Examining the Relationship between Digital Game Preferences and Computational Thinking Skills

Oct 15, 2026

This study investigates whether computational thinking skills among secondary school students differ by the type of digital games they play. Using a correlational survey design, data were collected from 202 students in grades 5–8 during the 2016–2017 academic year. Three instruments were used: a Personal Information Form, a Computational Thinking Skills Scale, and a questionnaire on digital game types. Results show students scored highest on non-critical thinking sub-scales, with the lowest performance in critical thinking; dress up/make-up games were most frequently played.

LanguageEnglish

CategoryExam

FormatPDF

Pages11

Reading Time28 min

AccessFree to download

Abstract

Introduction

Computational thinking and 21st-century skills

Digital games and learning potential

Game features and problem-solving/reflective thinking

Research focus and background

Examining the Relationship between Digital Game Preferences and Computational Thinking Skills Hatice Durak Yildiz, Fatma Gizem Karaoglan Yilmaz, Ramazan Yilmaz Bartin University, Turkey Abstract The purpose of this study is to identify whether computational thinking skills among secondary school students differ depending on the type of digital games they play. The participants of this study were 202 secondary school students at 5th, 6th, 7th and 8th grades during 2016-2017 academic year. Correlational survey method was used during this study. Furthermore, there were three different data collection instruments used. The first one was“Personal Information Form”. The second one was “Computational Thinking Skills Scale” and the third data collection instrument was “Questionnaire for Type of Games Played with Digital Tools”. Results indicated that students scored higher compared to other sub-scales while their scores from the critical thinking sub-scale was the lowest. The most frequently played game category of the students was found to be dress up/make-up games. Keywords: Computational thinking; Digital game types; Digital game preferences; Secondary school students Introduction Rapid developments in the field of technology in the 21st century have led to its intensified use by children. In addition to that, advanced technologies have changed the needs of societies and which has thus reflected on the skills individuals are expected to have. Recently popular computational thinking involves understanding the problem, producing solutions, thinking patterns related to abstraction and presentation. Computational thinking, which is significant among the 21st century skills, includes such basic skills as algorithmic thinking and problem solving, which are expected from the individuals of this century (Wing, 2006) . According to The International Society for Technology in Education (ISTE) (2015) computational thinking develops the creativity and critical thinking skills in order to improve their problem solving skills of individuals through the use of computers. Computational thinking, which is a popular concept today, has become a topic of interest for researchers in all areas of learning with the view that claims “thinking involves attitudes and behaviors not only computer scientists but everyone could have”. There are different views about definitions of the concept of computational thinking and its scope (Barr & Stephenson, 2011; Brennan & Resnick, 2012; Grover & Pea, 2013) . According to Wing (2006), computational thinking includes “understanding the problem, finding solutions, thinking patterns related to abstraction and presentation”. ISTE (2015) defines computational thinking skills as a reflection of various skills such as algorithmic thinking, creative thinking, logical thinking and problem solving. Therefore, it is emphasized that computational thinking has a multi-dimensional structure. The National Research Council (NRC) (2012) sees mathematics and computational thinking as basic practices within the scope of K-12 science education. In the light of these given definitions, it can be stated that computational thinking is related to various factors. One of these factors is the digital games. It is indicated that computer games could be an effective way to the develop problem solving skills of students (Boyle, Connolly, & Hainey, 2011) . This is because computer games encourage practicing problem solving approaches by offering problems in authentic environments and thus, they improve learning in considerable terms (Kim, Park, & Baek, 2009) . What is more, it can also be stated that games have a significant impact on learning experiences. In many studies,(Chen, Wigand, & Nilan, 1999; Hoffman & Novak, 1996) it is emphasized that such indispensable features of digital games as setting strategies, focused attention and struggling improve problem solving, reflective and algorithmic thinking. Due to the given reas

FAQs

What is the purpose of the study?

The study aims to determine whether secondary school students’ computational thinking skills vary according to the type of digital games they play.

How was the data collected and what instruments were used?

A correlational survey method was used. Data came from a Personal Information Form, a Computational Thinking Skills Scale, and a questionnaire for the type of games played with digital tools.

What were the key findings about students’ computational thinking sub-scales?

Students scored higher on other sub-scales, while the critical thinking sub-scale received the lowest scores.

Oct 15, 2026

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