Building on prior work creating implicit STEM game-based learning assessments, we are combining video analysis and educational data mining to identify implicit computational thinking that emerges through gameplay (Rowe, Asbell-Clarke & Baker 2015).ĮdGE researchers are currently analyzing synchronized screen activity video and log data from elementary learners, middle school learners, and computer scientists. The Educational Gaming Environments (EdGE) group at TERC is studying how playing Zoombinis can help upper elementary and middle school learners build implicit computational thinking skills that teachers can leverage in formal instruction. In August 2015, TERC and partners re-launched Zoombinis for tablets and desktops for the commercial market. The Logical Journey of the Zoombinis was the first in a series of three award-winning computational thinking games developed in the mid-1990s. An interview with Jodi Asbell-Clarke about her NSF-funded project to study the development of computational thinking for upper elementary and middle grades students.
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