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Video Games and the Development of Computational Thinking

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Title: Video Games and the Development of Computational Thinking
Language: English
Authors: Mária Cujdíková, Ivan Kalaš
Source: Center for Educational Policy Studies Journal. 2025 15(4):111-136.
Availability: University of Ljubljana, Faculty of Education. University of Ljubljana Kardeljeva plošcad 16. Slovenia. Tel: +386-1-5892-344; e-mail: editors@cepsj.si; Web site: https://ojs.cepsj.si/index.php/cepsj/index
Peer Reviewed: Y
Page Count: 26
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Video Games, Computation, Thinking Skills, Young Adults, Skill Development, Role Playing, Problem Solving, Evaluation, Generalization, Abstract Reasoning
ISSN: 1855-9719
2232-2647
Abstract: For many, video games represent a popular form of entertainment. However, numerous research studies confirm that playing video games is a complex process with a significant educational component in addition to entertainment. Several researchers, including Papert and other authorities, have argued that we can learn a great deal about the learning process through video games, either by playing them ourselves or by observing others play and discussing the processes and thinking strategies involved. The present paper aims to explore the potential of commercial off-the-shelf video games, particularly with regard to developing computational thinking. Five games representing different genres were analysed using standard content analysis. The analysis was based partly on the researchers' own gameplay, but primarily on observing and interviewing other participants during their gameplay. Four experienced video game players, all adults aged between 26 and 32, were invited to join the study as part of a purposefully formed sample. They were observed while playing and engaged in conversations about their practices and thought processes. The goal was to identify cognitive processes perceived as intrinsically related to computational thinking. The findings support claims made by Papert and Gee, demonstrating that video games can significantly enhance our understanding of computational thinking itself. Based on the analysis, it was concluded that video games offer rich opportunities for the development of certain components of computational thinking, particularly algorithmic thinking, decomposition and evaluation, as well as generalisation and abstraction. The findings are primarily relevant to adult learners, but ideas for school-age students are also discussed. While considering these ideas, we noted another phenomenon that intriguingly aligns with our other area of research, that is, the development of structural thinking within school informatics.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1493760
Database: ERIC
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  Data: Video Games and the Development of Computational Thinking
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  Data: <searchLink fieldCode="AR" term="%22Mária+Cujdíková%22">Mária Cujdíková</searchLink><br /><searchLink fieldCode="AR" term="%22Ivan+Kalaš%22">Ivan Kalaš</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Center+for+Educational+Policy+Studies+Journal%22"><i>Center for Educational Policy Studies Journal</i></searchLink>. 2025 15(4):111-136.
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  Data: University of Ljubljana, Faculty of Education. University of Ljubljana Kardeljeva plošcad 16. Slovenia. Tel: +386-1-5892-344; e-mail: editors@cepsj.si; Web site: https://ojs.cepsj.si/index.php/cepsj/index
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  Data: For many, video games represent a popular form of entertainment. However, numerous research studies confirm that playing video games is a complex process with a significant educational component in addition to entertainment. Several researchers, including Papert and other authorities, have argued that we can learn a great deal about the learning process through video games, either by playing them ourselves or by observing others play and discussing the processes and thinking strategies involved. The present paper aims to explore the potential of commercial off-the-shelf video games, particularly with regard to developing computational thinking. Five games representing different genres were analysed using standard content analysis. The analysis was based partly on the researchers' own gameplay, but primarily on observing and interviewing other participants during their gameplay. Four experienced video game players, all adults aged between 26 and 32, were invited to join the study as part of a purposefully formed sample. They were observed while playing and engaged in conversations about their practices and thought processes. The goal was to identify cognitive processes perceived as intrinsically related to computational thinking. The findings support claims made by Papert and Gee, demonstrating that video games can significantly enhance our understanding of computational thinking itself. Based on the analysis, it was concluded that video games offer rich opportunities for the development of certain components of computational thinking, particularly algorithmic thinking, decomposition and evaluation, as well as generalisation and abstraction. The findings are primarily relevant to adult learners, but ideas for school-age students are also discussed. While considering these ideas, we noted another phenomenon that intriguingly aligns with our other area of research, that is, the development of structural thinking within school informatics.
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  Data: 2026
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      – Text: English
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        PageCount: 26
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      – SubjectFull: Computation
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      – SubjectFull: Thinking Skills
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      – SubjectFull: Young Adults
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      – SubjectFull: Role Playing
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      – SubjectFull: Abstract Reasoning
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      – TitleFull: Video Games and the Development of Computational Thinking
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