![]() ![]() ![]() A previous study (Agbo et al., 2019a) recognized the potential of exploring CT approaches in higher education institutions (HEI) to allow students to gain the problem-solving skills required for advanced programming classes. In the context of a developing country, e.g., Nigeria, this problem persists and has caused increasing failure rates among students who enroll in programming classes (Oyelere et al., 2018 Sunday et al., 2020). Introductory programming can be difficult for novice CS students (Malik et al., 2019). Studies have shown that understanding the characteristics and common practices of CT, such as problem decomposition, abstraction, algorithmic thinking, and problem-solving skills (Grover & Pea, 2013), are essential for students to excel in programming classes (Eguchi, 2016 Korkmaz et al., 2017). CT is a fundamental step toward building problem-solving skills that can aid the understanding of programming (Agbo et al., 2019a). This study also demonstrates how to conduct OCD with students, presents lesson learned, and provides recommendations based on the authors’ experience.Ĭomputational thinking (CT) is foundational knowledge for computer science (CS) students in introductory programming classes. In addition, students were motivated toward designing educational mini games in their future studies. ![]() Findings show that the participants gained relevant knowledge, for example, how to (i) create game scenarios and game elements related to CT, (ii) connect contextual storyline to mini games, (iii) collaborate in a group to create contextual low-fidelity mini game prototypes, and (iv) peer review each other’s mini game concepts. Mixed research methods comprising qualitative and quantitative strategies were employed in this study. CS students in a Nigerian higher education institution were recruited to co-design mini games with researchers. Given the current COVID-19 pandemic, where face-to-face co-designing between researchers and stakeholders could be difficult, OCD is a suitable option. Online co-design (OCD) of mini games enhances students’ understanding of problem-solving through a rigorous process of designing contextual educational games to aid their own learning. This study focuses on co-designing mini games to support teaching and learning CT principles and concepts in an online environment. One way students can develop CT skills is to involve them in the design of an application to teach CT. Unfortunately, these concepts can be difficult for novice students to understand. Understanding the principles of computational thinking (CT), e.g., problem abstraction, decomposition, and recursion, is vital for computer science (CS) students. ![]()
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