Using D-Day Dice to Teach Computational Thinking

Framework

Kolb's (1984) experiential learning theory states that ideas are formed and reformed through experience. Following a cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation, the learner develops then revises their conceptual understanding (Fest, Hiob, & Hoffkamp, 2011), but only when first given a challenging experience (Matsuo, 2015). Using this theory with Shute, Sun, and Asbell-Clark's (2017) computational thinking skills definitions, this study theorized that cooperative games would be a complex problem-solving environment suitable for exploring or learning CT skills.

Methods

This qualitative study invited undergraduates from various degree programs (mostly non-STEM) to play a cooperative game for one evening. Participants were audio recorded during game play while two observers took notes and one took photos. Data were then transcribed and coded using Shute, Sun, and Asbell-Clarke's (2017) computational thinking skills definitions to a) identify which skill was being used, b) note when it was being used, and c) note how participants used that skill.
Three games were chosen for this study, with each being run twice and with different participants. This presentation will focus on one game, D-Day Dice, because participants used the most CT skills when playing it.

Results

Analysis is currently ongoing, but early findings are as follow:
Participants decomposed the problem in the beginning of the game as they figured out the rules, then again towards the end of the game when they realized they were about to win (or lose). Algorithm design was not used until towards the end of the game, but then they devised and implemented plans regularly, with these plans often encompassing more than one turn in the game. Data collection/analysis occurred throughout the game because participants needed the results of several dice rolls to make decisions as well as previously collected data to base those decision. Abstraction occurred throughout as well, but was more obvious when they realized there were patterns in how each turn would run and could generalize decisions they made for other players.
(Analysis will be complete by the end of 2021.)

Importance

Educational:
Teachers today need resources that students will find interesting yet will be of little or no cost. This issue is especially true in rural and lower-income communities that may not have adequate technology for students to use. Unfortunately, many computational thinking resources are technology-dependent. This study shows there are low-cost resources for teachers to incorporate computational thinking in their lessons; the game used in this study is free to print but teachers will need a large bag of dice.

References

Fest, A., Hiob, M., & Hoffkamp, A. (2011). An interactive learning activity for the formation of the concept of function based on representational
transfer. Electronic Journal of Mathematics & Technology, 5(2), 169-176.
Kolb, D. A. (1984). The process of experiential learning. Experiential learning: Experience as the source of learning and development (pp. 20-
38). Englewood Cliffs, NJ: Prentice Hall.
Matsuo, M. (2015). A framework for facilitating experiential learning. Human Resource Development Review, 14(4), 442-461.
doi:10.1177/1534484315598087
Shute, V., Sun, C., Asbell-Clarke, J. (2017). Demystifying computational thinking. Educational Research Review, 22, 142-158.