Integrating Computational Thinking via Digital Game Development into Teacher Training: A Systematic Literature Review

• Autor(a) principal: Guimarães, Carlos
• Data de Publicação: 2025
• Outros Autores: Madeira, Charles
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Metodologias e Aprendizado
• Texto Completo: https://publicacoes.ifc.edu.br/index.php/metapre/article/view/6618
• topic: pensamento computacional; formação de professores; jogos digitais; computational thinking;; teacher training; Digital Games; pensamiento computacional; formación docente; juegos digitales

This article presents a systematic literature review (SLR) on the use of digital games in teacher training for the development of Computational Thinking (CT). The research analyzed 11 articles out of a total of 261, published between 2014 and 2024 in the Scopus, Science Direct, ACM, IEEE, and CEIE databases, using the KITCHENHAM and PRISMA protocols. The results indicate that the use of technologies and the integration of digital games in teacher training promote greater engagement and the development of CT skills. Training to develop CT with digital games covers different audiences, from future early childhood education teachers to high school teachers, including students of different age groups. The methodologies applied include visual block programming, project-based learning, and constructivist approaches, using tools such as Scratch, Alice, and Stencyl. The assessment of the development of CT skills is done through questionnaires, tests, observations, and quantitative analyses. The impacts of creating digital games include improvements in programming skills, PC development, and increased motivation. However, there are challenges such as a lack of prior programming knowledge and time constraints for curriculum implementation. RSL concludes that training teachers to develop educational digital games is a promising approach to integrating PC into basic education.