Evaluating Computational Thinking Based on Game-Based Learning: A Case Study on a Programming Course

Abstract

Technology has brought the biggest changes to education. Over the past few years, game-based learning has helped learners increase their interest in learning. But games are rarely included in higher education, especially in programming language courses. Programming has long been considered a difficult subject to get started in, and although teachers around the world are aware of the importance of computational thinking in solving programming problems, little research has been done on it. Based on the design-based research method and ADDIE model, this study proposes that teachers use game learning to carry out programming activities, and analyzes its impact on computational thinking ability. This study conducted educational intervention on first-year students majoring in software in Jiangxi Vocational College of Finance and Economics. The objective is to assess whether students can try to improve their teaching effectiveness by using a game-based learning style combined with computational thinking elements when they encounter programming difficulties.

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Chapter 4
DOI: 10.4018/979-8-3693-3124-8.ch004
ABSTRACT
Technology has brought the biggest changes to education. Over the past few years, game-based learning
has helped learners increase their interest in learning. But games are rarely included in higher education,
especially in programming language courses. Programming has long been considered a difficult subject
to get started in, and although teachers around the world are aware of the importance of computational
thinking in solving programming problems, little research has been done on it. Based on the design-based
research method and ADDIE model, this study proposes that teachers use game learning to carry out
programming activities, and analyzes its impact on computational thinking ability. This study conducted
educational intervention on first-year students majoring in software in Jiangxi Vocational College of
Finance and Economics. The objective is to assess whether students can try to improve their teaching
effectiveness by using a game-based learning style combined with computational thinking elements when
they encounter programming difficulties.
Evaluating Computational
Thinking Based on Game-
Based Learning:
A Case Study on a Programming Course
Ying He
https://orcid.org/0009-0005-6036-2892
Centre for Instructional Technology and Multimedia, Universiti Sains Malaysia, Malaysia
Wan Ahmad Jaafar Wan Yahaya
https://orcid.org/0000-0002-8605-0062
Centre for Instructional Technology and Multimedia, Universiti Sains Malaysia, Malaysia

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Evaluating Computational Thinking Based on Game-Based Learning
INTRODUCTION
Game-based learning (GBL) is a pedagogical approach that engages students with educational material
through games (Foster & Shah, 2020). It combines elements of gameplay and learning objectives to
encourage students’ interest in inquiry and experiential learning (Zeng, Parks, & Shang, 2020). GBL
as a teaching method aligns with constructivist learning theory (Ramli, Maat & Khalid, 2020), where
learning is an active social process and each learner has a unique perspective and mental model of how
the world works. Games allow students to: a) learn through iteration, b) observe and manipulate reac-
tions and dynamics in real-time, and c) receive continuous, expressive, low-risk feedback (Guan, Sun,
Hwang & Wang, 2022). While these features are not unique to GBL, they make well-designed games
valuable tools in active learning environments. (GBL)
Computational thinking is the skill of understanding concrete problems to develop robust solutions
(Rich & Ellsworth, 2019). Implementing computational thinking (CT) courses often emphasizes how
its novelty excites student interest, and what research shows (Kong et al., 2018). Students who are more
interested in programming are more likely than others to discover the meaning of programming(Kraft-
Terry & Kau, 2019), learn more about its impact, have a higher sense of programming self-efficacy,
and make students more actively engaged in programming (Luik & Lepp, 2021). This study developed
a game-based learning instructional design, using CT to teach programming courses to help teachers
train more problem-solving students and improve vocational students’ programming skills(Grover &
Pea, 2018). It also investigates how GBL versus CT methods relate to student motivation.
In 2016, the Ministry of Education of China released the “13th Five-Year Plan for Education in the
Information Age”, officially mentioning the promotion of interdisciplinary STEM education (Rich &
Ellsworth, 2019). Computational thinking is a critical component of STEM education, which empha-
sizes developing students’ problem-solving, logical reasoning, and creative thinking skills. To this end,
many schools have included computational thinking lessons and activities in their instructional programs
(Govender, 2022). Designers use programming tools and environments to expose students to coding.
However, the ability to solve problems is something that only some students can develop in a short period
or under the same conditions. Over the past few years, intensive research has shown that these difficulties
persist and that students need to be more interested in programming (Grover & Basu, 2017). For this
reason, digital games or computer games came into being(Barnett A. 2011). These games can reshape
coding skills in schools by motivating and educating all students, including girls and underrepresented
groups, about CT skills.
Instructional design models provide a framework for systematic teaching and learning, and since the
1950s, a variety of instructional conceptual models have emerged, of which ADDIE is one, which is
suitable for developing educational games and serves as a framework for the entire game development
process (Spatioti & Pange, 2022). The five stages of ADDIE are analysis, design, development, imple-
mentation, and evaluation. This model provides a cyclic instructional design system, and the evaluation
results of each stage will bring the instructional designer back to the previous step to improve and modify,
and finally form a summative instructional evaluation (Schuldt & Niegemann, 2021).
The first stage of ADDIE is the analytical stage, which requires the researcher to collect more data
about the target recipient’s understanding, abilities, or attitudes to achieve what needs to be taught to
achieve learning, in which the student’s teaching problems, teaching environment, and current skills
are pointed out (Ramly & Mohd Said, 2022). Information can be collected during the analysis through
focus groups, one-on-one interviews, distributed questionnaires or surveys, expert consensus, mixed

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Evaluating Computational Thinking Based on Game-Based Learning
qualitative and quantitative, etc. (Hidayanto & Kusnendar, 2017). This study designed a set of demand
analysis questionnaires, such as students’ problems in learning computer programming, the relevance
of games in the curriculum, and the types of games included in games.
The second phase of ADDIE is design, which requires the use of data collected in the analysis phase
to create a curriculum (Ramly & Mohd Said, 2022) that includes identifying the teaching process,
learning objectives, assessment methods, preparation and testing, and developing materials to identify
media types (Widyastuti, 2019). Educators must develop strategies for graphic and technological design,
implement educational policies based on intended behavioral consequences, create user interfaces and
experiences, and improve visual appearance (Ghani & Yusof, 2022). This study employs games as a
learning tool, so the principles of play must be adopted to ensure that games are well-developed and fit
for teaching purposes. The study adopts the play-based learning principles proposed by (Adipat, 2021),
emphasizing five principles: goal, challenge, feedback, fantasy, and sensory stimulation.
The third stage of ADDIE is development, which requires teachers to use all design process data to
create planned curriculum materials (Ramly & Mohd Said, 2022) and then coordinate and implement
multiple developed patterns. Different tests are then conducted to find errors, the course is updated based
on the suggestions and evaluations received (Adipat, 2021), then a new round of testing is implemented
through expected participants and updated course content practices, and finally the entire process is im-
proved and refined (Adipat, 2021). In this study, the game development process required a smartphone,
a laptop, a microphone, and a hard drive.
The fourth stage of ADDIE is implementation and requires teachers, learners, and a suitable teaching
environment (Adriani & Triono, 2020). The teacher should understand and be familiar with the course
content before the course begins. Learners should acquire the necessary resources, equipment, and re-
serves of knowledge to complete their learning tasks more effectively. In this case, implementation occurs
before the material is provided to the target participant to confirm that all functions are working properly.
The fifth stage of ADDIE is assessment, and each stage should be reviewed by educators to ensure
that instructional design and content meet goals(Addie Curriculum Model 2016). There are two dif-
ferent evaluation methods in this stage: formative evaluation and summative evaluation. Formative
assessments occur at each level of ADDIE’s instructional design model and are used to review ongoing
processes (Widyastuti & Susiana, 2019a), summative assessments are required to evaluate reference
items, instructional curriculum objectives, and student input in specific areas. The summative assess-
ment facilitates a better grasp of student performance and the utility of design features at the end of the
course (Shelton & Saltsman, n.d.).
In exploring the impact of game-based learning in programming courses on computational thinking
skills, we begin by reviewing relevant research and theoretical foundations. This not only helps us to un-
derstand the existing knowledge framework but also provides the necessary background for our research,
pointing out research gaps and potential research directions. Therefore, the next section will delve into
the current literature to explore the application of game-based learning in programming education and
its potential impact on the development of students’ computational thinking skills.
LITERATURE REVIEW
Students who learn programming struggle with syntactic, conceptual, and strategic knowledge and often
lack motivation to learn, leading to low grades and high dropout rates (Rodrigues & Brancher, 2019). To

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Evaluating Computational Thinking Based on Game-Based Learning
improve the motivation of learning programming, recent studies began to explore game-based learning
(Bai & Huang, 2020), that is, adding game elements to change the learning process (19). (Rodrigues &
Isotani, 2021) Literature selected 19 undergraduate students of the algorithm class. The study measured
their learning outcomes, intrinsic motivation, and the number of tests completed, and found that game-
based learning positively affected learning primarily through intrinsic motivation, intervention duration,
and the learner’s familiarity with programming.
Teaching in a motivational way in programming classes has always been a great concern for teachers,
and incorporating game elements into classroom teaching can improve learners’ motivation (Papadakis,
2020). In game-based learning, typical game elements (i.e., scoreboards, mechanics, points, badges, etc.)
are incorporated to motivate and engage students to achieve specific learning goals. According to the
research, the main factors affecting students’ motivation to learn programming are poor teaching methods,
low levels of interaction between teachers and students, and lack of interest in learning (Ozguzel, 2020).
DeleAyjayi et al. (2019) show that GBL helps to stimulate students’ interest in programming and that
incorporating the game design principles of GBL can provide an effective way to engage and motivate
students to take programming courses(Huang & Lo, 2019).
The integration of computational thinking (CT) into programming courses has been the focus of
recent research, but there has been little research on how to successfully develop students’ CT skills and
improve student performance in programming courses (Rich & Ellsworth, 2019). Researchers consider
CT to be a set of problem-solving skills that require students, and CT skills include abstraction, decom-
position, algorithmic thinking, assessment, and generalization (Grover & Basu, 2017). To gain CT skills
and improve programming ability through a game-based approach, it is important to distinguish between
game design and gameplay, Sung & Black (2017) argue that teachers can choose games that suit their
classroom needs and goals during the game design process. They wrote three main game genres: action
games (such as mazes, battles, and platforms), strategy games (such as adventures), and hybrid games
(such as real-time adventures and simulations). Silander & Hakkarainen(2022) argued that games should
provide students with clear educational goals and learning outcomes, an immersive environment, and fun
scenarios that can enable them to have a higher sense of programming self-efficacy. And make students
more actively involved in programming (Kezar & Kitchen, 2020).
Whether in computer programming classes or other disciplines, there are ways to measure compu-
tational thinking knowledge, such as: In a study exploring the impact of a 13-week algorithm-based
education course on 24 preservice teachers, Turker & Pala (2020) used the Computational Thinking
Skills Scale (CTSS, from Korucu, Gencturk, and Gundogdu, 2017), These include creativity in compu-
tational thinking, algorithmic thinking, collaboration, critical thinking, and problem-solving skills(Durak
& Saritepeci, (2018). Susters (2020) reported on a paper and pencil-based assessment of computational
thinking knowledge to measure the effects of a summer Extended Institute providing computer program-
ming training to secondary school mathematics teachers (n=22). However, there are also examples of
observing and subjectively classifying computer programming processes and narratives (Butler & Leahy,
2021). These methods provide the basis for in-situ observation and subsequent qualitative analysis of
programming activities constructed by computational thinking such as problem deconstruction, abstrac-
tion, pattern recognition, and algorithmic thinking(Selby & Woollard, 2013).
Keller created the ARCS (Attention, Relevance, Confidence, Satisfaction) motivation model, which
can answer questions such as what kind of motivation strategies to use and how to design motivation
strategies in classroom teaching. As well as questions such as what factors influence students’ motivation
(Keller, 2010), the four categories of the model cover the main factors that influence learning motivation,

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Evaluating Computational Thinking Based on Game-Based Learning
including characteristics such as curiosity and seeking feelings from activity practice. Santana et al. used
an IMMS questionnaire based on the ARCS model to measure students’ motivation and positively influ-
ence students’ motivation through activities with increased difficulty and immediate feedback (Santana
& Bittencourt, 2018). In a case study of a PBL-based approach to teaching object-oriented program-
ming in a CS2 course (Souza & Bittencourt, 2021), Ribeiro and colleagues used IMMS questionnaires
to assess students’ motivation levels and concluded that question design, as well as students’ intrinsic
motivation, influenced motivation outcomes.
Stiller and Schworm (2019) argue that women learn independently, while men see digital games as a
medium for social and skill development. This explains why men are more willing to engage in numbers-
based learning, with a higher sense of engagement and motivation. Haruna and Hosseini (2023) argue
that learning based on number games produces better learning outcomes regardless of the gender of the
learner. Yang (2021) believes people’s attitude towards digital game-based learning is positive; There
was no significant difference in academic performance between the sexes.
This research builds upon existing studies by delving into the efficacy of game-based learning in
programming education, specifically focusing on how distinct game elements like scoreboards and badges
enhance student motivation and learning outcomes. It addresses the gap in the literature regarding effec-
tive methods for developing computational thinking (CT) skills, proposing game-based approaches as
practical strategies for integrating CT into programming curricula. Furthermore, by applying the ARCS
motivation model to game-based learning environments, this study offers new insights into customizing
motivational strategies for programming education. It also challenges prevailing notions about gender
differences in digital game-based learning, suggesting that such approaches could equalize learning out-
comes across genders. The research advocates for further methodological clarity, comparative analysis
between traditional and game-based learning methods, longitudinal studies on game-based learning’s
long-term effects, and consideration of cultural and contextual factors to enhance the educational strate-
gies for diverse student populations, thereby extending and challenging existing knowledge in these areas.
The literature review reveals the potential of game-based learning to enhance students’ computational
thinking and its application in programming education. Despite this, existing research often lacks in-depth
exploration of the effectiveness of specific teaching strategies. To fill this research gap, we designed a
case study to assess the impact of specific game-based learning interventions on students’ computational
thinking skills. The following sections will discuss the research problem statement, research objectives,
and research hypotheses, and introduce our research methodology, including participant selection, data
collection, and analysis procedures.
PROBLEM STATEMENT
Motivation significantly affects student success in programming courses, and low motivation can hinder
learning and make it difficult for students to master programming concepts (Jenkins & Mendes,2002).
Both internal and external motivations are key to learning to program effectively (Souza & Bittencourt,
2019). As an active learning method, GBL emphasizes the active participation of students and has the
potential to motivate students’ intrinsic motivation (Asniza & Nooraida, 2021). Moreover, integrating
computational thinking in GBL can improve students’ interest, initiative, and numeracy (Agbo, Oyelere
& Laine, 2021). Participation in programming courses involves a variety of responses such as psychologi-
cal, cognitive, emotional, and behavioral aspects (Yang & Hong, 2021). Traditional teaching methods

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Evaluating Computational Thinking Based on Game-Based Learning
may not adequately address the boredom and complexity of programming courses, leading to student
frustration (Luxton-Reilly, Simon & Szabo, 2018). Game-based learning combined with computational
thinking not only improves students’ interest and initiative but also improves their computational thinking
ability, thus providing a foundation for programming problem-solving (Agbo, Oyelere & Laine, 2021).
This study aimed to investigate whether gameplay is effective in promoting the learning of CT skills and
whether CT skills affect students’ perceived motivation in programming courses.
I have spent 11 years teaching computer programming and have developed a deep understanding of
the challenges and dynamic teaching of this subject. To further study the teaching effectiveness of Java
programming, I interviewed 4 Java online course team teachers from Jiangxi Vocational College of
Finance and Economics. This interview involves four aspects: teaching methods and strategies, student
motivation, computational thinking, and game-based learning. Thus, we can fully understand the reasons
why students do not invest in class, like to play games in class, and lack interest in teaching content.
Inspire some students who are not only interested in games but also have programming potential to learn
programming better.
Through structured interviews, I found that trying to hold students’ attention and keep them inter-
ested in the programming course was a major challenge, and addressing the delivery of content to make
it more engaging was a key issue. The research approach presented in this study aims to improve the
teaching quality of programming courses by addressing the challenges faced, especially in engaging
students with a gaming bent. Programming teachers adopt a variety of methods and strategies, such as
game-based learning elements and flexible teaching materials resources, which play an important role
Table 1. Semi-structured interview of programming teacher teaching
Topic Interview Questions Interview Answers
Java programming
teaching methods and
strategies
1. What teaching methods
do you usually use to teach
programming?
I mainly use a project-oriented teaching approach where students learn
programming through real projects. I also tend to use problem solving and
experimental learning to encourage students to actively think and try new
programming concepts.
Motivation
2. How to stimulate students’
interest and motivation in
programming?
I think it’s important to stimulate students’ interest and motivation. I
try to connect programming to real problems and applications so that
students can see the practical value of programming. In addition, I often
use challenging projects and tasks to stimulate their curiosity and sense of
competition. Game-based learning elements are also used to increase the
sense of fun and reward.
Computational Thinking
3. How do you help students
develop computational thinking
skills in programming courses?
I think computational thinking is so important that I incorporate it into
my teaching. I encourage students to solve complex problems, break down
tasks, recognize patterns, and build abstract concepts. Programming tasks
and experiments often require students to think about different aspects of a
problem, developing their computational thinking skills.
GBL teaching methods 4. Have you ever tried GBL
teaching methods?
Yes, I have introduced some game-based learning elements into
my teaching, such as programming challenges, point systems, and
leaderboards. These elements increase student engagement because they
feel competitive and accomplished. I also designed some game-related
programming projects, such as creating simple game apps, to attract
students.
Teaching materials and
resources
5. What types of textbooks
and resources do you usually
use to support programming
teaching?
I use many types of textbooks and resources, including textbooks, online
tutorials, programming tools, and open-source projects.

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Evaluating Computational Thinking Based on Game-Based Learning
in the teaching process. The cultivation of computational thinking and connection to practical problems
are also key factors that help students better understand and apply programming concepts. I am happy to
use my extensive teaching experience to provide valuable insight into disconnect between the interests
of students learning programming and what is being taught.
RESEARCH OBJECTIVES
The main purpose of this study is to analyze the effect of game-based learning on computational think-
ing skills and improve students’ perceived motivation in programming classes. This purpose led to the
following research objectives:
• Developing game-based learning courseware: Based on game-based learning Computational
Thinking (GBL + CT) model as a teaching strategy.
• To explore the effect of the GBL + CT model on students’ motivation before and after game-based
teaching.
• To explore the influence of (GBL + CT) mode on students’ computational thinking before and
after game-based teaching.
RESEARCH HYPOTHESIS
Based on the effect of the GBL + CT teaching strategy on students’ motivation as the proposed research
objective, it is necessary to analyze whether the GBL + CT teaching strategy has a significant impact
on students’ motivation. Therefore, the following research hypotheses are obtained:
• H01: GBL + CT teaching strategy has a significant influence on students’ motivation.
• H02: GBL + CT teaching strategy has no significant effect on students’ motivation.
• H11: GBL + CT model teaching strategy has a significant impact on students’ computational
thinking.
• H12: GBL + CT teaching strategy has no significant effect on students’ computational thinking.
CONCEPTUAL FRAMEWORK
In this study, computer thinking (CT) is integrated into teaching with game-based learning elements,
and the teaching design follows the ADDIE model (analysis, design, development, implementation,
evaluation) to ensure the effectiveness and systematic of the teaching process. The first is the analysis
phase. Define specific learning content related to game-based learning elements and CT, and under-
stand students’ existing CT knowledge, skills, and learning environment. Second, is the design phase.
Develop a structured curriculum that integrates CT concepts and game-based learning elements to
create challenges, puzzles, or scenarios related to CT concepts in the game. Third, is the development
phase. Develop game content and support resources, and test and refine development principles before
implementation. Fourth, is the implementation phase. Teachers effectively use game-based learning

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Evaluating Computational Thinking Based on Game-Based Learning
elements in CT teaching, guide students to carry out game-based learning activities, and encourage
students to solve programming problems. Fifth, is the evaluation phase. Evaluate students’ participation
in game-based learning integrated CT courses and improve the game-based learning CT teaching model
from students’ performance and feedback. This process combines the teaching of computational think-
ing with game-based learning elements within the systems framework of the ADDIE model, ensuring a
structured and iterative approach to improving CT skills through engaging and interactive experiences.
The conceptual framework is shown in Figure 1.
METHODOLOGY
A deductive approach will be adopted in this study, and the basic principle of using this approach is that
this study will adopt a quantitative research approach, as it will focus on quantifiable data. Moreover, in
this study, the authors will move from the general to the special and test the already established theories
(Sim & Kingstone, 2018). In addition, this study will help with quantitative measurements to examine
responses by establishing associations between different variables, moderating event occurrence, and
assessing predictability (Gorman & Johnson, 2013). This method deals with reliability and validity
measurement effectively and has certain practical value.
Research Design
The main model developed in this stage is the ADDIE model, which consists of five stages, analysis,
design, development, implementation, and evaluation (Zhao & Muntean, 2022). Using the ADDIE model,
Figure 1. Conceptual framework

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Evaluating Computational Thinking Based on Game-Based Learning
the development process of game learning media based on Intellibox(a kind of game development engine)
integrated into CT is realized. Seek to create effective products for the learning process through research
(Atikah & Syarifuddin, 2021). This study invited experts in the field of materials, media, and evaluation
to validate the learning media product scenario 1 produced in the development phase, selected from
lecturers at a university in southern China who are experts in the field of Java basic thematic materials,
experts in the field of learning media, and experts in the field of learning evaluation, who have at least a
master’s degree in the field. The results of expert validation will be used to improve the learning media
product in Scenario 1 so that it can be made into Scenario 2. To investigate the effectiveness of the new
learning model/method through the experiment of Option 2.
Study Population and Sample
The participants of this study were 91 first-year students from Jiangxi Vocational College of Finance and
Economics, majoring in Software Technology, who had no programming experience. The students were
selected by sampling method and experimented with the designed scheme 2 learning media products
(Khan & Sajjad, 2021). For the quantitative data of students before and after testing, the T-test analysis
method was adopted to study and investigate the effect of GBL integrated into CT Java programming
teaching on students’ motivation.
Study Variables and Data Collection
The independent variables of this study include game-based learning (GBL) and computational
thinking (CT), and the independent dependent variable is learning motivation. In this study, data
will be collected from students majoring in software technology at Jiangxi Vocational College of
Finance and Economics in China through a questionnaire survey (Asmus & Radocy, 2017). The
questionnaire will be based on Keller’s IMMS and Korkmax’s CTS, and data will be collected
from 91 respondents, as the more significant the sample size, the more accurate the results will
be (Render & Stair, 2016).
Analysis
The analysis phase is to understand the learning environment, including the curriculum, learning objec-
tives, students, and the school’s infrastructure and facilities (Fatchurahman et al., 2022). Course analysis
shows that the learning media must be consistent with the content of Java programming basic course
materials for freshmen majoring in software technology at a university in southern China in 2023, fo-
cusing on learning the content of Chapter 4 Process Control. Adapting the learning objectives to this
content enables the learning media to support the achievement of the set learning objectives. Student
analysis shows that students’ learning responses are more positive and enthusiastic when teachers use
learning media (Lathifah et al., 2023; O’Grady-Jones & Grant, 2023; Syahidi et al., 2019). When there
is an interactive element of play in the learning, they are more likely to understand the material and be
interested in learning. Therefore, the use of digital game-based learning media based on Intellibox is in
line with students’ preferences and needs and can increase students’ motivation and active participation
in the learning process (Fakhriyah & Mardapi, 2019).

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Evaluating Computational Thinking Based on Game-Based Learning
Design
After the analysis of school selection and material selection needs, the next step is to plan the research
and development of educational game application learning products integrated into CT(Román-González
& Jiménez-Fernández, 2017). The specific steps are as follows(Zichermann & Cunningham, 2011): (1)
During the research and development of game application media, take Java programming basic materi-
als as guidance, and collect learning resources related to Java programming process control. Learning
resources can be obtained from textbooks or the Internet. (2) Organize and select Java programming flow
control teaching materials from various learning resources to make them relevant and accurate. (3) A
simple conceptual map of the Java programming base materials that will be used for media development.
(4) Design the design or layout of Java programming basic material display in line with the development
and characteristics of college students. (5) Prepare materials needed for media development. (6) The
produced teaching materials are verified by experts, i.e., 2 instructors and 1 Java programming teacher.
(7) Evaluation in the form of questionnaire survey.
Development
In the introduction scene, there are titles, animated pictures, and colored backgrounds, which can attract
students’ attention(Piteira & Haddad, 2011). ENGAGE is an immersive game learning environment with
two modes of play, a 3D perspective environment and a visual programming environment. ENGAGE
uses INTELLIBLOX to integrate computational challenges into a rich world of stories (Taylor,2019) and
aims to develop students’ computational thinking skills (Min, 2019). Students who participate in game
learning believe that multimedia based learning media products developed by researchers can be used
to assist the learning process. The program displays results from educational game application materials
about flow control based on Intellibox-based Java programming(Khan & Sajjad, 2021). As shown in
Figure 1: The ENGAGE game is a 3D racing game in which the player controls the movement of the car.
Along the way, the player must solve many street references and wheel rolling problems, wheel rolling
and changing direction related to programmed flow control(Tsarava & Ninaus, 2017).
Implementation
The implementation phase is the final stage of developing the game learning media integrated into CT.
The implementation of game learning is the process of providing students with the means to use games
to complete the learning process. The research team installed the software needed to access the game
environment and create student accounts. Teachers need to introduce the gameplay of teaching games, and
students’ experience, achievements and communication ability in game learning will promote students
to solve problems by means of computational thinking. After the completion of the 4-week game-based
learning programming teaching, 91 students need to complete the questionnaire, which will be designed
according to the IMMC and CTS scales. The predicted results will use SPSS26.0 and Microsoft Excel to
quantify the data of students’ pre-teaching and post-teaching tests, and then conduct paired sample T test
to verify whether GBL+CT teaching mode will have a significant positive impact on students’ learning
motivation. In the implementation process, experts are required to participate in the verification. Ac-
cording to their professional experience and the results of the questionnaire, the experts comprehensively
analyze and give feedback, so as to improve the learning media products and scenarios.

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Evaluating Computational Thinking Based on Game-Based Learning
Evaluation
This study design based on a Likert Scale (Likert Scale) of gaming learning Motivation (Instructional
Materials Motivation Survey, IMMS) (Sung & Black, 2017) and game-based learning Computational
Thinking Self-efficacy (Fawns-Ritchie, 2020), the main purpose of which is to assess students’ moti-
vation for game-based learning environments and confidence in their ability to apply computational
thinking in game-based learning environments, and to collect respondents’ attitudes or feelings about a
certain issue or statement. There are usually several levels and relative scores (1-5), such as “strongly
agree,” “agree,” “neutral,” “disagree,” and “strongly disagree.” The CT-integrated game learning media
developed in this study is designed to test the learning motivation of software technology majors in four
dimensions, including attention, relevance, confidence and satisfaction. Each dimension has 3, 3, 3 and 3
questions respectively. The effectiveness of computational thinking ability of software technology major
students is tested from three dimensions: understanding of computational thinking, algorithm concept
and algorithm application. Each dimension has 8, 11 and 7 questions respectively.
Data Analysis
The data of this study were obtained based on the way students participated in the GBL+CT teaching
strategy pre - and post-test according to the above design. The sample size consisted of 91 participants.
The organization analyzed the mean and standard deviation of students’ motivation and computational
thinking, and conducted T-test on GBL+CT pre-teaching and post-teaching test data. Table 3 shows the
T-test results of GBL+CT pre-teaching and post-teaching test on learning motivation and computational
thinking (Papastergiou, 2009). It can be seen from the experimental results that, The pretest variable
based on motivation and computational thinking self-efficacy was paired with the posttest variable, and
the significance P-value was 0.000***, showing a level of significance. Therefore, H02 and H12, and
Figure 2. Screenshot of the ENGAGE game-based learning environment

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Evaluating Computational Thinking Based on Game-Based Learning
H01 and H11 can be excluded, and experimental teaching strategies have significant effects on students’
motivation and computational thinking self-efficacy.
RESULT AND DISCUSSION
Through a real case study, this paper explores the practical application of game-based learning (GBL)
in programming education and its impact on the development of computational thinking (CT) ability.
The case study not only reveals the specific impact of integrating game-based learning strategies with
programming teaching but also provides real insight into the challenges and opportunities of implemen-
tation, thus providing valuable practical lessons for educators. This research provides unique insights
into the field of GBL and CT education, enhances the originality and theoretical contributions of the
work, and brings new knowledge and understanding to the academic and practical communities. The
study highlights the role of games in interactive learning environments and how these technologies can
facilitate personalized learning. In addition, the study highlights the importance of integrating computa-
tional thinking with programming subject content and developing the ADDIE Assessment methodology
(R & D) to comprehensively assess students’ CT skills. In keeping with these trends and technological
advances, it is recommended to incorporate emerging technologies into game design, strengthen social
learning elements, and develop interdisciplinary programs to improve students’ learning motivation and
computational thinking skills.
CONCLUSION
This study will design the practical effects of game-based learning based teaching activity design in
college programming classroom teaching (Yildiz & GIC ¼nd ¼z, 2020). In this study, China’s Jiangxi
Vocational College of Finance and Economics will be selected to carry out a specific experimental
study, and 91 participants from the software technology major of the College of Information Engineer-
ing will be selected for the study, and the paired T-test research method will be used to verify whether
BGL+CT teaching strategy has a significant impact on students’ motivation and computational thinking
(Xia, 2020). The evaluation activities of programming classroom teaching based on game-based teach-
Table 2. Paired samples T-test student motivation and CT self-efficiency pre-test and post-test
Dimensional Mean Std Dev t p Cohen’s d
Student motivation
Pretest
Posttest
Pretest-posttest Paired
2.108
3.366
-1.258
0.930
1.020
1.306
-9.190 0.000*** 0.963
CT self-efficiency
Pretest
Posttest
Pretest-posttest Paired
2.163
3.368
-1.205
0.943
0.966
1.238
-9.471 0.000*** 0.973

68
Evaluating Computational Thinking Based on Game-Based Learning
ing can solve the problems of non-two-way interaction among students, incomplete feedback, untimely
and inefficient, stimulate learning motivation, improve classroom interaction, and help teachers adjust
teaching progress according to students’ real-time and accurate feedback information, improve classroom
teaching evaluation methods and improve the quality of classroom education.
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