Measuring understanding, recognition and construction of computational rules in elementary school using Microsoft's Kodu Game Lab
Ashish Aggarwal, Christina Gardner‐McCune · 2016
Computational thinking is central to recent approaches aimed at engaging K-12 students in computer science. Many strategies and metrics have been proposed to foster and measure such skills. The poster presents an empirical study which measures the understanding, recognition and rule construction ability of rising 3rd to 5th grade students from underrepresented communities. This poster also focuses on strategies for engaging students and reflects the importance of a coherent computer science curriculum which includes collaboration and individual activities supported by a graphical tool like Microsoft's Kodu Game Lab.