Browsing by Author "Ilic U."

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    Publication trends over 10 years of computational thinking research
    (Anadolu University, Faculty of Communication Sciences, 2018) Ilic U.; Haseski H.İ.; Tugtekin U.
    The current study aimed to review studies on computational thinking (CT) indexed in Web of Science (WOS) and ERIC databases. A thorough search in electronic databases revealed 96 studies on computational thinking which were published between 2006 and 2016. Studies were exposed to a quantitative content analysis through using an article control form developed by the researchers. Studies were summarized under several themes including the research purpose, design, methodology, sampling characteristics, data analysis, and main findings. The findings were reported using descriptive statistics to see the trends. It was observed that there was an increase in the number of CT studies in recent years, and these were mainly conducted in the field of computer sciences. In addition, CT studies were mostly published in journals in the field of Education and Instructional Technologies. Theoretical paradigm and literature review design were preferred more in previous studies. The most commonly used sampling method was the purposive sampling. It was also revealed that samples of previous CT studies were generally pre-college students. Written data collection tools and quantitative analysis were mostly used in reviewed papers. Findings mainly focused on CT skills. Based on current findings, recommendations and implications for further researches were provided. © 2018, Anadolu University, Faculty of Communication Sciences. All rights reserved.
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    An investigation of the data collection instruments developed to measure computational thinking
    (Vilnius University Institute of Data Science and Digital Technologies, 2019) Hasesk H.I.; Ilic U.
    The aim of the present study was to investigate the properties of paper-and-pencil data collection instruments developed to measure Computational Thinking (CT) based on several variables. Thus, keywords were identified and used in searches conducted in various databases. The outcomes of the search were analyzed based on the inclusion/exclusion criteria and 64 studies that focused on CT measurement were identified. Content analysis findings were classified under several themes. Based the present study findings, it was determined that the number of tools developed to measure CT demonstrated an increasing trend over time. Furthermore, it was found that the above-mentioned studies included mainly tests. Moreover, it was observed that the processes of ensuring validity and reliability were not clearly specified for more than half of the paper-and-pencil data collection instruments designed to measure CT. Based on the findings, several recommendations were presented for future studies and implementations in the related field. © 2019 Vilnius University.
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    Computational thinking in educational digital games: An assessment tool proposal
    (IGI Global, 2020) Ibrahim Haseski H.; Ilic U.; Tugtekin U.
    In our age, computational thinking is a required skill for the 21st century that guides individuals' systematic behavior towards resolving the problems they face. Today, it could be argued that one of the tools that could be used with the students to achieve this skill is the educational digital games. Literature review revealed no measurement tools that scrutinize the readiness levels of educational digital games for the students to achieve computational thinking skills. Thus, the present study aimed to develop a checklist to determine the competency of educational digital games in promoting the achievement of computational thinking skills determined by ISTE and CSTA (2011) by the students. It was considered that the developed measurement tool would facilitate the assessment of educational digital games for achievement of computational thinking skills and guide the designers. At the end of the study, recommendations for future research and applications are presented. © 2021 by IGI Global. All rights reserved.