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Search Results (5)

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Keywords = Bebras tasks

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16 pages, 398 KiB  
Article
Bebras-Based Assessment for Computational Thinking: Performance and Gender Analysis
by Juan J. Santaengracia, Belén Palop, Trinidad García, Celestino Rodríguez Pérez and Luis J. Rodríguez-Muñiz
Educ. Sci. 2025, 15(7), 899; https://doi.org/10.3390/educsci15070899 - 14 Jul 2025
Viewed by 886
Abstract
This study presents the design and validation process of a new Bebras-based instrument to assess computational thinking (CT) in 7th-grade students. An initial version of the test, composed of 18 multiple-choice items, was piloted with 80 students and revised based on their performance [...] Read more.
This study presents the design and validation process of a new Bebras-based instrument to assess computational thinking (CT) in 7th-grade students. An initial version of the test, composed of 18 multiple-choice items, was piloted with 80 students and revised based on their performance and classroom feedback. The final version, composed of 17 tasks balanced across CT components and difficulty levels, was administered to 1513 students from 86 Spanish schools. No significant gender differences were found in overall performance, supporting the potential of Bebras tasks to provide equitable assessment. An exploratory factor analysis revealed a dominant factor explaining 20% of the variance, and additional evidence (Lord’s index = 10.61) supported the use of a one-dimensional model despite the ambiguous dimensionality of the domain. BBACT offers a balanced and theoretically grounded tool for assessing CT in compulsory education and lays the foundation for future work exploring its validity and application across diverse contexts. Full article
(This article belongs to the Section Curriculum and Instruction)
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33 pages, 3913 KiB  
Article
Rethinking the Bebras Challenge in Virtual Reality: Implementation and Usability Study of a Computational Thinking Game
by Jelena Nakić, Ivana Rogulj and Lada Maleš
Multimodal Technol. Interact. 2025, 9(6), 60; https://doi.org/10.3390/mti9060060 - 11 Jun 2025
Viewed by 552
Abstract
Virtual reality (VR) technology is becoming increasingly relevant as a modern educational tool. However, its application in teaching and learning computational thinking remains relatively underexplored. This paper presents the implementation of selected tasks from the international Bebras Challenge in a VR environment called [...] Read more.
Virtual reality (VR) technology is becoming increasingly relevant as a modern educational tool. However, its application in teaching and learning computational thinking remains relatively underexplored. This paper presents the implementation of selected tasks from the international Bebras Challenge in a VR environment called ThinkLand. A comparative study was conducted to evaluate the usability of the developed game across two interface types: mobile devices and desktop computers. A total of 100 participants, including high school and university students, took part in the study. The overall usability rating was classified as “good”, suggesting that ThinkLand holds promise as a platform for supporting computational thinking education. To assess specific aspects of interface usability, a custom Virtual Environment Usability Questionnaire (VEUQ) was developed. Regression analysis was performed to examine the relationship between participants’ age, gender, and interface type with both learning performance and perceived usability, as measured by the VEUQ. The analysis revealed statistically significant differences in interaction patterns between device types, providing practical insights for improving interface design. Validated in this study, the VEUQ proved to be an effective instrument for informing interaction design and guiding the development of educational VR applications for both mobile and desktop platforms. Full article
(This article belongs to the Special Issue Innovative Theories and Practices for Designing and Evaluating Inclusive Educational Technology and Online Learning)
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20 pages, 3039 KiB  
Article
Game On: A Journey into Computational Thinking with Modern Board Games in Portuguese Primary Education
by Fábio Machuqueiro and João Piedade
Educ. Sci. 2024, 14(11), 1182; https://doi.org/10.3390/educsci14111182 - 29 Oct 2024
Cited by 1 | Viewed by 2481
Abstract
Recent studies highlight the potential of modern board games (MBGs) to foster computational thinking (CT) skills in students. This research explored the impact of integrating MBGs into a primary education classroom through an embedded concurrent mixed-methods approach, with a pre-experimental design in its [...] Read more.
Recent studies highlight the potential of modern board games (MBGs) to foster computational thinking (CT) skills in students. This research explored the impact of integrating MBGs into a primary education classroom through an embedded concurrent mixed-methods approach, with a pre-experimental design in its quantitative aspect and content analysis in its qualitative dimension, with 20 fourth-grade students from a school in Portugal. The students participated in 10 game sessions, each lasting 50 min, and their CT skills were assessed using Bebras tasks in both the pre-test and post-test phases. Statistical analysis, including the Shapiro–Wilk test for normality and paired sample t-tests, revealed significant improvements in key CT areas, particularly abstraction, algorithmic thinking, and decomposition. Descriptive statistics were also calculated, and content analysis using Nvivo software was conducted on field notes, corroborating the quantitative data. The results suggest that MBGs can serve as a valuable educational tool for developing CT skills in young learners. This study not only highlights the effectiveness of MBGs but also emphasises the need for further research using more robust experimental designs to enhance CT development in educational settings. Full article
(This article belongs to the Special Issue Measuring Children’s Computational Thinking Skills)
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30 pages, 3178 KiB  
Article
Short Tasks for Scaffolding Computational Thinking by the Global Bebras Challenge
by Valentina Dagiene and Vladimiras Dolgopolovas
Mathematics 2022, 10(17), 3194; https://doi.org/10.3390/math10173194 - 4 Sep 2022
Cited by 13 | Viewed by 6092
Abstract
The short task methodology enhances the Bebras constructive environment, and provides an emotional context that triggers the convolution of initially biased mental models and corresponding emotional reactions into an unbiased set of conceptual models for informatics education. This provides the motivation of our [...] Read more.
The short task methodology enhances the Bebras constructive environment, and provides an emotional context that triggers the convolution of initially biased mental models and corresponding emotional reactions into an unbiased set of conceptual models for informatics education. This provides the motivation of our research–to explore the process of pedagogical design of short informatics concept-based tasks from the standpoint of mindset formation, which allows one to build conceptual models for CT education. The aim of the research is to gain a conceptual understanding of what a short task is in the context of the global Bebras Challenge initiative. We explore the principles which should underlie the pedagogical design of short tasks for informatics education that scaffold CT. Exploration of a number of practical examples of the Bebras short tasks is the background of our research methodology. The results include an analysis of the structure of short tasks, focusing on the interaction of mental models, conceptual models, and heuristics inherent in the task design. The discussion provides a comprehensive insight into the issues of the short tasks in relation to CT and the Bebras environment. We conclude with recommendations for organizing an effective pedagogical design of a short task. Full article
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12 pages, 266 KiB  
Article
Educational Robotics in Primary School: Measuring the Development of Computational Thinking Skills with the Bebras Tasks
by Giuseppe Chiazzese, Marco Arrigo, Antonella Chifari, Violetta Lonati and Crispino Tosto
Informatics 2019, 6(4), 43; https://doi.org/10.3390/informatics6040043 - 1 Oct 2019
Cited by 67 | Viewed by 10993
Abstract
Research has shown that educational robotics can be an effective tool to increase students’ acquisition of knowledge in the subjects of science, technology, engineering, and mathematics and promote, at the same time, a progression in the development of computational thinking (CT) skills in [...] Read more.
Research has shown that educational robotics can be an effective tool to increase students’ acquisition of knowledge in the subjects of science, technology, engineering, and mathematics and promote, at the same time, a progression in the development of computational thinking (CT) skills in K–12 (kindergarten to 12th grade) education. Within this research field, the present study first sought to assess the effect of a robotics laboratory on the acquisition of CT-related skills in primary school children. The study also aimed to compare the magnitude of the effect of the laboratory across third- and fourth-grade students. For the purpose of the study, a quasi-experimental post-test-only design was adopted, and a group of 51 students, from third- and fourth-grade classrooms, participating in the robotics laboratories, were compared to a control group of 32 students from classrooms of the same grades. A set of Bebras tasks was selected as an overall measure of CT skills and was administered to children in both the intervention and control groups. Overall, the results showed that programming robotics artefacts may exert a positive impact on students’ learning of computational thinking skills. Moreover, the effect of the intervention was found to be greater among third-grade children. Full article
(This article belongs to the Collection Promotion of Computational Thinking and Informatics Education in Pre-University Studies)
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