This article builds on prior work that aims to measure computational learning (CL) during middle school. Since game computational sophistication (GCS) has been used as a proxy for a student’s engagement in CL we build on their model to more completely describe the relationship between different types of building blocks of computer games and GCS. In doing so, we present a single quantitative measurement for GCS. Our model, called GCS 2.0 , has face validity for 39 games, each programmed by a pair of middle school children. We choose four of these games, two with high GCS and two with low GCS, and discuss the computational building blocks found in each game. We do this to help the reader better understand our measurement of GCS and its relationship to CL.

中文翻译：

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儿童编程游戏的计算复杂性

本文建立在旨在衡量中学期间计算学习 (CL) 的先前工作的基础上。由于游戏计算复杂性 (GCS) 已被用作学生参与 CL 的代理，我们在他们的模型上构建以更完整地描述不同类型的计算机游戏构建块与 GCS 之间的关系。为此，我们提出了 GCS 的单一定量测量。我们的模型，称为地面站 2.0，对 39 个游戏具有面部有效性，每个游戏由一对中学生编写。我们选择其中四个游戏，两个具有高 GCS 和两个具有低 GCS，并讨论每个游戏中的计算构建块。我们这样做是为了帮助读者更好地理解我们对 GCS 的测量及其与 CL 的关系。