How Non-CS preservice teachers conceptualize and engage with computational thinking through 3D game design: Insights from an XR-enhanced maker experience
This study explored how low-threshold, XR-enhanced maker environments can support preservice teachers’ (PSTs) engagement with computational thinking (CT) practices and perceptions. Using a scaffolded, three-week module built around Roblox Studio, non–computer science PSTs engaged in iterative game d...
Saved in:
| Main Authors: | , , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Elsevier
2025-06-01
|
| Series: | Computers & Education: X Reality |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2949678025000078 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1850127648104120320 |
|---|---|
| author | Tugce Aldemir Jewoong Moon Ali Bicer Gyuri Byun Carlos Manrique Perez Vivek Sabanwar |
| author_facet | Tugce Aldemir Jewoong Moon Ali Bicer Gyuri Byun Carlos Manrique Perez Vivek Sabanwar |
| author_sort | Tugce Aldemir |
| collection | DOAJ |
| description | This study explored how low-threshold, XR-enhanced maker environments can support preservice teachers’ (PSTs) engagement with computational thinking (CT) practices and perceptions. Using a scaffolded, three-week module built around Roblox Studio, non–computer science PSTs engaged in iterative game design activities progressing from paper prototypes to storyboard rule maps and interactive 3D builds. Findings suggest that design tasks encouraged shifts from surface-level CT definitions to more applied reasoning, particularly in decomposition and algorithmic thinking during storyboard development. However, participants encountered new challenges during 3D implementation, including spatial logic demands and limited debugging fluency. Reflections highlighted frequent micro-debug cycles and collaboration as key supports, even when such processes were not fully visible in final artifacts. While many PSTs remained hesitant about coding, most recognized transferable skills—such as perseverance, creativity, and empathy—as relevant to their future teaching. These results highlight the promise and complexity of XR maker spaces as a bridge between conceptual CT understanding and authentic classroom application. Implications include the need for scaffolded supports targeting spatial reasoning, rule-system translation, and reflective design dispositions in CT-focused teacher education. |
| format | Article |
| id | doaj-art-bf2ae2fddaf44cbca1264482fa9bf6e0 |
| institution | OA Journals |
| issn | 2949-6780 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Computers & Education: X Reality |
| spelling | doaj-art-bf2ae2fddaf44cbca1264482fa9bf6e02025-08-20T02:33:38ZengElsevierComputers & Education: X Reality2949-67802025-06-01610009910.1016/j.cexr.2025.100099How Non-CS preservice teachers conceptualize and engage with computational thinking through 3D game design: Insights from an XR-enhanced maker experienceTugce Aldemir0Jewoong Moon1Ali Bicer2Gyuri Byun3Carlos Manrique Perez4Vivek Sabanwar5Department of Teaching, Learning and Culture, College of Education, Texas A&M University, USA; Corresponding author.Department of Educational Leadership, Policy, & Technology Studies, College of Education, The University of Alabama, USADepartment of Teaching, Learning and Culture, College of Education, Texas A&M University, USASeoul National University, South KoreaDepartment of Teaching, Learning and Culture, College of Education, Texas A&M University, USADepartment of Teaching, Learning and Culture, College of Education, Texas A&M University, USAThis study explored how low-threshold, XR-enhanced maker environments can support preservice teachers’ (PSTs) engagement with computational thinking (CT) practices and perceptions. Using a scaffolded, three-week module built around Roblox Studio, non–computer science PSTs engaged in iterative game design activities progressing from paper prototypes to storyboard rule maps and interactive 3D builds. Findings suggest that design tasks encouraged shifts from surface-level CT definitions to more applied reasoning, particularly in decomposition and algorithmic thinking during storyboard development. However, participants encountered new challenges during 3D implementation, including spatial logic demands and limited debugging fluency. Reflections highlighted frequent micro-debug cycles and collaboration as key supports, even when such processes were not fully visible in final artifacts. While many PSTs remained hesitant about coding, most recognized transferable skills—such as perseverance, creativity, and empathy—as relevant to their future teaching. These results highlight the promise and complexity of XR maker spaces as a bridge between conceptual CT understanding and authentic classroom application. Implications include the need for scaffolded supports targeting spatial reasoning, rule-system translation, and reflective design dispositions in CT-focused teacher education.http://www.sciencedirect.com/science/article/pii/S2949678025000078Constructionist gamingMaker educationExtended reality (XR)Preservice teachersComputational thinking |
| spellingShingle | Tugce Aldemir Jewoong Moon Ali Bicer Gyuri Byun Carlos Manrique Perez Vivek Sabanwar How Non-CS preservice teachers conceptualize and engage with computational thinking through 3D game design: Insights from an XR-enhanced maker experience Computers & Education: X Reality Constructionist gaming Maker education Extended reality (XR) Preservice teachers Computational thinking |
| title | How Non-CS preservice teachers conceptualize and engage with computational thinking through 3D game design: Insights from an XR-enhanced maker experience |
| title_full | How Non-CS preservice teachers conceptualize and engage with computational thinking through 3D game design: Insights from an XR-enhanced maker experience |
| title_fullStr | How Non-CS preservice teachers conceptualize and engage with computational thinking through 3D game design: Insights from an XR-enhanced maker experience |
| title_full_unstemmed | How Non-CS preservice teachers conceptualize and engage with computational thinking through 3D game design: Insights from an XR-enhanced maker experience |
| title_short | How Non-CS preservice teachers conceptualize and engage with computational thinking through 3D game design: Insights from an XR-enhanced maker experience |
| title_sort | how non cs preservice teachers conceptualize and engage with computational thinking through 3d game design insights from an xr enhanced maker experience |
| topic | Constructionist gaming Maker education Extended reality (XR) Preservice teachers Computational thinking |
| url | http://www.sciencedirect.com/science/article/pii/S2949678025000078 |
| work_keys_str_mv | AT tugcealdemir hownoncspreserviceteachersconceptualizeandengagewithcomputationalthinkingthrough3dgamedesigninsightsfromanxrenhancedmakerexperience AT jewoongmoon hownoncspreserviceteachersconceptualizeandengagewithcomputationalthinkingthrough3dgamedesigninsightsfromanxrenhancedmakerexperience AT alibicer hownoncspreserviceteachersconceptualizeandengagewithcomputationalthinkingthrough3dgamedesigninsightsfromanxrenhancedmakerexperience AT gyuribyun hownoncspreserviceteachersconceptualizeandengagewithcomputationalthinkingthrough3dgamedesigninsightsfromanxrenhancedmakerexperience AT carlosmanriqueperez hownoncspreserviceteachersconceptualizeandengagewithcomputationalthinkingthrough3dgamedesigninsightsfromanxrenhancedmakerexperience AT viveksabanwar hownoncspreserviceteachersconceptualizeandengagewithcomputationalthinkingthrough3dgamedesigninsightsfromanxrenhancedmakerexperience |