Scaffolding Executive Function in Game-Based Learning to Improve Productive Persistence and Computational Thinking in Neurodiverse Learners

• Published in: HCI in Games: Serious and Immersive Games Vol. 12790; pp. 155 - 172
• Main Authors: Almeda, Ma. Victoria, Asbell-Clarke, Jodi
• Format: Book Chapter
• Language: English
• Published: Switzerland Springer International Publishing AG 2021; Springer International Publishing
• Series: Lecture Notes in Computer Science
• Subjects: Computational Thinking; Executive function; Game-based learning; Neurodiverse learners; Productive persistence
• ISBN: 3030774139; 9783030774134
• ISSN: 0302-9743; 1611-3349
• DOI: 10.1007/978-3-030-77414-1_12

Computational Thinking (CT) and learning games both may have unique potential to engage a broad range of learners, including those with cognitively diverse needs. Many STEM interventions typically do not leverage the cognitive assets of learners [1] nor do these initiatives prioritize effective differentiated instruction and learning [2, 3]. The INFACT, Include Neurodiversity in Foundational and Applied Computational Thinking, project addresses this problem by leveraging two games, NumberFactory and Zoombinis, to build foundational CT practices in elementary and middle school learners. In this paper, we describe work in progress to design adaptive digital scaffolds that support a wide variety of learners’ Executive Function (EF) often associated with neurodiverse needs. Providing adaptive game environments through these embedded EF scaffolds may play a critical role in the ability of all learners to productively persist in the context of mathematical problem-solving and computational thinking.