Zoombinis Research
The Full Development Implementation Research Study of a Computational Thinking Game for Upper Elementary and Middle School Learners
Lead Staff:
Jodi Asbell-ClarkeElizabeth Rowe
Teon Edwards
Project Staff:
Erin BardarSantiago Gasca
SummaryComputational thinking is the set of ideas and practices considered vital for computer science skills and has been attracting increased attention over the past several years in K-12 education. The Logical Journey of the Zoombinis implementation research study examined the development of computational thinking for upper elementary and middle grades students.
This project leveraged the existing Zoombinis game by embedding tools for studying patterns of students’ decision-making and problem-solving in the environment. This allowed researchers to understand how students learn about computational thinking within a tool that bridged informal and formal learning settings to engage a wide variety of students.
The project also developed tools and resources for classroom teachers. The goal was to understand both students’ learning of computational thinking and how to bridge formal and informal learning via classroom implementation of the Zoombinis game.
Videos
from on .
from on .
Research ActivityThe research examined three questions.
- What strategies do players develop during Zoombinis gameplay that may provide evidence of implicit computational thinking?
- How can teachers leverage implicit knowledge of computational thinking developed in Zoombinis to improve formal (explicit) learning?
- How can a large-scale commercial game be used for the broad and equitable improvement of computational thinking?
The research used and developed educational data mining techniques to assess students’ learning in conjunction with pre-post computational thinking assessments (external to the game), teacher interviews, classroom observations, and case studies of classroom use.
Presentations and PublicationsAlmeda, M., Asbell-Clarke, J., & Rowe, E. (2021, April 8-12). Differentiating between unproductive and productive persistence in an educational game using behavioral data. In I. Dahlstrom-Hakki (Chair),听Remote Measures of Attention and Affect: Online Data Collection in the Age of听COVID-19 [Symposium]. American Educational Research Association (AERA) Annual Meeting, Virtual.
Almeda, M. & Asbell-Clarke J. (2021). Scaffolding executive function in game-based learning to improve productive persistence and computational thinking in neurodiverse learners. In X. Fang (ed.),听HCI in Games: Serious and Immersive Games. HCII 2021. Lecture Notes in Computer Science, vol 12790听(pp. 155-172). Springer.听
Asbell-Clarke, J., Rowe, E., Almeda, M., Edwards, T., Bardar, E., Gasca, S., Baker, R., & Scruggs, R. (2021). The development of students鈥� computational thinking practices in elementary and middle-school classes using the learning game, Zoombinis.听Computers in Human Behavior, 115,听1-14.听
Show More
Show Less
Rowe, E., Asbell-Clarke, J., Almeda, M. V., Gasca, S., Edwards, T., Bardar, E., Shute, V., & Ventura, M. (2021). Interactive Assessments of CT (IACT): Digital Interactive Logic Puzzles to Assess Computational Thinking in Grades 3鈥�8.听International Journal of Computer Science Education in Schools,听5(2), 28-73.听
Rowe, E., Asbell-Clarke, J., & Almeda, M. Scruggs, R., Baker, R.S., Bardar,E. & Gasca, S. (2021). Assessing implicit computational thinking in Zoombinis puzzle gameplay.听Computers in Human Behavior, 120.听
Asbell-Clarke, J., Bardar, E., & Edwards, T. (2020). The importance of teacher bridging in game-based learning classrooms. In M. Farber (Ed.),听Global perspectives on gameful and playful teaching and learning听(pp. 211-239). IGI Global.听
Rowe, E., Asbell-Clarke, J., Almeda, M., Bardar, E., Baker, R., & Scruggs, R., (2020). Advancing research in game-based learning assessment: Tools and methods for measuring implicit learning. In E. Kennedy & J. Qian (Eds.),听Advancing educational research with emerging technology听(pp. 99-123). IGI Global.听
Almeda, M., Rowe, E., Asbell-Clarke, J., Baker, R., Scruggs, R., Bardar, E., & Gasca, S. (2019, October 3-5).听Modeling implicit computational thinking in听Zoombinis听Mudball Wall gameplay.听[Paper presentation]. Technology, Mind, and Society Conference, Washington D.C., United States.听
Almeda, M., Rowe, E., Asbell-Clarke, J., Bardar, E., & Gasca, S. (2019, October 3-5).听Teachers leveraging game-based implicit STEM learning in classrooms.听[Poster presentation ]. Technology, Mind, and Society Conference, Washington, D.C., United States.听
Edwards, E., Asbell-Clarke, J., Bardar, E., & Stidwell, P. (2019). Zoombinis. In K. Schrier (Ed.),听Learning, education & games, volume 3: 100 games to use in the classroom & beyond听(pp. 504-509). Carnegie Mellon University: ETC Press.听
Rowe, E., Asbell-Clarke, J., & Baker, R. (2019, April 5-9)听Game-based measures of implicit learning听[Poster presentation]. Structured poster session organized by Y.J. Kim titled Game-Based Assessment: How Has the Field Matured over the Past 10 years? AERA Annual Meeting, Toronto, ON, Canada.听
Rowe, E., Asbell-Clarke, J., Baker, R., Gasca, S., Bardar, E., & Scruggs, R. (2018, April 21-26).听Labeling implicit computational thinking in pizza pass gameplay听[Poster & paper presentation]. 听CHI Conference on Human Factors in Computing Systems, Montreal, QC, Canada.听
Rowe, E., Asbell-Clarke, J., Cunningham, K., & Gasca, S. (2017, August 14-17).听Assessing implicit computational thinking in Zoombinis gameplay听[Poster & paper presentations]. International Conference on the Foundations of Digital Games, Hyannis, MA, United States.听
Rowe, E., Asbell-Clarke, J., Cunningham, K. & Gasca, S. (2017, October 15-18).听Assessing implicit computational thinking in Zoombinis gameplay: Pizza Pass, Fleens, and Bubblewonder Abyss.听[Poster & paper presentations]. ACM SIGCHI Annual Symposium on Computer-Human Interaction in Play, Amsterdam, Netherlands.听
Rowe,听E., Asbell-Clarke, J., Gasca, S., & Baker, R. (2017, April 18-19).听Computational thinking in Zoombinis gameplay.听[Poster presentation]. Cyberlearning 2017: What鈥檚 Next? Making Connections to Shape the Future, Arlington, VA, United States.听
Rowe, E., Asbell-Clarke, J., Gasca, S., & Baker, R. (2017, October 4-6).听Computational thinking in Zoombinis gameplay.听听[Spotlight session 鈥� presentation] Digital Media & Learning Conference, Irvine, CA, United States.听
Shute, V. J., Sun, C., & Asbell-Clarke, J. (2017).听Demystifying computational thinking.听Educational Research Review, 22,听142-158.听
Computational thinking is the set of ideas and practices considered vital for computer science skills and has been attracting increased attention over the past several years in K-12 education. The Logical Journey of the Zoombinis implementation research study examined the development of computational thinking for upper elementary and middle grades students.
This project leveraged the existing Zoombinis game by embedding tools for studying patterns of students’ decision-making and problem-solving in the environment. This allowed researchers to understand how students learn about computational thinking within a tool that bridged informal and formal learning settings to engage a wide variety of students.
The project also developed tools and resources for classroom teachers. The goal was to understand both students’ learning of computational thinking and how to bridge formal and informal learning via classroom implementation of the Zoombinis game.
from on .
from on .
Research ActivityThe research examined three questions.
- What strategies do players develop during Zoombinis gameplay that may provide evidence of implicit computational thinking?
- How can teachers leverage implicit knowledge of computational thinking developed in Zoombinis to improve formal (explicit) learning?
- How can a large-scale commercial game be used for the broad and equitable improvement of computational thinking?
The research used and developed educational data mining techniques to assess students’ learning in conjunction with pre-post computational thinking assessments (external to the game), teacher interviews, classroom observations, and case studies of classroom use.
Presentations and PublicationsAlmeda, M., Asbell-Clarke, J., & Rowe, E. (2021, April 8-12). Differentiating between unproductive and productive persistence in an educational game using behavioral data. In I. Dahlstrom-Hakki (Chair),听Remote Measures of Attention and Affect: Online Data Collection in the Age of听COVID-19 [Symposium]. American Educational Research Association (AERA) Annual Meeting, Virtual.
Almeda, M. & Asbell-Clarke J. (2021). Scaffolding executive function in game-based learning to improve productive persistence and computational thinking in neurodiverse learners. In X. Fang (ed.),听HCI in Games: Serious and Immersive Games. HCII 2021. Lecture Notes in Computer Science, vol 12790听(pp. 155-172). Springer.听
Asbell-Clarke, J., Rowe, E., Almeda, M., Edwards, T., Bardar, E., Gasca, S., Baker, R., & Scruggs, R. (2021). The development of students鈥� computational thinking practices in elementary and middle-school classes using the learning game, Zoombinis.听Computers in Human Behavior, 115,听1-14.听
Show More
Show Less
Rowe, E., Asbell-Clarke, J., Almeda, M. V., Gasca, S., Edwards, T., Bardar, E., Shute, V., & Ventura, M. (2021). Interactive Assessments of CT (IACT): Digital Interactive Logic Puzzles to Assess Computational Thinking in Grades 3鈥�8.听International Journal of Computer Science Education in Schools,听5(2), 28-73.听
Rowe, E., Asbell-Clarke, J., & Almeda, M. Scruggs, R., Baker, R.S., Bardar,E. & Gasca, S. (2021). Assessing implicit computational thinking in Zoombinis puzzle gameplay.听Computers in Human Behavior, 120.听
Asbell-Clarke, J., Bardar, E., & Edwards, T. (2020). The importance of teacher bridging in game-based learning classrooms. In M. Farber (Ed.),听Global perspectives on gameful and playful teaching and learning听(pp. 211-239). IGI Global.听
Rowe, E., Asbell-Clarke, J., Almeda, M., Bardar, E., Baker, R., & Scruggs, R., (2020). Advancing research in game-based learning assessment: Tools and methods for measuring implicit learning. In E. Kennedy & J. Qian (Eds.),听Advancing educational research with emerging technology听(pp. 99-123). IGI Global.听
Almeda, M., Rowe, E., Asbell-Clarke, J., Baker, R., Scruggs, R., Bardar, E., & Gasca, S. (2019, October 3-5).听Modeling implicit computational thinking in听Zoombinis听Mudball Wall gameplay.听[Paper presentation]. Technology, Mind, and Society Conference, Washington D.C., United States.听
Almeda, M., Rowe, E., Asbell-Clarke, J., Bardar, E., & Gasca, S. (2019, October 3-5).听Teachers leveraging game-based implicit STEM learning in classrooms.听[Poster presentation ]. Technology, Mind, and Society Conference, Washington, D.C., United States.听
Edwards, E., Asbell-Clarke, J., Bardar, E., & Stidwell, P. (2019). Zoombinis. In K. Schrier (Ed.),听Learning, education & games, volume 3: 100 games to use in the classroom & beyond听(pp. 504-509). Carnegie Mellon University: ETC Press.听
Rowe, E., Asbell-Clarke, J., & Baker, R. (2019, April 5-9)听Game-based measures of implicit learning听[Poster presentation]. Structured poster session organized by Y.J. Kim titled Game-Based Assessment: How Has the Field Matured over the Past 10 years? AERA Annual Meeting, Toronto, ON, Canada.听
Rowe, E., Asbell-Clarke, J., Baker, R., Gasca, S., Bardar, E., & Scruggs, R. (2018, April 21-26).听Labeling implicit computational thinking in pizza pass gameplay听[Poster & paper presentation]. 听CHI Conference on Human Factors in Computing Systems, Montreal, QC, Canada.听
Rowe, E., Asbell-Clarke, J., Cunningham, K., & Gasca, S. (2017, August 14-17).听Assessing implicit computational thinking in Zoombinis gameplay听[Poster & paper presentations]. International Conference on the Foundations of Digital Games, Hyannis, MA, United States.听
Rowe, E., Asbell-Clarke, J., Cunningham, K. & Gasca, S. (2017, October 15-18).听Assessing implicit computational thinking in Zoombinis gameplay: Pizza Pass, Fleens, and Bubblewonder Abyss.听[Poster & paper presentations]. ACM SIGCHI Annual Symposium on Computer-Human Interaction in Play, Amsterdam, Netherlands.听
Rowe,听E., Asbell-Clarke, J., Gasca, S., & Baker, R. (2017, April 18-19).听Computational thinking in Zoombinis gameplay.听[Poster presentation]. Cyberlearning 2017: What鈥檚 Next? Making Connections to Shape the Future, Arlington, VA, United States.听
Rowe, E., Asbell-Clarke, J., Gasca, S., & Baker, R. (2017, October 4-6).听Computational thinking in Zoombinis gameplay.听听[Spotlight session 鈥� presentation] Digital Media & Learning Conference, Irvine, CA, United States.听
Shute, V. J., Sun, C., & Asbell-Clarke, J. (2017).听Demystifying computational thinking.听Educational Research Review, 22,听142-158.听
The research examined three questions.
- What strategies do players develop during Zoombinis gameplay that may provide evidence of implicit computational thinking?
- How can teachers leverage implicit knowledge of computational thinking developed in Zoombinis to improve formal (explicit) learning?
- How can a large-scale commercial game be used for the broad and equitable improvement of computational thinking?
The research used and developed educational data mining techniques to assess students’ learning in conjunction with pre-post computational thinking assessments (external to the game), teacher interviews, classroom observations, and case studies of classroom use.
Almeda, M., Asbell-Clarke, J., & Rowe, E. (2021, April 8-12). Differentiating between unproductive and productive persistence in an educational game using behavioral data. In I. Dahlstrom-Hakki (Chair),听Remote Measures of Attention and Affect: Online Data Collection in the Age of听COVID-19 [Symposium]. American Educational Research Association (AERA) Annual Meeting, Virtual.
Almeda, M. & Asbell-Clarke J. (2021). Scaffolding executive function in game-based learning to improve productive persistence and computational thinking in neurodiverse learners. In X. Fang (ed.),听HCI in Games: Serious and Immersive Games. HCII 2021. Lecture Notes in Computer Science, vol 12790听(pp. 155-172). Springer.听
Asbell-Clarke, J., Rowe, E., Almeda, M., Edwards, T., Bardar, E., Gasca, S., Baker, R., & Scruggs, R. (2021). The development of students鈥� computational thinking practices in elementary and middle-school classes using the learning game, Zoombinis.听Computers in Human Behavior, 115,听1-14.听
Rowe, E., Asbell-Clarke, J., Almeda, M. V., Gasca, S., Edwards, T., Bardar, E., Shute, V., & Ventura, M. (2021). Interactive Assessments of CT (IACT): Digital Interactive Logic Puzzles to Assess Computational Thinking in Grades 3鈥�8.听International Journal of Computer Science Education in Schools,听5(2), 28-73.听
Rowe, E., Asbell-Clarke, J., & Almeda, M. Scruggs, R., Baker, R.S., Bardar,E. & Gasca, S. (2021). Assessing implicit computational thinking in Zoombinis puzzle gameplay.听Computers in Human Behavior, 120.听
Asbell-Clarke, J., Bardar, E., & Edwards, T. (2020). The importance of teacher bridging in game-based learning classrooms. In M. Farber (Ed.),听Global perspectives on gameful and playful teaching and learning听(pp. 211-239). IGI Global.听
Rowe, E., Asbell-Clarke, J., Almeda, M., Bardar, E., Baker, R., & Scruggs, R., (2020). Advancing research in game-based learning assessment: Tools and methods for measuring implicit learning. In E. Kennedy & J. Qian (Eds.),听Advancing educational research with emerging technology听(pp. 99-123). IGI Global.听
Almeda, M., Rowe, E., Asbell-Clarke, J., Baker, R., Scruggs, R., Bardar, E., & Gasca, S. (2019, October 3-5).听Modeling implicit computational thinking in听Zoombinis听Mudball Wall gameplay.听[Paper presentation]. Technology, Mind, and Society Conference, Washington D.C., United States.听
Almeda, M., Rowe, E., Asbell-Clarke, J., Bardar, E., & Gasca, S. (2019, October 3-5).听Teachers leveraging game-based implicit STEM learning in classrooms.听[Poster presentation ]. Technology, Mind, and Society Conference, Washington, D.C., United States.听
Edwards, E., Asbell-Clarke, J., Bardar, E., & Stidwell, P. (2019). Zoombinis. In K. Schrier (Ed.),听Learning, education & games, volume 3: 100 games to use in the classroom & beyond听(pp. 504-509). Carnegie Mellon University: ETC Press.听
Rowe, E., Asbell-Clarke, J., & Baker, R. (2019, April 5-9)听Game-based measures of implicit learning听[Poster presentation]. Structured poster session organized by Y.J. Kim titled Game-Based Assessment: How Has the Field Matured over the Past 10 years? AERA Annual Meeting, Toronto, ON, Canada.听
Rowe, E., Asbell-Clarke, J., Baker, R., Gasca, S., Bardar, E., & Scruggs, R. (2018, April 21-26).听Labeling implicit computational thinking in pizza pass gameplay听[Poster & paper presentation]. 听CHI Conference on Human Factors in Computing Systems, Montreal, QC, Canada.听
Rowe, E., Asbell-Clarke, J., Cunningham, K., & Gasca, S. (2017, August 14-17).听Assessing implicit computational thinking in Zoombinis gameplay听[Poster & paper presentations]. International Conference on the Foundations of Digital Games, Hyannis, MA, United States.听
Rowe, E., Asbell-Clarke, J., Cunningham, K. & Gasca, S. (2017, October 15-18).听Assessing implicit computational thinking in Zoombinis gameplay: Pizza Pass, Fleens, and Bubblewonder Abyss.听[Poster & paper presentations]. ACM SIGCHI Annual Symposium on Computer-Human Interaction in Play, Amsterdam, Netherlands.听
Rowe,听E., Asbell-Clarke, J., Gasca, S., & Baker, R. (2017, April 18-19).听Computational thinking in Zoombinis gameplay.听[Poster presentation]. Cyberlearning 2017: What鈥檚 Next? Making Connections to Shape the Future, Arlington, VA, United States.听
Rowe, E., Asbell-Clarke, J., Gasca, S., & Baker, R. (2017, October 4-6).听Computational thinking in Zoombinis gameplay.听听[Spotlight session 鈥� presentation] Digital Media & Learning Conference, Irvine, CA, United States.听
Shute, V. J., Sun, C., & Asbell-Clarke, J. (2017).听Demystifying computational thinking.听Educational Research Review, 22,听142-158.听
Computational Thinking
Math
Research / EvaluationProject Social Media:
Funder:
Award Number:
1502882
7/2018 鈥� 2021 (Original Funding 7/2015)
Past ProjectThis project is no longer active. To see a list of current 成人快播 projects, please click here.
Share This Page:
