Computational Thinking Through Scaffolded Game Development Activities
A Study with Graphical Programming
Bibliographic Data
| ID | 6005602 |
|---|---|
| Authors | Nurul Hazlina Noordin (0000-0002-5710-8368, Universiti Malaysia Pahang Al-Sultan Abdullah, corresponding author) |
| Year | 2025 |
| Volume | 14 |
| Issue | 4 |
| Pages | 1137-1149 |
| Publication date | 2025-08-08 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 1474-9041 • E-ISSN: 2165-8714 |
| Publisher | Eurasian Society of Educational Research (PUBLISHER • NL) |
| DOI | 10.12973/eu-jer.14.4.1137 |
| OpenAlex | W4413243455 |
| Language | EN |
| References cited | 16 |
This study investigates the effectiveness of scaffolded game development activities in enhancing computational thinking (CT) skills among young learners using a graphical programming environment. While prior research highlights the value of block-based programming in CT education, few studies explore how structured scaffolding supports learners in completing full game projects. Grounded in Vygotsky’s Zone of Proximal Development and Wing’s CT framework, this study involved 310 participants aged 10 to 15, including their teachers, in a tiered sequence of programming tasks using mBlock programming platform. Learners progressed from basic to more complex programming constructs, namely, loops, conditionals, variables, and debugging, which are included in the development of a complete Pac-Man or Snake game. Quantitative results demonstrated significant improvements in CT skills across all age groups. Qualitative data revealed increased learner engagement, reduced programming anxiety, and enhanced interest in computational problem-solving. The findings suggest that scaffolded game development is a promising strategy for early CT instruction, offering both cognitive and affective benefits. This work contributes to current literature by demonstrating how structured support and creative programming tasks can jointly promote CT proficiency and learner motivation in foundational computing education
Cognition · Cognitive development · Computational Thinking · Debugging · Game design · Game design document · Game Developer · Game programming · Mathematics education · Multimedia · Programming language · Video game development · Visual programming language · Computer Science · Educational Games and Gamification · Mobile Learning in Education · Psychology · Teaching and Learning Programming
Block-based versus text-based programming
Computational thinking for the digital age
Computational Thinking, Between Papert and Wing
Assessing the Effectiveness of UMP STEM Cube as a Tool for Developing Digital Making Skill Sets
Zone of Proximal Development, Scaffolding and Teaching Practice
Computational Thinking in K–12
| Citation velocity | historical |
|---|---|
| Highly cited | No |