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To make the task enjoyable while still challenging, a novel tablet-based digital game named Sorted was developed. The study applies the neo-Piagetian cognitive development framework to explain how high school students form sorting algorithms through gameplay, using logged actions from 23 participants for operational reasoning analysis.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-neo-piagetian-analysis-of-algorithmic-thinking-development-through-the-sorted-digital-game/599958/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-neo-piagetian-analysis-of-algorithmic-thinking-development-through-the-sorted-digital-game/599958.png","ImageObject",300,407,{"name":92,"@type":93},"nayy☆","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why was the Sorted digital game created for teaching sorting algorithms?","Question",{"text":112,"@type":113},"Sorting can be difficult for some students because it involves high abstraction. 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As for today, it is taught at the secondary school level.  \nHowever, this kind of algorithm is an obstacle for some students due to its high level of abstraction. To prevent discouragement as well as to incorporate a fun and challenging algorithmic task, a novel tabletbased digital game, Sorted, was created to serve the purpose. This research article embraces the neoPiagetian framework of cognitive development and provides the theoretical-based explanation of how high school students establish sorting algorithms as a result of the digital gameplay. Twenty-three tenthgrade students, who have no proper knowledge of sorting algorithms, participated voluntarily in this study. They played the game with a multi-level design involving multiple unknowns. To later reflect on their operational reasoning and hence decision-making, the series of game actions were logged for individual empirical data. The sorting algorithm formation can be deduced from the logged sequential actions. They were coded and analyzed according to the neo-Piagetian framework to elicit the students’operational reasoning. The discovery of the relations between actions and schematic reasoning to solve sorting problems suggests the impact of a digital game on algorithmic thinking development, and, in general, the use of a game for self-learning of computing concepts.  \nKeywords: algorithmic thinking, digital game, neo-Piagetian theory, sorting algorithm  \nINTRODUCTION  \nFor teaching and learning in the 21st century, digital media and technology have become teachers’ assistantsin various aspects. Teaching media are available in different forms, for example, web application, video, digital game, mobile application, virtual reality (VR) and augmented reality (AR) . They have created an impact on the way teachers teach and perceive education. Although some people are still conservative and do not agree with the substitution of teachers by computers, the use of ICT educational tools have been employed  \nto increase self-directed knowledge acquisition and the motivation for learning (Fancovicova et al., 2010) . For example, a digital game offers a learning environment that does not only incorporates the learning concept but also sparks joy for students. To elevate learning experience, a game can be used to teach history by providing virtual scenes and mimicked historical events according to the game timeline. This virtual game with narrative content helped students learn history as well as encourages students’ reflection and discussion (Shiue & Hsu, 2017) . Gamification with interactivity enhances game-based learning and triggers the ability of ones to learn specific skills or concepts. However, for an abstract concept, not only can gaming keep students engaged while learning and dealing with difficult content, but it can also dynamically scaffold them.  \nGamification becomes handy to many teaching areas, including computer science. To teach a fundamental computer science concept such as sorting, teachers look for tools to facilitate learning and to provide a meaningful learning experience. Nowadays, there are several educational media for sorting problems (Baecker, 1998; Meolic, 2013; Yohannis & Prabowo, 2015) . Some apply visualization techniques embedded in animations with explanations to teach sorting methods. Learning with visualization can support the perception of sorting algorithms (Baecker, 1998; Byrne et al., 1999) . Visualization for education has ev","cbCaisSD0hulGvnj","https://ap.wps.com/l/cbCaisSD0hulGvnj","pdf",3417105,15,"English","# Abstract\n# Introduction\n## Digital media and technology for learning\n## Gamification and learning with games\n## Sorting education and visualization approaches\n## Digital games and constructivist learning\n## Piaget and neo-Piagetian frameworks","[{\"question\":\"Why was the Sorted digital game created for teaching sorting algorithms?\",\"answer\":\"Sorting can be difficult for some students because it involves high abstraction. Sorted was designed to prevent discouragement and provide a fun, challenging algorithmic task.\"},{\"question\":\"How does the study analyze students’ development of sorting algorithms?\",\"answer\":\"The research logs game actions for individual empirical data and deduces sorting algorithm formation from the recorded sequential actions. The actions are then coded and analyzed using the neo-Piagetian framework to elicit operational reasoning.\"},{\"question\":\"What theoretical lens is used to explain cognitive development in the study?\",\"answer\":\"The study uses the neo-Piagetian framework of cognitive development, building on the idea that learners’ mental schemas change through learning and active experience.\"}]","A Neo-Piagetian Analysis of Algorithmic Thinking Development through - the “Sorted” Digital Game | PDF",1792089759,38]