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<p>This paper explores the integration of student-generated challenges (SGC) within tangible mobile augmented reality (TMAR) games as a strategy to enhance computational thinking (CT) skills in young learners. CT, which includes problem-solving, abstraction, and algorithmic reasoning, is a vital competency for success in the digital age. TMAR technology uniquely combines physical and digital interactions, providing immersive, hands-on experiences that engage students in real-world problem-solving and make CT skill development more intuitive and compelling. By incorporating SGC, a learner-centered approach where students create their own content – in our case, design challenges – for themselves or peers, the proposed method promotes creativity, critical thinking, and learner agency in game-based learning. The effectiveness of this approach was compared to a gameplay-only method in a single-session experiment involving 33 elementary students, aged 8 to 10 years, randomly assigned to experimental (SGC with gameplay) and control (gameplay-only) groups. Although no statistically significant differences were found, the experimental group outperformed the control group with a moderate effect size (Cohen’s <i>d</i> = 0.48, partial η² = 0.058), suggesting a potentially meaningful impact of SGC on CT development. Findings from this exploration revealed positive attitudes toward learning and increased engagement with the SGC strategy. The study also identified challenges and provided valuable insights for more effective integration of student-generated challenges within TMAR games. The paper concludes with design considerations aimed at enhancing CT development, enriching learning experiences, and guiding future research in this area.</p>

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Fostering computational thinking in young students through student generated challenges in tangible mobile augmented reality games

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年11月28日

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  • Anna Gardeli,
  • Spyros Vosinakis

摘要

This paper explores the integration of student-generated challenges (SGC) within tangible mobile augmented reality (TMAR) games as a strategy to enhance computational thinking (CT) skills in young learners. CT, which includes problem-solving, abstraction, and algorithmic reasoning, is a vital competency for success in the digital age. TMAR technology uniquely combines physical and digital interactions, providing immersive, hands-on experiences that engage students in real-world problem-solving and make CT skill development more intuitive and compelling. By incorporating SGC, a learner-centered approach where students create their own content – in our case, design challenges – for themselves or peers, the proposed method promotes creativity, critical thinking, and learner agency in game-based learning. The effectiveness of this approach was compared to a gameplay-only method in a single-session experiment involving 33 elementary students, aged 8 to 10 years, randomly assigned to experimental (SGC with gameplay) and control (gameplay-only) groups. Although no statistically significant differences were found, the experimental group outperformed the control group with a moderate effect size (Cohen’s d = 0.48, partial η² = 0.058), suggesting a potentially meaningful impact of SGC on CT development. Findings from this exploration revealed positive attitudes toward learning and increased engagement with the SGC strategy. The study also identified challenges and provided valuable insights for more effective integration of student-generated challenges within TMAR games. The paper concludes with design considerations aimed at enhancing CT development, enriching learning experiences, and guiding future research in this area.