Video games and the development of computational thinking

Čujdíková, Mária; Kalaš, Ivan

doi:10.25656/01:35135

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Article (journal) accessible via
URN: urn:nbn:de:0111-pedocs-351354
DOI: 10.25656/01:35135; 10.26529/cepsj.2124

Original Title	Video games and the development of computational thinking
Parallel title	Videoigre in razvoj računalniškega mišljenja
Authors	Čujdíková, Mária ; Kalaš, Ivan
Source	CEPS Journal 15 (2025) 4, S. 111-136
Document	full text (1.292 KB)
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Keywords (German)	Algorithmisches Denken; Entwicklung; Informatik; Informatikunterricht; Videospiel; Inhaltsanalyse; Umfrage; Qualitative Forschung; Empirische Untersuchung
sub-discipline	Empirical Educational Research Media Education
Document type	Article (journal)
ISSN	2232-2647; 1855-9719; 22322647; 18559719
Language	English
Year of creation	2025
review status	Peer-Reviewed
Abstract (English):	For many, video games represent a popular form of entertainment. However, numerous research studies confirm that playing video games is a complex process with a significant educational component in addition to entertainment. Several researchers, including Papert and other authorities, have argued that we can learn a great deal about the learning process through video games, either by playing them ourselves or by observing others play and discussing the processes and thinking strategies involved. The present paper aims to explore the potential of commercial off-the-shelf video games, particularly with regard to developing computational thinking. Five games representing different genres were analysed using standard content analysis. The analysis was based partly on the researchers' own gameplay, but primarily on observing and interviewing other participants during their gameplay. Four experienced video game players, all adults aged between 26 and 32, were invited to join the study as part of a purposefully formed sample. They were observed while playing and engaged in conversations about their practices and thought processes. The goal was to identify cognitive processes perceived as intrinsically related to computational thinking. The findings support claims made by Papert and Gee, demonstrating that video games can significantly enhance our understanding of computational thinking itself. Based on the analysis, it was concluded that video games offer rich opportunities for the development of certain components of computational thinking, particularly algorithmic thinking, decomposition and evaluation, as well as generalisation and abstraction. The findings are primarily relevant to adult learners, but ideas for school-age students are also discussed. While considering these ideas, the authors noted another phenomenon that intriguingly aligns with their other area of research, that is, the development of structural thinking within school informatics. In some countries, informatics is referred to as computer science or computing; however, in Slovakia, it is called informatics and is a mandatory school subject from Year 3 to Year 11, which includes all learners aged between 8 and 17. (DIPF/Orig.)
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Date of publication	27.04.2026
Citation	Čujdíková, Mária; Kalaš, Ivan: Video games and the development of computational thinking - In: CEPS Journal 15 (2025) 4, S. 111-136 - URN: urn:nbn:de:0111-pedocs-351354 - DOI: 10.25656/01:35135; 10.26529/cepsj.2124