Skip to main content

Advertisement

Springer Nature Link
Log in

“What’s the Weather Like Today?”: A computer game to develop algorithmic thinking and problem solving skills of primary school pupils

  • Published:
Education and Information Technologies Aims and scope Submit manuscript

Abstract

Computer-based games as developments in information technology seem to grow and spread rapidly. Using of these games by children and teenagers have increased. The presence of more beneficial and educational games in contrast to the violent and harmful games is remarkable. Many scientific studies have indicated that the useful (functional) games improve children’s cognitive capabilities. This paper examines the effect of a computer-based game developed as Weather Forecast Game on problem-solving abilities of children. The aim of this game design is to make children develop algorithms and create criteria by using simple visual and linguistic templates, and establish relationships between these criteria by making forecasts so that the pupils build forecast models related to game criteria by playing a game and have analytic information about everyday life weather events. At the development stage of this game, maximum importance was given to make it interesting and visual. Repetitive steps and instructions have been avoided. In this study, our guess is based on the research that whether this game brings reasoning, associating, communication and algorithmic thinking capacities to the children aged between “8–10” and if it does so, how it affects the problem-solving skills of them. An experiment was conducted with primary school pupils between ages of “8–10” to test their problem-solving capabilities. According to test measurements of ‘one group pre-test, post-test sample experiment method’, all group and paired test results (N = 45, Chi-Square = 143.149, p\le.05) show that Weather Forecast Game has 2.07 times positive effect on problem solving skills of children. The results of measurements before and after playing the Weather Forecast Game show that there is an increase in algorithmic thinking and problem-solving skills of pupils participating in this study.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Subscribe and save

Springer+ Basic
$34.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4

Similar content being viewed by others

Explore related subjects

Discover the latest articles, news and stories from top researchers in related subjects.

Notes

  1. GAI: American Psychological Association (APA). http://www.apa.org/. [Visited in February 2016].

  2. CPI: American Psychological Association (APA). http://www.apa.org/. [Visited in February 2016].

References

  • Adachi, P. J., & Willoughby, T. (2013). More than just fun and games: the longitudinal relationships between strategic video games, self reported problem solving skills, and academic grades. Journal of Youth and Adolescence, 42, 1041–1052.

    Article  Google Scholar 

  • APA (American Psychological Association) home page, Publications and Databases. 21.03.2015. http://www.apa.org/news/press/releases/2013/11/video-games.aspx. Visited in February 2016.

  • Apaydın, Z., & Taş, E. (2010). Farklı Etkinlik Tiplerinin Öğretmen Adaylarının Akıl Yürütme Becerileri Üzerindeki Etkileri. Journal of Turkish Science Education, 7(4), December.

  • Aydogdu, N., & Yenilmez, K. (2011). Matematikte Problem Çözme Becerisiyle İlgili Yapılan Çalısmaların incelenmesi. Sempozyum: X. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Nigde Universitesi.

  • Balcı, G. (2007). İlköğretim 5. Sınıf Öğrencilerinin Sözel Matematik Prolemlerini Çözme Düzeylerine Göre Düzeylerine Göre Bilişsel Farkındalık Becerilerinin İncelenmesi. Çukurova Üniversitesi, Yüksek Lisans Tezi.

  • Baltie home page, Programming language, 27.12.2014, http://progopedia.com/language/baltie/. Visited in April 2015.

  • Bavelier, D., & Davidson, R. J. (2013). Brain training: games to do you good. Nature, 494, 425–426.

    Article  Google Scholar 

  • Bavelier, D., Achtman, R. L., Mani, M., & Föcker, J. (2012). Neural bases of selective attention in action video game players. Vision Research, 61, 132–143.

    Article  Google Scholar 

  • Bottino, R. M., Ott, M., & Tavella, M. (2013). Children’s performance with digital mind games and evidence for learning behaviour. In Information systems, e-learning, and knowledge management research (pp. 235–243). Berlin: Springer.

  • Bushman, B. J., & Anderson, C. A. (2002). Violent video games and hostile expectations: a test of the general aggression model. Personality and Social Psychology Bulletin, 28, 1679–1686.

    Article  Google Scholar 

  • Chuang, T., & Wei-Fan (2007). Effect of computer-based video games on children: An experimental study, DIGITEL ‘07 Proceedings of the The First IEEE International Workshop on Digital Game and Intelligent Toy Enhanced Learning, Pages 114–118, IEEE Computer Society Washington, DC, USA.

  • CMinds Portal, 15.03.2015. cMinds: Teaching programming towards the development of early analytical structural and critical minds. http://www.cminds.org/. Visited in February 2016.

  • Cooper, S., Dann, W., & Pausch, R. (2000). Developing algorithmic thinking with Alice. In: The proceedings of ISECON 2000 (Vol. 17, pp. 506–539).

  • Ewoldsen, D. R., Eno, C. A., Okdie, B. M., Velez, J. A., Guadagno, R. E., & DeCoster, J. (2012). Effect of playing violent video games cooperatively or competitively on subsequent cooperative behaviour. Cyberpsychology, Behavior and Social Networking, 15, 277–280.

    Article  Google Scholar 

  • Ferguson, C. J. (2007). The good, the bad and the ugly: a meta-analytic review of positive and negative effects of violent video games. Psychiatric Quarterly, 78, 309–316.

    Article  Google Scholar 

  • Futschek, G. (2006). Algorithmic thinking: The key for understanding computer science. In Informatics education–the bridge between using and understanding computers (pp. 159–168). Berlin: Springer.

  • Futschek, G., & Moschitz, J. (2011). Learning algorithmic thinking with tangible objects eases transition to computer programming. In Informatics in Schools. Contributing to 21st Century Education (pp. 155–164). Berlin: Springer.

  • Gentile, D. A. (2009). Pathological video-game use among youth ages 8–18: a national study. Psychological Science, 20, 594–602.

    Article  Google Scholar 

  • Granic, I., Lobel, A., & Engels, R. C. M. E. (2013). The benefits of playing video games. Radboud University of Nijmegen, Nijmegen, The Netherlands, American Psychologist, Vol. 69, No.1.

  • Green, C. S., & Bavelier, D. (2012). Learning, attentional control, and action video games. Current Biology, 22, 197–206.

    Article  Google Scholar 

  • Heidmann, O., & Tsalapatas, H. (2011). cMinds: Teaching programming as a means for developing early analytical, structural and critical minds, Educa On-line 2011 Conference, Berlin, Germany.

  • Jackson, L. A., Witt, E. A., Games, A. I., Fitzgerald, H. E., von Eye, A., & Zhao, Y. (2012). Information technology use and creativity: findings from the children and technology project. Computers in Human Behavior, 28, 370–376.

    Article  Google Scholar 

  • Kaur, B., & Toh, T. L. (2012). Reasoning, communication and connections in mathematics: Yearbook.

  • Kula, A., & Erdem, M., (2005). Öğretimsel bilgisayar oyunlarının temel aritmetik işlem becerilerinin gelişmesine etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi 29(29).

  • Larkin, J. H., Heller, J. I., & Greeno, J. G. (1980). Instructional ımplications of research on problem solving. New Directions for Teaching and Learning, 1980(2), 51–65.

    Article  Google Scholar 

  • Maloney, J., Burd, L., Kafai, Y., Rusk, N., Silverman, B., & Resnick, M. (2004). Scratch: A sneak preview [education]. In Creating, connecting and collaborating through computing, 2004. Proceedings. Second International Conference on (pp. 104–109).

  • Oei, A. C., & Patterson, M. D. (2014). Playing a puzzle video game with changing requirements improves executive functions. Computers in Human Behavior, 37, 216.

    Article  Google Scholar 

  • Özkan, Y. (2009). Programlama Dilleri: C ile Programlama. İstanbul: Alfa Yayınları. ISBN 9786051061009.

    Google Scholar 

  • Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. Basic Books, Inc.

  • Prensky, M. (2001). Digital natives, digital immigrants part 1. On the horizon, 9(5), 1–6.

  • Prensky, M. (2005). Computer games and learning: digital game-based learning. Handbook of Computer Game Studies, 18, 97–122.

    Google Scholar 

  • Prensky, M. (2012). From digital natives to digital wisdom. Hopeful Essays for 21st Century Education (Corwin 2012).

  • Rowe, E. W., Kingsley, J. M., & Thompson, D. F. (2010). Predictive ability of the General Ability Index (GAI) versus the Full Scale IQ among gifted referrals. School Psychology Quarterly, 25(2), 119–128.

    Article  Google Scholar 

  • Rushan, Z., & Sajid, M. (2012). Rapidmental сomputation system as a tool for algorithmic thinking of elementary school students development. European researcher=Европейский исследователь, 25(7).

  • Saklofske, D. H., Prifitera, A., Weiss, L. G., Rolfhus, E., & Zhu, J. (2005). Clinical interpretation of the WISC–IV FSIQ and GAI. In A. Prifitera, D. H. Saklofske, & L. G. Weiss (Eds.), WISC–IV clinical use and interpretation: Scientist-practitioner perspectives (pp. 33–65). New York: Academic.

    Chapter  Google Scholar 

  • Serin, O., Serin, N. B., & Saygılı, G. (2010). Developing problem solving inventory for children at the level of primary education (PSIC). Elementary Education Online, 9(2), 446–458.

    Google Scholar 

  • Simon, H. A., & Newell, A. (1970). Human problem solving: The state of the theory in 1970. Carnegie-Mellon University.

  • Stanovich, K. E. (2009). Distinguishing the reflective, algorithmic, and autonomous minds: Is it time for a tri-process theory? In J. Evans & K. Frankish (Eds.), In two minds: Dual processes and beyond (pp. 55–88). Oxford: Oxford University Press.

    Chapter  Google Scholar 

  • Steinkuehler, C., & Duncan, S. (2008). Scientific habits of mind in virtual worlds. Journal of Science Education and Technology, 17, 530–543.

    Article  Google Scholar 

  • Tsalapatas, H., Heidmann, O., Alimisi, R., Florou, C., Tsalapatas, S., & Houstis, E. (2012). Supporting primary school students in developing analytical and computational thinking skills through the cMinds learning suite. INTED 2012 Conference, Valencia 5–7 March.

  • Tsalapatas, H., Heidmann, O., Alimisi, R., Tsalapatas, S., Florou, C., & Houstis, H. (2012). Game-based learning towards building early analytical thinking skills through visual programming, EduLearn 2012 Conference, Barcelona, Spain, July 2–4.

  • Uttal, D. H., Meadow, N. G., Tipton, E., Hand, L. L., Alden, A. R., Warren, C., & Newcombe, N. S. (2013). The malleability of spatial skills: a meta-analysis of training studies. Psychological Bulletin, 139, 352–402.

    Article  Google Scholar 

  • Yeşildere, S., & Türnüklü, E. B. (2007). Examination of Students’ Mathematical Thinking and Reasoning Processes, Ankara University. Journal of Faculty of Educational Sciences, 40(1), 181–213.

  • Yurt, E., & Sünbül, A. M. (2014). Sekizinci Sınıf Öğrencilerinin Matematik Başarılarını Açıklayan Bir Yapısal Eşitlik Modeli. Kuram ve Uygulamada Eğitim Bilimleri. Educational Sciences: Theory & Practice, 14(4), 1629–1653.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Informatics Department, Istanbul University, Istanbul, Turkey

    Hasan Gürbüz, Bengisu Evlioğlu, Çiğdem Selçukcan Erol & Sevinç Gülseçen

  2. Astronomy and Space Sciences Department, Istanbul University, Istanbul, Turkey

    Hulusi Gülseçen

Authors
  1. Hasan Gürbüz
    View author publications

    You can also search for this author inPubMed Google Scholar

  2. Bengisu Evlioğlu
    View author publications

    You can also search for this author inPubMed Google Scholar

  3. Çiğdem Selçukcan Erol
    View author publications

    You can also search for this author inPubMed Google Scholar

  4. Hulusi Gülseçen
    View author publications

    You can also search for this author inPubMed Google Scholar

  5. Sevinç Gülseçen
    View author publications

    You can also search for this author inPubMed Google Scholar

Corresponding author

Correspondence to Hasan Gürbüz.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Gürbüz, H., Evlioğlu, B., Erol, Ç.S. et al. “What’s the Weather Like Today?”: A computer game to develop algorithmic thinking and problem solving skills of primary school pupils. Educ Inf Technol 22, 1133–1147 (2017). https://doi.org/10.1007/s10639-016-9478-9

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10639-016-9478-9

Keywords