.1109/TLT.2021.3111108
Zarkadoula, K., & Xenos, M. (2022). Evaluating usability and educational effectiveness of a serious game for programmers using alternative interfaces and types of activities. IEEE Global Engineering Education Conference, EDUCON,. https://doi.org/10.1109/EDUCON52537.2022.9766768
Zeng, J., Parks, S., & Shang, J. (2020). To learn scientifically, effectively, and enjoyably: A review of educational games. In Human Behavior and Emerging Technologies (Vol. 2, Issue 2, pp. 186–195). Wiley Ltd. https://doi.org/10.1002/hbe2.188
Zhao, D., Muntean, C. H., Chis, A. E., & Muntean, G. M. (2021). Learner attitude, educational background, and gender influence on knowledge gain in a serious games-enhanced programming course. IEEE Transactions on Education, 64(3), 308–316. https://doi.org/10.1109/TE.2020.3044174
Zhao, W., & Shute, V. J. (2019). Can playing a video game foster computational thinking skills? Computers and Education, 141, 103633. https://doi.org/10.1016/j.compedu.2019.103633
Zyda, M. (2005). From visual simulation to virtual reality to games. Computer, 38(9), 25–32. https://doi.org/10.1109/MC.2005.297
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Conflict of interest
The authors did not receive support from any organization for the submitted work. The authors have no competing interests to declare that are relevant to the content of this article.
Ethical statement
I hereby declare that this manuscript is the result of my and my co-author's independent creation and later modified based on the reviewers’ comments received from the journal. Except for the quoted and referenced content, this manuscript does not contain any research achievements that have been published or written by other individuals or groups. The contents from existing research have been interpreted and conveyed based on our understanding and are quoted and cited accordingly. The legal responsibility for this statement shall be borne by myself and my co-author.
Additional information
Publisher's Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.
About this article
Cite this article
Varghese, V.V.V., Renumol, V.G. Video games for assessing computational thinking: a systematic literature review. J. Comput. Educ. (2023). https://doi.org/10.1007/s40692-023-00284-w
Received:
Revised:
Accepted:
Published:
DOI: https://doi.org/10.1007/s40692-023-00284-w