Collaborative Modding of a Simulation Game: An Approach to the Development of Computational Thinking

The development of Computational Thinking is usually associated with solving closed coding exercises and quizzes. However, most of these approaches focus on teaching fragmented programming knowledge without enabling students to access and develop computational practices such as abstraction, pattern recognition and generalization, which are equally important for computational problem-solving. As a result, many students keep facing difficulties in describing and using these practices, even if they can successfully solve common programming tasks. This paper discusses game modification (modding) as a pedagogical approach to support students in exploring and expressing meanings about computational practices and concepts in an integrated context. In this approach, the game is seen as a complex system that incorporates powerful computational ideas and modding as a tool that makes these, otherwise complex, ideas accessible to students. The paper discusses the results of a design-based study with middle school students who played, evaluated and modified a simulation game in ChoiCo (Choices with Consequences) environment. The environment integrates three affordances for game design and modding: a) A map-based editor b) a database and c) block-based programming. The aim of the study was to investigate how construct meanings about computational thinking concepts and practices when they collaboratively modify the simulation game with the above affordances. The results indicate that game modding can provide a scaffold for students to gradually develop their understanding of computational practices and concepts. As students transformed from players to designers they discussed, changed and constructed increasingly complex modifications to the rules, the mechanics and the relations of the game system. During modding, they developed meanings about computational practices such as pattern recognition and abstraction and concepts such as conditionals and variables.