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Integrating computational thinking, game design, and design thinking: a scoping review on trends, applications, and implications for education

Author

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  • Chih-Hung Wu

    (National Taichung University of Education)

  • Yu-Cheng Chien

    (National Chin-Yi University of Technology)

  • Mei-Tzu Chou

    (National Taichung University of Education)

  • Yueh-Min Huang

    (National Cheng Kung University)

Abstract

This study integrated the fields of computational thinking (CT), game design, and design thinking through a scoping review, exploring their research development trends, as well as their applications and implications for education. A scoping review of game-design-based learning in CT literature was conducted, with a focus on technology-enhanced learning and high-impact factor journals published in the ScienceDirect (SDOS) and ISI Web of Science (ISI) databases. The study analyzed various factors, including different levels of education, development tools, game development task difficulty, length of learning tasks, cognitive and emotional measurement constructs in game design, research trends, and the status of CT skills. This study combined the concept of design-thinking process, integrating CT and game-based learning topics with design thinking, to propose a human-centered, innovative educational design process for CT and game-based learning. Future studies could further explore the effects of emotional aspects and differences in cognitive levels, as well as the emotional effects of various subject concepts or prior knowledge/experience, gender, national, or cultural differences. This study offers a comprehensive understanding of the trends and dynamics in the integration of CT, game design, and design thinking to facilitate continued research and advancements in the field of game-based learning for CT education.

Suggested Citation

  • Chih-Hung Wu & Yu-Cheng Chien & Mei-Tzu Chou & Yueh-Min Huang, 2025. "Integrating computational thinking, game design, and design thinking: a scoping review on trends, applications, and implications for education," Palgrave Communications, Palgrave Macmillan, vol. 12(1), pages 1-12, December.
    • Handle: RePEc:pal:palcom:v:12:y:2025:i:1:d:10.1057_s41599-025-04502-x
    DOI: 10.1057/s41599-025-04502-x
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    References listed on IDEAS

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    1. Chia-Chi Wang, 2024. "Using design thinking for interdisciplinary curriculum design and teaching: a case study in higher education," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-13, December.
    2. Claudio Giovanni Demartini & Luciano Sciascia & Andrea Bosso & Federico Manuri, 2024. "Artificial Intelligence Bringing Improvements to Adaptive Learning in Education: A Case Study," Sustainability, MDPI, vol. 16(3), pages 1-25, February.
    3. Constantinos P. Constantinou & Eliza Rybska, 2024. "Design principles for integrating science practices with conceptual understanding: an example from a digital learning environment on microbial resistance to antibiotics," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-12, December.
    4. Rogelio Apiquian & Rosa Elena Ulloa & Gamaliel Victoria & María Fernanda Gómez-Tello & Enrique Morales & Luis García-Covarrubias, 2020. "Standardization and validity of Chefmania, a video game designed as a cognitive screening test for children," Palgrave Communications, Palgrave Macmillan, vol. 7(1), pages 1-6, December.
    5. Bo Zhang & Lizbeth Goodman & Xiaoqing Gu, 2022. "Novel 3D Contextual Interactive Games on a Gamified Virtual Environment Support Cultural Learning Through Collaboration Among Intercultural Students," SAGE Open, , vol. 12(2), pages 21582440221, May.
    6. Doo-Hun Choi & Ghee-Young Noh, 2021. "The Impact of Presence on Learning Transfer Intention in Virtual Reality Simulation Game," SAGE Open, , vol. 11(3), pages 21582440211, August.
    7. Vance Kite & Soonhye Park & Eric Wiebe, 2021. "The Code-Centric Nature of Computational Thinking Education: A Review of Trends and Issues in Computational Thinking Education Research," SAGE Open, , vol. 11(2), pages 21582440211, May.
    8. SooJin Jun & SeonKwan Han & SooHwan Kim, 2017. "Effect of design-based learning on improving computational thinking," Behaviour and Information Technology, Taylor & Francis Journals, vol. 36(1), pages 43-53, January.
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