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Digital Game-Based Learning and Computational Thinking in P-12 Education: A Systematic Literature Review on Playing Games for Learning Programming

Digital Game-Based Learning and Computational Thinking in P-12 Education: A Systematic Literature Review on Playing Games for Learning Programming

Anastasios Theodoropoulos, Georgios Lepouras
ISBN13: 9781799845768|ISBN10: 1799845761|ISBN13 Softcover: 9781799852094|EISBN13: 9781799845775
DOI: 10.4018/978-1-7998-4576-8.ch007
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MLA

Theodoropoulos, Anastasios, and Georgios Lepouras. "Digital Game-Based Learning and Computational Thinking in P-12 Education: A Systematic Literature Review on Playing Games for Learning Programming." Handbook of Research on Tools for Teaching Computational Thinking in P-12 Education, edited by Michail Kalogiannakis and Stamatios Papadakis, IGI Global, 2020, pp. 159-183. https://doi.org/10.4018/978-1-7998-4576-8.ch007

APA

Theodoropoulos, A. & Lepouras, G. (2020). Digital Game-Based Learning and Computational Thinking in P-12 Education: A Systematic Literature Review on Playing Games for Learning Programming. In M. Kalogiannakis & S. Papadakis (Eds.), Handbook of Research on Tools for Teaching Computational Thinking in P-12 Education (pp. 159-183). IGI Global. https://doi.org/10.4018/978-1-7998-4576-8.ch007

Chicago

Theodoropoulos, Anastasios, and Georgios Lepouras. "Digital Game-Based Learning and Computational Thinking in P-12 Education: A Systematic Literature Review on Playing Games for Learning Programming." In Handbook of Research on Tools for Teaching Computational Thinking in P-12 Education, edited by Michail Kalogiannakis and Stamatios Papadakis, 159-183. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-4576-8.ch007

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Abstract

The objective of this chapter is to explore the evolution and opportunities of the emerging field of digital games for programming learning, the challenges and tensions that they present, and how educators may be able to collectively advance this work to benefit student learning. This work summarizes previous empirical evidence concerning the positive impacts and outcomes of digital games in computing education, or even impacts that do not let games to spread. Hence, a systematic literature review is carried out in this context to provide a comprehensive overview of works carried out towards incorporating digital games in order to acquire CT skills or learn basic programming concepts within P12 education. The chapter discusses on the range of indicators and measures used in the 44 selected studies, together with methodological limitations and recommendations for further work in this area.

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