There are benefits to formalizing translational computer science (TCS) to complement traditional modes of computer science research, as has been done for translational medicine. TCS has the potential to accelerate the impact of computer science research overall.
The aim of this study was to assess the learning effectiveness and motivational appeal of a computer game for learning computer memory concepts, which was designed according to the curricular objectives and the subject matter of the Greek high school Computer Science (CS) curriculum, as compared to a similar application, encompassing identical learning objectives and content but lacking the gaming aspect. The study also investigated potential gender differences in the game’s learning effectiveness and motivational appeal. The sample was 88 students, who were randomly assigned to two groups, one of which used the gaming application (Group A, = 47) and the other one the non-gaming one (Group B, = 41). A Computer Memory Knowledge Test (CMKT) was used as the pretest and posttest. Students were also observed during the interventions. Furthermore, after the interventions, students’ views on the application they had used were elicited through a feedback questionnaire. Data analyses showed that the gaming approach was both more effective in promoting students’ knowledge of computer memory concepts and more motivational than the non-gaming approach. Despite boys’ greater involvement with, liking of and experience in computer gaming, and their greater initial computer memory knowledge, the learning gains that boys and girls achieved through the use of the game did not differ significantly, and the game was found to be equally motivational for boys and girls. The results suggest that within high school CS, educational computer games can be exploited as effective and motivational learning environments, regardless of students’ gender.
During previous decades, modern approaches to Operational Research (OR), Computation and Optimization have attracted a growing number of scientists, pedagogues, advisors, deciders and practitioners. Actually, very strong and smart (“intelligent”) computational techniques arose for handling a very large number of real-world challenges and crises, in particular, in relation with the main areas of optimization in theory and practical use. Those real problems are characterized by their tremendous non-convexity and complexity. In the communities of OR, Analytics and Computation worldwide, researchers and investigators from different fields, spectra, continents and regions have cooperated to find smart answers for those striking and urgent difficulties. Within that scientific global family, there are scholars from IFORS, its regional groupings and, inside of them, national OR societies and working groups. High increase of human population, feeling of being lonely or lost, problems with the fast process of “globalization”, related “losses” everywhere on the globe, illness, societal conflicts and wars, prove that the “Human Factor” ought to be considered and taken into account much more than in past eras by researchers, educators, leaders, engineers, officials, and also medical doctors, advisers and trainers. Important representations and incorporations of the “Human Factor” through Intelligence, Humanity and Humility should be hosted to a rising degree in the areas of OR, Analytics and Computation.
How second-grade students successfully integrated computational thinking (CT) approach in designing a puppy playground is discussed. CT is a fundamental skill for all and not just for computer scientists. It provides a basis for problem solving, for making evidence-based decisions, and for learning to code or create programs. Therefore, it is critical that all students across the K-12 continuum, including students in the early grades, to have opportunities to begin developing problem solving and computational thinking skills. In the 21st century, advancing CT in young children has become increasingly important. The Puppy Playground activity has demonstrated the importance to expose children to activities that can promote and support their CT engagement.