Game-based learning (GBL) can motivate learners and enable them to engage in their learning experience. Additionally, the popularity of GBL has grown in computer science and programming courses, where it can be used to develop computational thinking (CT) skills. CT is critical thinking used to apply fundamental concepts and reasoning derived from computing and computer science. Research has shown that digital GBL can improve critical thinking skills and help learners understand programming concepts, structures, and problem-solving strategies. Despite the popularity of digital GBL, analog card games and bingo games are still valuable and effective tools for learning. However, most studies on GBL that aim to train critical thinking skills have focused on digital approaches. This indicates a gap in the body of knowledge because few studies have explored the effectiveness of analog games for developing CT skills through GBL. The theoretical framework of this study is grounded in two learning theories. Constructivist theory frames learning as the construction of knowledge through a process of action, reflection, and construction. Constructionist learning theory calls for construction of artifacts, learner agency, authentic purpose, or authentic audience during the process. To investigate the design of GBL for developing CT skills and to generate discourse for its widespread adoption, the current study implemented design-based research (DBR) in an undergraduate computer science course for non-computer science majors. By addressing the gap in the literature on GBL for CT skill development, the study aimed to investigate complex learner experiences, including learner struggles and successes, alignment with learning theory principles, and design moves for future iterations of the project. The research question posed is: how can we optimize CT learning through GBL, based on learner experiences and learning theories? Prior to this study, the instructor used GBL in which learners played an analog, three-dimensional tic-tac-toe game with ping pong balls and then wrote a computer program that simulated that game. We chose to conduct DBR to strengthen the learning associated with this activity. DBR uses iterative designs to develop knowledge that improves educational practices. In the spring of 2023, we assessed the extent to which the non-digital game and programming the simulated game enhanced learners' CT skills by analyzing their experiences with CT. This involved collecting and analyzing learner surveys to gain insight into their learning experiences. Using network analysis and betweenness centrality measures, the data will be analyzed to identify learner struggles and successes. The results are expected to be available by August 2023. The contributions of this study include identifying effective design principles for GBL, optimizing CT learning, and generating discourse for the widespread adoption of GBL in computer science education.

Students taking an introductory class in engineering, especially those who are required to take a “coding class” for their non-computer science major can be very intimidated. The thought of learning to program or being grouped with peers who have coding experience or have otherwise been involved with computers can leave many students feeling behind. Some engineering courses, like Computer Science (CS) service classes, will continue to encompass students from many diverse majors, as more degree plans require a coding class. Coding does not always come easy for these students. This paper examines assignment choice in an undergraduate CS-1 course but can be applied to many engineering service courses. Guided by the Self Determination Theory, the authors will implement assignment choice as a means for students to plan a path choosing different assignments to meet the course learning objectives. We will integrate the choices in the curriculum into Canvas, the Learning Management System, and provide a course grade calculator to students. Students receive a customized course road map to visualize their path through the assignments and to plan their own road to success. The approach applies to students' own internal motivation, whether intrinsic or extrinsic, by allowing students to choose their own path or set of assignments to complete the course. By allowing choice, the assignment set is more likely to meet the various interests of the students. This work-in-progress paper will show preliminary results for semesters where assignment choice was part of the course vs. semesters where all students followed the same path. We have observed a decrease in the DFQ (students who earn a D, an F, or Q-drop a class) rate in current semesters with a population size of 200 students with the traditional course delivery vs. 300 students with the Assignment Choice delivery. We will define future areas to study and improve. Our goal of Research-to-Practice is to come up with a framework that allows the instructor to ensure all learning objectives of a class are met, while students still have some choice in the assignments. We believe the output of this paper will provide a framework that will allow instructors to meet the goal of students learning the course objectives and passing their course so that they can continue in their chosen field of study.

This Innovative Practice Full Paper presents a collaborative course design and delivery model that supports teamwork among faculty, tracks course alignment throughout the development process, and fosters a greater variety and distribution of student engagement opportunities, even when the collaborative relationship must be virtual. Multiple perspectives, when used effectively, enhance course design and delivery, but collaboration among faculty can be challenging without a structured process. In addition, establishing alignment between learning outcomes and course activities is increasingly difficult. We show the benefits of this approach through deployment in a collaboratively redesigned engineering course. The resulting course has improved alignment of learning objectives and activities across all modules, provides a wider set of student engagement opportunities, and gives a more consistent instructional voice among the different delivering faculty.