Mapping students' temporal pathways in a computational thinking escape room

Abstract

This case study explored the applicability of sequence mining and process mining methods on qualitative video data of a group-based problem-solving situation. For the case study, audio and video data were collected from a pilot experience of an educational escape room, which was designed to practice the application of computational thinking (CT) skills. The escape room combined digital and physical affordances into CT puzzles and challenges. To examine processes and patterns of collaborative learning and problem-solving in the context of the CT escape room, video data from pre-service teachers’ game activities were collected. A unique contribution of this case study is that it demonstrates how sequence and process mining methods can be applied to a type of qualitative content analysis often found in research on collaborative learning. © 2022 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0). CEUR Workshop Proceedings (CEUR-WS.org)