These include physical materials (posters and playing cards), kinesthetic re-enactments of the game puzzles, graphical organizers, coding activities, and more that build upon the Computational Thinking skills develop in the game. Teachers in the Zoombinis research classes use bridging materials to connect game-based learning (tacit or implicit learning) to classroom content (explicit learning). These data are used in Educational Data Mining (EDM) research to measure students’ implicit Computational Thinking such as problem decomposition, pattern recognition, abstraction, and algorithm design. Participating teachers are given student logins to a research version of Zoombinis that enables data tracking and automatically delivers an online pre/post assessment for all players. EdGE's game-based learning research attempts to broaden participation by reaching neurotypical learners and learners with cognitive differences who may struggle at traditional school activity and testing.ĮdGE research is informing STEM learning and teaching through a national implementation study of over 30 classes in grades 3-8 aiming to support a foundation of Computational Thinking through Zoombinis gameplay.
Zoombinis is a learning game that engages players in puzzles that require increasingly complex Computational Thinking (CT). In particular, we are studying the innovative teacher practice of bridging between game-based (implicit or tacit) learning and classroom (explicit) learning with a game called Zoombinis. ( see original presentation & discussion)ĮdGE at TERC is studying how game-based learning can transform the educational landscape. Zoombinis: The Implementation Research Study of a Computational Thinking Game.
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