This study investigated the effect of two technology-enhanced learning methods (an adaptive educational computer game vs. a PowerPoint presentation with multimedia) on learners with different prior learning attitudes and knowledge regarding skills, conceptual knowledge, and overall knowledge of computational thinking (CT). Data from 70 students aged 11–12 were analysed using factorial multivariate analysis of covariance and analysis of covariance. Our findings revealed that while effective in fostering conceptual knowledge of CT (such as sequence, loop, and conditional), the conventional technology-enhanced learning approach falls short when it comes to promoting CT skills (such as pattern recognition and debugging). The game approach, however, could simultaneously promote CT skills and conceptual knowledge, leading to improvement in the overall knowledge of CT. Additional analysis showed that learners with different prior knowledge and learning attitudes made a higher improvement using the adaptive game in terms of skills, conceptual knowledge, and overall knowledge of CT, especially for medium and lower prior knowledge learners that did not have a very high prior learning attitude. Consequently, to promote CT in primary school students, educators can employ computer game approaches that not only can foster both skills and conceptual knowledge of CT but also more effectively assist students with lower prior learning attitudes and knowledge.

中文翻译：

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技术增强学习方法对具有不同先前学习态度和计算思维知识的学习者的影响

本研究调查了两种技术增强学习方法（自适应教育计算机游戏与多媒体 PowerPoint 演示文稿）对具有不同先前学习态度和有关技能、概念知识和计算思维 (CT) 整体知识的知识的学习者的影响. 使用协方差的因子多变量分析和协方差分析对来自 70 名 11-12 岁学生的数据进行了分析。我们的研究结果表明，虽然在培养 CT 的概念知识（如序列、循环和条件）方面很有效，但在提升 CT 技能（如模式识别和调试）方面，传统的技术增强学习方法存在不足。然而，游戏方法可以同时提升 CT 技能和概念知识，从而提高对 CT 的整体知识。进一步的分析表明，具有不同先验知识和学习态度的学习者使用自适应游戏在技能、概念知识和 CT 的整体知识方面取得了更高的进步，尤其是对于没有很高先验知识的中低先验知识的学习者学习态度。因此，为了在小学生中推广 CT，教育工作者可以采用计算机游戏方法，不仅可以培养 CT 的技能和概念知识，而且更有效地帮助先前学习态度和知识较低的学生。和 CT 的整体知识，特别是对于先前学习态度不高的中低级先验知识学习者。因此，为了在小学生中推广 CT，教育工作者可以采用计算机游戏方法，不仅可以培养 CT 的技能和概念知识，而且更有效地帮助先前学习态度和知识较低的学生。和 CT 的整体知识，特别是对于先前学习态度不高的中低级先验知识学习者。因此，为了在小学生中推广 CT，教育工作者可以采用计算机游戏方法，不仅可以培养 CT 的技能和概念知识，而且更有效地帮助先前学习态度和知识较低的学生。