Purpose: The authors describe how they used computational thinking patterns to analyze student artifacts and design their Scalable Game Design curriculum and professional development. They also present analyses of student learning outcomes using Computational Thinking Pattern Analysis (CTPA). The research is a part of the iDREAMS project.
Findings: The authors were able to discern computational thinking patterns common to many student artifacts, showing evidence of transfer of skills between game design and science simulation design. CTPA is a unique tool in that it is among the first tools that are able to automatically compute Computational Thinking, measure learning outcomes, and provide initial indicators of transfer in student-created artifacts.
Sample Size: 4000
Participant Type: Students
Notes: 45% female students; 56% minority students; from Colorado, South Dakota, Wyoming, Texas, and Alaska. 6th to 8th grades.