Fostering Computational Thinking Through Unplugged and Robotic Collaborative Game-Based Learning on Primary School Students

Nisa Dwi Septiyanti^1, , Ju-Ling Shih² and Masduki Zakarijah¹

¹Graduate School Yogyakarta State University, Yogyakarta, Indonesia

²Graduate Institute of Network Learning Technology, National Central University, Taoyuan, Taiwan

Cite this paper:
Nisa Dwi Septiyanti, Ju-Ling Shih and Masduki Zakarijah. Fostering Computational Thinking Through Unplugged and Robotic Collaborative Game-Based Learning on Primary School Students. American Journal of Educational Research. 2020; 8(11):866-872. doi: 10.12691/education-8-11-6

Abstract

Computational thinking is considered one of the skills that individuals should possess in current society. The purpose of this study is to explore the potential of implementing unplugged and robotics game-based learning activity in the context of multidisciplinary learning. A total of 27 fourth-grade students at ten years old on average participated in the teaching experiment. Two research questions were evaluated in this study: i.e., the differential effectiveness of the approach between unplugged and robotic collaborative game-based learning in terms of CT skill and science, and ARCS motivation models of game-based learning carried out in the class for the use of learning tools. There were two phases of the learning process: in phase I, students played with an unplugged activity named Meta-Mind Table Game, and in phase II, students played with robots named Meta-Mind Robotic games. Each phase was then analyzed by both mid-test and post-test. The study revealed the inclusion of both unplugged and robotic game-based learning was beneficial to the students. Students were significantly motivated and greatly enhanced in terms of learning effectiveness.

Keywords:
computational thinking science unplugged robotic collaborative game-based learning ARCS Motivation

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