Teaching computational thinking in Saudi Arabian schools using smartphone apps

- Alenezi, Abdullah (orcid.org/0000-0003-0233-6838) (2024) Teaching computational thinking in Saudi Arabian schools using smartphone apps Information Technologies and Learning Tools, 5 (103). pp. 78-88. ISSN 2076-8184

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Abstract

This study investigates the efficacy of smartphone applications in teaching computational thinking to students in Saudi Arabian primary and secondary schools. Computational thinking, encompassing problem-solving, computational logic, and algorithmic thinking, is an essential skill in the modern world. The research assesses various educational apps that support the development of computational thinking and examines their integration into the Saudi curriculum. This study incorporates qualitative and quantitative research techniques to provide an inclusive perspective. Participants included primary and secondary school students from various schools in Saudi Arabia. The research employed pre- and post-tests for quantitative analysis and interviews and questionnaires for qualitative data. Quantitative results include pre- and post-tests of the students in computational thinking with the aid of co-varying with Computational thinking, while interviews and questionnaires with teachers and students offer qualitative data. Best-selling educational applications for ScratchJr, Lightbot, Cargo-Bot, and Kodable are compared concerning how efficiently they introduce programming ideas and encourage rational thinking. Results have suggested that smartphone applications have a positive influence on students’ computational skills. An enhanced standard is also noticed regarding the students’ aspects that involve problem analysis, identification of pattern, and formation of algorithm. The use of applications such as ScratchJr and Lightbot is justified regarding an application’s capacity to improve students’ motivation and willingness to learn computational concepts. Teachers indicate that their students have shown more concern and engagement mainly when the teacher integrates these apps. Hence, based on the findings of the study, it is evident that incorporating Smartphone applications into the curriculum will lead to a reforming change in the teaching approaches towards efficiency as well as feasibility of the learners. These findings are valuable for the Saudi context for policy and teaching enhancement, signaling the need to provide more resources in digital tools and invest in the professional development of teachers to capture the virtues of advanced technology in improving learners’ performance.

Item Type:	Article
Keywords:	computational thinking; smartphone applications; education technology.
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 00 Prolegomena. Fundamentals of knowledge and culture. Propaedeutics > 004 Computer science and technology. Computing. Data processing > 004.9 ІКТ ( Application-oriented computer-based techniques ) Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.02 General questions of didactics and method Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 373 Kinds of school providing general education
Divisions:	Institute for Digitalisation of Education > Generic resouse
Depositing User:	Алла 1 Алла Почтарьова
Date Deposited:	14 Jan 2025 12:29
Last Modified:	14 Jan 2025 12:29
URI:	https://lib.iitta.gov.ua/id/eprint/744173

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