Validating the effectiveness of game-based learning approach in the form of video game for assessing computational thinking


  • Tan Meng Joo Universiti Pendidikan Sultan Idris
  • Wong Yoke Seng Universiti Pendidikan Sultan Idris



game-based learning, computational thinking, learning assessment, video games


This research aims to validate the effectiveness of students’ understanding in four aspects of computational thinking with the game-based learning assessment. The four aspects of computational thinking involved in this research are decomposition, pattern recognition, abstraction, and algorithm. This research will use a mixed method design approach with a quasi-experiment using a pre-test and post-test nonequivalent group design. The quasi-experiment will validate the effectiveness of students’ understanding on the decomposition, pattern recognition, abstraction, and algorithm aspects of computational thinking with the game-based learning assessment. The qualitative data gathered will be analyzed using thematic analysis. It is expected that the students’ understanding in four aspects of computational thinking with the game-based learning assessment will vary in terms of the effectiveness.


Download data is not yet available.


Abdulmajed, H., Park, Y. S., & Tekian, A. (2015). Assessment of educational games for health professions: a systematic review of trends and outcomes. Medical Teacher, 37(1), 27-32.

Ahmad, M., Rahim, L. A., & Arshad, N. I. (2014, June). A review of educational games design frameworks: an analysis from software engineering. Paper presented at 2014 International Conference on Computer and Information Sciences (ICCOINS). doi: 10.1109/ICCOINS.2014.6868452

Barak, M., & Williams, P. (2007). Learning elemental structures and dynamic processes in technological systems: a cognitive framework. International Journal of Technology and Design Education, 17(3), 323-340.

Bennedsen, J., Caspersen, M. E., & Kölling, M. (Eds.). (2008). Reflections on the teaching of programming: methods and implementations. Lecture Notes in Computer Science, 4821, 145-146.

Chinn, D., Sheard, J., Carbone, A., & Laakso, M. J. (2010, January). Study habits of CS1 students: what do they do outside the classroom? Proceedings of the Twelfth Australasian Conference on Computing Education, 103, 53-62.

Csizmadia, A., Curzon, P., Dorling, M., Humphreys, S., Ng, T., Selby, C., & Woollard, J. (2015). Computational thinking-a guide for teachers.

Gardner, M. (2017). Understanding integrated STEM science instruction through the experiences of teachers and students. Syracuse University, New York., USA.

Gokhale, A. (2018). Guided online group discussion enhances student critical thinking skills. International Journal on E-Learning, 17(2), 157-173.

Hooshyar, D., Malva, L., Yang, Y., Pedaste, M., Wang, M., & Lim, H. (2020). An adaptive educational computer game: effects on students' knowledge and learning attitude in computational thinking. Computers in Human Behavior, 114,

Hsu, T. C., Chang, S. C., & Hung, Y. T. (2018). How to learn and how to teach computational thinking: suggestions based on a review of the literature. Computers & Education, 126, 296-310.

Kalelioglu, F., Gulbahar, Y., & Kukul, V. (2016). A framework for computational thinking based on a systematic research review. Baltic Journal of Modern Computing, 4(3), 583-596.

Kotini, I., & Tzelepi, S. (2015). A gamification-based framework for developing learning activities of computational thinking. Gamification in Education and Business. In Editors Reiners T., Wood L. (eds) Gamification in Education and Business. Springer, Cham.

Lai, N. K., Ang, T. F., Por, L. Y., & Liew, C. S. (2018). Learning through intuitive interface: a case study on preschool learning. Computers & Education, 126, 443–458.

Loh, C. S. (2012). Information trails: in-process assessment of game-based learning. In Editors Ifenthaler D., Eseryel D., Ge X. (eds) Assessment in Game-Based Learning (pp. 123-144). New York: Springer.

McVeigh-Murphy, A. (2019). The One About Abstraction in Computational Thinking.

Noroozi, O., Dehghanzadeh, H., & Talaee, E. (2020). A systematic review on the impacts of game-based learning on argumentation skills. Entertainment Computing, 31.

Peteranetz, M. S., Flanigan, A. E., Shell, D. F., & Soh, L. K. (2018). Helping engineering students learn in Introductory Computer Science (CS1) using Computational Creativity Exercises (CCEs). IEEE Transactions on Education, 61(3), 195-203.

Priyaadharshini, M., Natha, N., R, Dakshina., Sandhya S., Bettina Shirley, R., Dakshina, R. (2020). Learning analytics: game-based learning for programming course in higher education. Procedia Computer Science, 172, 468-472.

Shute, V. J., Sun, C., & Asbell-Clarke, J. (2017). Demystifying computational thinking. Educational Research Review, 22, 142-158.

Tan, P. H., Ting, C. Y., & Ling, S. W. (2009, November). Learning difficulties in programming courses: undergraduates' perspective and perception. International Conference on Computer Technology and Development, 1, 42-46.

Wang, C. S., Liu, C. C., & Li, Y. C. (2011, October). A game-based learning content design framework for the elementary school children education. The 16th North-East Asia Symposium on Nano, Information Technology and Reliability, 53-57.

Watson, C., & Li, F. W. (2014, June). Failure rates in introductory programming revisited. Proceedings of the 2014 conference on Innovation & technology in computer science education, 39-44.

Wong, Y. S., & Hayati, I. M. (2014). Computer game as learning and teaching tool for object-oriented programming in higher education institution. Procedia-Social and Behavioral Sciences, 123, 215-224.

Zhao, W., & Shute, V. J. (2019). Can Playing a Video Game Foster Computational Thinking Skills? Computers & Education, 141, 103-633.




How to Cite

Joo, T. M., & Seng, W. Y. (2021). Validating the effectiveness of game-based learning approach in the form of video game for assessing computational thinking. Journal of ICT in Education, 8(4), 1–12.