Learning Analytics on the Gamified Assessment of Computational Thinking

Abstract

Learning Analytics (LA) can be applied to many aspects of learning. In particular, LA can be applied to ease the process of assessment as it can help teachers to understand the state and evolution of their students in order to intervene on their learning routes. In this chapter, we show the use of LA in the assessment of Computational Thinking (CT), understood as the set of thought processes involved in the use of computational agents (such as computers). This assessment process tends to be of high complexity for teachers, as it requires a high amount of trained human resources per student; and it may be cumbersome for students, due to the uncertainty that might be involved into the assessment objectives and the increase in anxiety levels presented during the assessment process. We created a gamified platform (called Hera) where students can participate in a gamified activity as part of the assessment established by the teacher. After this, the teacher can gain insight into their students by analyzing the resulting Learning Traces. The chapter shows the framework used for developing the assessment strategies used within the platform, an overview of the platform and the results of an experiment conducted with it on a real CT learning classroom using the popular programming tool ``Scratch''.