Computer games created by middle school girls: Can they be used to measure understanding of computer science concepts?

By Jill Denner, Linda L. Werner, Eloy Ortiz. Comput. Educ., 2012

346 citations recorded by the source corpus.

Subfields: Computer Science Applications, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/949c07569dfd130f5e835f310d04abe80d6045ac

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In Computer Science Applications

In Developmental and Educational Psychology

Citations in the corpus

A Crafts-Oriented Approach to Computing in High School (2014, background): “2008] or focused on the use of new activities like game and story designs to recruit more girls and minorities into computing [Denner et al. 2012; DiSalvo and Bruckman 2011; Kafai 1995].”
Constructionist Gaming: Understanding the Benefits of Making Games for Learning (2015, background): “…those that reported demographic information, studies had diverse participants, some of which targeted particular groups such as young African American males (DiSalvo, Guzdial, Bruckman & McKlin, 2014), Latina girls (Denner, Werner, & Ortiz, 2012), or Native American youth (Lansmann & Lewis, 2011).”
The fairy performance assessment: measuring computational thinking in middle school (2012, background): “These include looking for evidence of CT in the students' games (identifying programming constructs and CT patterns similar to those described in [5] [12][11] and in the logs captured during game creation.”
Empirical studies on the Maker Movement, a promising approach to learning: A literature review (2017, background): “Students’ experience with computer game programming could also change their attitude toward computer science and prepare them for computer science courses and careers (Denner et al., 2012).”
Review on teaching and learning of computational thinking through programming: What is next for K-12? (2014, background): “…Esteves et al., 2011; Fessakis et al., 2013; Kahn et al., 2011; Kazakoff & Bers, 2012; Lee, 2010; Miller, 2009; Moura & van Hattum-Janssen, 2011), guidance from parents (Lin & Liu, 2012) or learning from peers (Denner et al., 2012; Goel & Kathuria, 2010; Hui & Umar, 2011; Ismail et al., 2010).”
Designing for deeper learning in a blended computer science course for middle school students (2015, methodology): “Denner, Werner, and Ortiz (2012) employed a three-stage “ Use-Modify-Create ” progression (Lee et al., 2011) to help students engage with CT. Students completed tutorials and worked through a series of self-paced instructional exercises in Alice built to provide scaffolding and “ challenges ”…”