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This study integrates text-based adventure game design into computational thinking (CT) education using Google Forms to reduce technical barriers and increase student engagement. A project-based learning approach was employed to help students develop decomposition, abstraction, and algorithmic thinking skills through story planning and branching design. Nine Malaysian students participated in an 8-week program, with progress assessed via the Bebras test. Results showed an average post-test score increase of 18.89 points, highlighting the strategy’s positive impact. Students applied logical reasoning and problem-solving skills while expressing strong satisfaction with their projects. This demonstrates the potential of text-based game design as an effective CT teaching method.

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A Study on Computational Thinking Teaching Strategies to Reduce Learning Technical Barriers Using Google Form

  • 会议论文

  • 发表日期：

    2026年

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  • Yu-Ru Huang,
  • Jia Zhang,
  • Kuo-En Chang

摘要

This study integrates text-based adventure game design into computational thinking (CT) education using Google Forms to reduce technical barriers and increase student engagement. A project-based learning approach was employed to help students develop decomposition, abstraction, and algorithmic thinking skills through story planning and branching design. Nine Malaysian students participated in an 8-week program, with progress assessed via the Bebras test. Results showed an average post-test score increase of 18.89 points, highlighting the strategy’s positive impact. Students applied logical reasoning and problem-solving skills while expressing strong satisfaction with their projects. This demonstrates the potential of text-based game design as an effective CT teaching method.