Suchergebnisse

This paper presents the results of a literature search and review focused on the integration of digital games into educational processes, specifically in primary schools. It briefly analyses around 78 papers reporting research carried out in a range of different countries and with a variety of educational objectives. The study confirms the increasing wealth of scientific studies dealing with game based learning and its implementation in formal educational contexts. This also holds true for primary education, which is at the core of this study. The review reveals that in this sector there is a predominance of papers that could be classified as theoretical or as position papers; only 78 out of more than 700 published papers surveyed actually reported concrete school experiences of any kind. Detailed analysis of this sub-group has highlighted some clues that may prove useful for interpreting the data as a whole and for reflecting on the current and future trends that they may indicate.

In recent years, many European countries have revised their statutory compulsory education curriculum, introducing basic Computer Science concepts. This has paved the way for the development of students' Computational Thinking (CT) skills. Further impetus in this direction is coming from the European Commission's Digital Education Action Plan 2021-2027, where quality Computing Education is a key element under the priority "Enhancing digital skills and competences for the digital transformation". Despite increasing uptake, a range of issues and challenges are emerging for the effective integration of CT skills in compulsory education. This report updates and extends findings from the 2016 CompuThink study, providing an updated overview in 22 EU Member States and eight non-EU countries. The study has gathered a wide range of evidence from a systematic literature review, a survey with representatives of Ministries of Education, two online consultation events, and through in-depth case studies in nine European countries involving semi-structured interviews (with experts, policy makers, school leaders, teachers) and focus groups (with students). The report discusses significant developments concerning the integration of CT skills in compulsory education in Europe between 2016 and 2021. It also provides a comprehensive summary of evidence, including eleven recommendations for policy and practice.