Persistence has been identified as a crucial quality of learning. However, it is hard to attain in online game‐based environments as the drive to progress in the game may influence the ability to achieve the learning goals. This study aimed to examine the associations between micro‐persistence, that is, the tendency to complete an individual task successfully, and task difficulty while acquiring computational thinking (CT). We further explored whether contextual or personal attributes better explain micro‐persistence. We analysed data of 111 school students who used the CodeMonkey platform. We took a learning analytics approach for analysing the platform's log files. We found that micro‐persistence is associated with task difficulty and that students who demonstrated an aptitude to learn new material are motivated to achieve the best solution. We also found that contextual variables better‐explained micro‐persistence than personal attributes. Encouraging micro‐persistence can improve CT acquisition and the learning processes involved.

中文翻译：

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在基于游戏的学习环境中进行计算思维习得的微观持久性和难度

坚持不懈被认为是学习的关键素质。但是，在基于在线游戏的环境中很难达到这一目标，因为游戏进展的动力可能会影响实现学习目标的能力。本研究旨在检验微观持久性（即成功完成单个任务的趋势）与在获得计算思维（CT）时的任务难度之间的关联。我们进一步探讨了上下文属性还是个人属性可以更好地解释微观持久性。我们分析了使用CodeMonkey平台的111名在校学生的数据。我们采用了一种学习分析方法来分析平台的日志文件。我们发现微观持久性与任务难度相关，并且表现出学习新材料的能力的学生会被激励去寻求最佳解决方案。我们还发现，上下文变量比个人属性更好地解释了微观持久性。鼓励微观持久性可以改善CT的获取和所涉及的学习过程。