Game-Based Learning with Alice 3 To Foster Computational Thinking: A Qualitative Study Based on Brennan and Resnick’s Framework
DOI:
https://doi.org/10.64780/jole.v1i1.34Keywords:
Alice 3, Brennan and Resnick Framework, Computational Thinking, Game-Based Learning, Vocational EducationAbstract
Background: The framework by Brennan and Resnick (2012), which conceptualizes CT into computational concepts, practices, and perspectives, provides a comprehensive structure for assessing CT development in learning contexts involving programming.
Aims: This study aims to (1) identify CT skills that can be acquired through GBL using Alice 3 based on Brennan and Resnick’s framework, and (2) explore how GBL can be implemented effectively to foster CT in vocational high school students.
Methods: A qualitative research design was employed involving six final-year students at a vocational high school in Indonesia. Data were collected through triangulated methods: systematic classroom observation, semi-structured interviews, and a Likert-scale questionnaire. The Alice 3 platform was used to support students in developing simple interactive games, serving as a context for CT exploration. Data were analyzed using thematic analysis aligned with the three dimensions of Brennan and Resnick’s CT framework.
Results: Findings revealed that students exhibited measurable improvements in all three dimensions of CT: computational concepts (e.g., sequences, loops, conditionals), practices (e.g., debugging, iterative refinement), and perspectives (e.g., expressing through computing, connecting ideas). The use of Alice 3 and the GBL approach created an engaging learning environment that encouraged experimentation, collaboration, and self-expression. Students also demonstrated increased motivation and awareness of computing as a creative and problem-solving tool.
Conclusion: Game-Based Learning, when supported by tools like Alice 3 and guided by the Brennan and Resnick framework, can effectively foster computational thinking among vocational high school students. The study highlights the relevance of integrating CT into non-computer science curricula through playful, student-centered learning experiences. This research offers valuable insights for educators seeking to implement CT-focused pedagogy in similar educational settings.
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