Videoigre in razvoj računalniškega mišljenja
Povzetek
Za veliko posameznikov so videoigre priljubljena oblika zabave, številne raziskave pa potrjujejo, da je igranje videoiger zapleten proces, ki poleg zabave vključuje tudi pomemben izobraževalni vidik. Številni raziskovalci, med njimi Papert in drugi strokovnjaki, trdijo, da se lahko prek videoiger veliko naučimo o procesu učenja, in sicer tako, da jih igramo sami ali z opazovanjem drugih pri igranju ter razpravo o procesih in miselnih strategijah, ki so vključeni v igranje. Namen tega članka je raziskati potencial komercialnih videoiger, ki so prostodostopne na trgu, zlasti v povezavi z razvojem računalniškega mišljenja. Analizirali smo pet iger različnih žanrov z uporabo standardne vsebinske analize. Ta je deloma temeljila na lastnem igranju raziskovalcev, predvsem pa na opazovanju in intervjuvanju drugih udeležencev med njihovim igranjem. Štirje izkušeni igralci videoiger, vsi odrasli, stari od 26 do 32 let, so bili povabljeni k sodelovanju v študiji kot namenski vzorec. Opazovali smo jih med igranjem ter se z njimi pogovarjali o njihovih praksah in miselnih procesih. Cilj je bil identificirati kognitivne procese, ki so videti neločljivo povezani z računalniškim mišljenjem. Ugotovitve podpirajo trditve Paperta in Geeja, saj kažejo, da lahko videoigre pomembno prispevajo k razumevanju računalniškega mišljenja. Na podlagi analize smo ugotovili, da videoigre ponujajo bogate možnosti za razvoj nekaterih komponent računalniškega mišljenja, zlasti algoritmičnega mišljenja, razčlenjevanja in vrednotenja ter posploševanja in abstrakcije. Ugotovitve so relevantne predvsem za odrasle učence, vendar v raziskavi obravnavamo tudi ideje za učence, ki še hodijo v šolo. Pri obravnavanju teh idej smo opazili še en pojav, ki se zanimivo ujema z našim drugim področjem raziskovanja, tj. razvojem strukturne miselnosti v okviru šolske informatike*.
*V nekaterih državah se za označevanje šolskega predmeta informatika uporablja izraz računalništvo ali računalniška znanost, na Slovaškem pa ga imenujemo informatika in je obvezen predmet od 3. razreda osnovne šole do 3. letnika srednje šole, kar torej vključuje vse učence, stare od približno 8 do 17 let.
Prenosi
Literatura
Bediou, B., Adams, D. M., Mayer, R. E., Tipton, E., Green, C. S., & Bavelier, D. (2018). Meta-analysis of action video game impact on perceptual, attentional, and cognitive skills. Psychological Bulletin, 144(1), 77–110. https://doi.org/10.1037/bul0000130
Bediou, B., Rodgers, M. A., Tipton, E., Mayer, R. E., Green, C. S., & Bavelier, D. (2023). Effects of action video game play on cognitive skills: A meta-analysis. Technology, Mind, and Behavior, 4(1:Spring 2023). https://doi.org/10.1037/TMB0000102
Blacker, K. J., Curby, K. M., Klobusicky, E., & Chein, J. M. (2014). Effects of action video game training on visual working memory. Journal of Experimental Psychology: Human Perception and Performance, 40(5), 1992–2004. https://doi.org/10.1037/a0037556
Blackwell, A. F. (2002). What is programming? In J. Kuljis, L. Baldwin, & R. Scoble (Eds.), Proceedings of the 14th Annual Workshop of the Psychology of Programming Interest Group (PPIG2002) (pp. 204–218). Brunel University. https://www.ppig.org/files/2002-PPIG-14th-blackwell.pdf
Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. SAGE.
Brennan, K., & Resnick, M. (2012). New frameworks for studying and assessing the development of computational thinking. In A. Ball, & C. Tyson (Eds.), Proceedings of the 2012 Annual Meeting of the American Educational Research Association (pp. 1–25). AERA.
Cansu, F. K., & Cansu, S. K. (2019). An overview of computational thinking. International Journal of Computer Science Education in Schools, 3(1), 17–30. https://doi.org/10.21585/ijcses.v3i1.53
Creswell, J. W., & Creswell, J. D. (2022). Research design-international student edition: Qualitative, quantitative, and mixed methods approaches. SAGE Publications Limited.
Cujdikova, M. & Kalas, I. (2025). Tables and the development of computational thinking in programming with Emil for primary school. Informatics in Education, 24(3), 471–502. https://doi.org/10.15388/infedu.2025.15
Gee, J. P. (2003). What video games have to teach us about learning and literacy. Palgrave Macmillan.
Glasnović Gracin, D., & Krišto, A. (2022). Differences in the requirements of digital and printed mathematics textbooks: Focus on geometry chapters. Center for Educational Policy Studies Journal, 12(2), 95–117. https://doi.org/10.26529/cepsj.1285
Golob, N., & Ungar, V. (2023). The development of science process skills and of content knowledge with inquiry boxes in early childhood education. Center for Educational Policy Studies Journal, Article 1631. https://doi.org/10.26529/cepsj.1631
González-Pérez, C., Fernández-Jiménez, E., Morán, E., Melero, H., Malpica, N., Álvarez-Linera, J., Puig, M. A., Plaza, D., & Pérez-Martínez, A. (2025). Study protocol for a randomized controlled clinical trial of a multifaceted cognitive training program using video games in childhood cancer survivors. PLoS One, 20(9), Article e0314118. https://pubmed.ncbi.nlm.nih.gov/40892751
Gyaurov, D., Fabricatore, C., & Bottino, A. (2022). Features of entertainment digital games for learning and developing complex problem-solving skills: A protocol for a systemic review. International Journal of Qualitative Methods, 21(1), 16094069221128491. https://doi.org/10.1177/16094069221128491
Kalas, I., Blaho, A., & Moravcik, M. (2018). Exploring control in early computing education. In S. Pozdniakov, & V. Dagienė (Eds.), Informatics in schools. Fundamentals of computer science and software engineering, ISSEP 2018. LNCS, vol 11169 (pp. 3–16). Springer. https://doi.org/10.1007/978-3-030-02750-6_1
Kalas, I., Blaho, A., & Moravcik, M. (2022). Programming in year 4: An analysis of the design research process. In M. Cukurova, N. Rummel, D. Gillet, B. McLaren, & J. Uhomoibhi (Eds.), Proc. of 14th Int. Conf. on Computer Supported Education – Volume 2, CSEDU (pp. 425–433). SciTePress. https://doi.org/10.5220/0010988000003182
Kalas, I., & Horvathova, K. (2022). Programming concepts in lower primary years and their cognitive demands. In D. Passey, D. Leahy, L. Williams, J. Holvikivi, & M. Ruohonen (Eds.), Digital transformation of education and learning – past, present and future. OCCE 2021. IFIP advances in information and communication technology, 642 (pp. 28–40). Springer. https://doi.org/10.1007/978-3-030-97986-7_3
Krippendorff, K. (2004). Content analysis: An introduction to its methodology (2nd ed.). Sage Publications Limited. https://doi.org/10.1177/1094428108324513
Lodi, M., & Martini, S. (2021). Computational thinking, between Papert and Wing. Science & Education, 30(4), 883–908. https://doi.org/10.5220/001098800000318210.1007/s11191-021-00202-5
Malliet, S. (2007). Adapting the principles of ludology to the method of video game content analysis. Game Studies, 7(1). http://gamestudies.org/0701/articles/malliet
Maloney, J., Resnick, M., Rusk, N., Silverman, B., & Eastmond, E. (2010). The Scratch programming language and environment. ACM Transactions on Computing Education (TOCE), 10(4), 1–15. https://doi.org/10.1145/1868358.1868363
Martinez, L., Gimenes, M., & Lambert, E. (2022). Entertainment video games for academic learning: A systematic review. Journal of Educational Computing Research, 60(5), 1083–1109. https://doi.org/10.1177/07356331211053848
Nguyen, A., & Bavelier, D. (2023). Play in video games. Neuroscience & Biobehavioral Reviews, 153, Article 105386. https://doi.org/10.1016/j.neubiorev.2023.105386
Oei, A. C., & Patterson, M. D. (2013). Enhancing cognition with video games: A multiple game training study. PLoS One, 8(3), Article e58546. https://doi.org/10.1371/journal.pone.0058546
Oluwatayo, J. A. (2012). Validity and reliability issues in educational research. Journal of Educational and Social Research, 2(2), 391–400.
Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. Basic Books.
Papert, S. (1995, November 13). The parent trap. Time Magazine. http://papert.org/articles/parent_trap.html
Papert, S. (1998). Does easy do it? Children, games, and learning. Game Developer Magazine. http://www.papert.org/articles/Doeseasydoit.html
Papert, S. (2006, December 5). Keynote lecture. Keynote at ICMI 17 Conference in Hanoi, Viet Nam [Lecture transcript]. DailyPapert. http://dailypapert.com/wp-content/uploads/2012/05/Seymour-Vietnam-Talk-2006.pdf.
Plomp, T., & Nieveen, N. (Eds.). (2013). Educational design research. Part A: An Introduction. SLO, The Netherlands Institute for Curriculum Development.
Reynaldo, C., Christian, R., Hosea, H., & Gunawan, A. A. S. (2021). Using video games to improve capabilities in decision making and cognitive skill: A literature review. Procedia Computer Science, 179, 211–221. https://doi.org/10.1016/j.procs.2020.12.027
Ruiz-Marquez, E., Prieto, A., Mayas, J., Toril, P., Reales, J. M., & Ballesteros, S. (2019). Effects of nonaction videogames on attention and memory in young adults. Games for Health Journal, 8(6), 414–422. https://doi.org/10.1089/g4h.2019.0004
Sattar, S., Iqbal, D. Y., & Yousaf, R. (2021). Impact of playing video games on cognitive functioning and learning styles of adolescents. Sukkur IBA Journal of Computing and Mathematical Sciences, 5(2), 49–59. http://dx.doi.org/10.30537/sjcms.v5i2.885
Schmierbach, M. (2009). Content analysis of video games: Challenges and potential solutions. Communication Methods and Measures, 3(3), 147–172. https://doi.org/10.1080/19312450802458950
Selby, C. C., & Woollard, J. (2013). Computational thinking: The developing definition. In J. E. Roberts, A. Clear, & R. Lister (Eds.), Proceedings of the 18th Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE 2013) (pp. 5–8). ACM.
Voogt, J., Fisser, P., Good, J., Mishra, P., & Yadav, A. (2015). Computational thinking in compulsory education: Towards an agenda for research and practice. Education and Information Technologies, 20(4), 715–728. https://doi.org/10.1007/s10639-015-9412-6
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33–35. https://doi.org/10.1145/1118178.1118215
Authors who publish with this journal agree to the following terms:
- Authors are confirming that they are the authors of the submitted article, which will be published online in the Center for Educational Policy Studies Journal (for short: CEPS Journal) by University of Ljubljana Press (University of Ljubljana, Faculty of Education, Kardeljeva ploščad 16, 1000 Ljubljana, Slovenia). The Author’s/Authors’ name(s) will be evident in the article in the journal. All decisions regarding layout and distribution of the work are in the hands of the publisher.
- The Authors guarantee that the work is their own original creation and does not infringe any statutory or common-law copyright or any proprietary right of any third party. In case of claims by third parties, authors commit themselves to defend the interests of the publisher, and shall cover any potential costs.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under https://creativecommons.org/licenses/by/4.0/deed.en that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
