Effects of Using Game-Based Learning in Mathematics on Computational Thinking of Elementary School Students
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Abstract
The purposes of this research were: 1) to compare the computational thinking abilities between a game-based learning and a non-game-based learning group, 2) to compare the computational thinking abilities of game-based learning group between pre-test and post-test, and 3) to study the development of computational thinking of game-based learning group. The sample consisted of 60 students in grade 3. The research instruments were game-based mathematical learning management plans and computational thinking tests. The data were analyzed by using mean scores, standard deviation, and t-test.
The results of the research were: 1) the game-based learning group had a higher computational thinking post-test mean score than the non-game-based learning group (=10.567, S.D.=4.207) with a statistical significance at the .05 level; 2) the game-based learning group had a higher computational thinking post-test mean score than a computational thinking pre-test mean score (
=8.184, S.D.=6.006) with a statistical significance at the .05 level; and 3) the game-based learning group had better development of computational thinking skills.
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