In this study we examine how playing Zoombinis can help upper elementary and middle
school learners build implicit computational thinking (CT) skills. Building on prior methods
used with the digital science learning games, Impulse and Quantum Spectre, we are
combining video analysis and educational data mining to identify implicit computational
thinking that emerges through gameplay [1]. This paper reports on the first phase of this
process: developing a human labeling system for evidence of specific CT skills (eg, problem …

Players can build implicit understanding of challenging scientific concepts when playing
digital science learning games [1]. In this study, we examine implicit computational thinking
(CT) skills among upper elementary and middle school students during Zoombinis
gameplay. We report on the development of a human labeling system for gameplay
evidence of four CT skills: problem decomposition, pattern recognition, algorithmic thinking,
and abstraction. We define labels that identify use of these skills in three Zoombinis puzzles …