Societal values in the simulation game triggered more disagreement, discussion and modification than scientific values, fostering critical CT practices¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students modified and discussed subjective societal values (e.g. joy, pleasure) more than scientifically grounded values, leading to CT practice development in a critical way. → Marianthi Grizioti 2025

Evidence¶

Marianthi Grizioti 2025¶

Marianthi Grizioti. (2025). Computational thinking beyond coding: exploring student computational practices while playing and modifying a socio-scientific simulation game with integrated computational tools. Education Tech Research Dev. https://doi.org/10.1007/s11423-025-10477-y

q2 · i? · qualitative · r3

Co-occurrence analysis of incidents coded against Salen and Zimmerman game elements, with the consequences-values code split into scientific and societal sub-codes. The article reports "societal values" triggered more disagreements and conversations leading to more modifications.

"The analysis showed that the "scientific values" were less modified or discussed by the students in the modding and design stages. In contrast, the "societal values" triggered more disagreements and conversations which in turn led to more modifications"

Discussion¶

Related Claims¶

• Different simulation game elements fostered different CT practices: abstraction and pattern recognition arose with choices, consequences and graphics, while event handling arose with end rules and internal relationships — related
• Integrated use of all three ChoiCo affordances (database, map editor, block-based programming) was associated with higher-level CT practices such as optimization and event handling — related
• Students implemented abstraction, pattern recognition and automation in new data- and system-related forms not captured by programming-centred CT frameworks — related
• Progressive engagement through the PFO model shifted students' reasoning about the game system from micro-level to macro-level abstraction — related