Computational Fables: Design and Validation of a Digital Game to Assess Computational Thinking Skills in Elementary School

Abstract

Computational Thinking (CT) is a set of skills based on the foundations of Computer Science that help us deal with complex problems. CT teaching is covered by the Brazilian National Common Curricular Base (BNCC), both in its Computing Supplement and in the area of knowledge of Mathematics and its Technologies. In 2022, the National Education Council (CNE) established new rules on teaching from Elementary to High School, defining the inclusion of Computer Science teaching in the BNCC. This decision specifies that all schools in Brazil will have CT teaching, among other content related to Computing Science, which generates a demand for teaching materials and qualified teachers for this new knowledge. Different approaches can stimulate CT skills, among which we highlight games. Gaming environments promote protagonism and learning through play, as recommended by Game-Based Learning (GBL). According to the literature, the most common CT assessment methods are tests, questionnaires, and programming tests, resources not considered very interactive. Given this problem, this research presents the design, validation, and testing processes of a digital game named “Computational Fables”, developed to assess Computational Thinking skills using Game Learning Analytics techniques. The research aims to highlight the implications of using a digital game as an assessment instrument for Computational Thinking with elementary school students. The Design Science Research Methodology (DSRM) approach was used as a methodological path, as it legitimizes the development of artifacts to produce scientific knowledge. The pedagogical and gameplay aspects of the game were evaluated by undergraduate students in Computing Science using the questionnaires Model of Criteria for the Evaluation of Educational Software and Model for the Evaluation of Educational Games (MEEGA+). Subsequently, the game was assessed as a CT assessment resource, and the test was applied together with the formal Bebras Challenge test to assess elementary school students. As a result of the evaluation, we found that the game has potential both in terms of pedagogy and game quality, satisfactorily addressing Computational Thinking skills and presenting good aesthetic and gameplay quality. As a result of the tests, we identified similar results in the Bebras Challenge and the Computational Fables, with a tendency for better performances in the game concerning the formal test, a factor that can be justified by the possibility of making several attempts in the game, as well as by its playful nature, which enhances the engagement and motivation of students in the face of difficulties. We concluded from the Computational Fables experiment that games represent an efficient resource for assessing Computational Thinking skills and, when designed especially for assessment purposes, they can be more effective instruments than traditional assessment methods, as games bring more engagement and break the paradigm of assessment as something punitive.