When Narratives Meet Algorithms: How Story-Based Educational Games Transform Learning into a Computational Adventure

What is Computational Thinking?

Computational thinking is not merely a technical skill confined to computer scientists, but rather a fundamental competency for the 21st century that encompasses a blend of capabilities and methodologies for solving diverse problems. Although the concept of computational thinking was first introduced by Papert in the 1980s, Wing promoted it in 2006 as a fundamental skill involving "problem solving, system design, and understanding human behavior, by drawing on the concepts fundamental to computer science" (Wing, 2006, p. 33).

Computational thinking is defined as comprising four fundamental dimensions: Algorithmic thinking, which is the ability to decompose problems into simple units and sequence their solutions (Ching & Hsu, 2024); Abstraction, related to the capacity to identify common concepts and simplify them for better understanding; Generalization, concerning the skill of pattern recognition to classify objects and identify trends (Yang, 2024); and Evaluation, pertaining to the ability to examine proposed solutions and modify them as needed.

The Power of Narrative in Education

Since the dawn of history, humanity has relied on stories to transmit knowledge and wisdom across generations. Why do we remember stories more than abstract information? The answer lies in the nature of our minds, which tend to organize information into interconnected narrative patterns. Storytelling creates context and meaning for complex concepts, transforming learning from a dry memorization process into an enjoyable and meaningful experience.

Researchers indicate that story-based learning facilitates student comprehension and retention by presenting multisensory information within an organized narrative framework, while also enriching their vocabulary and narrative skills. This creative, story-based approach contextualizes training content in its natural setting, making learning more effective and memorable. It also encourages students' emotional participation, understanding, and immersion in the story (Esther-del-Moral-Pérez et al., 2023, Catala et al., 2017).

Story-Based Educational Games: The Convergence Point

Story-based educational games represent an ideal convergence point between the enchanting world of narratives and the logical principles of computational thinking. These games integrate narrative elements with computational thinking principles in a natural and engaging manner, where students become part of the story and need to employ logical and algorithmic thinking skills to complete tasks and challenges.

Educational games are characterized by their low cost compared to expensive robot kits, making them a more accessible and adoptable alternative in education. They also surpass traditional teaching methods that are unsuitable for young age groups and their limited attention spans (Giannakoulas & Xinogalos, 2024).

Successful Field Examples

Researchers present an innovative model for implementing this concept through the ARIS platform, a narrative-based programming platform that enables designers with limited programming skills to create high-quality, location-based mobile educational games (Holden et al., 2015). This platform provides students with the ability to program interactive stories using location-based mobile technologies, connecting them to their local places and communities (Litts et al., 2020).

Another compelling example is the "Turtle's Journey" intervention designed for children aged 4-6 years, which engages students in a story involving a robot whose mission is to help a turtle restore its habitat. To achieve this, children must program the robot to follow a predetermined path and overcome various challenges, requiring the use of algorithmic thinking and logical planning (Esther-del-Moral-Pérez et al., 2025).

The CT-Robot-DST scale was designed and validated, consisting of 14 indicators with 4 performance levels, to record the observed level of computational thinking during the intervention. This scale assesses multiple skills including task planning and sequencing, logical thinking, spatial orientation, understanding buttons for programming robot movements, problem-solving, and story interaction.

Achieved Benefits and Advantages

Experimental studies have demonstrated impressive positive results for educational games in computational thinking and programming learning for young students. Out of 47 studies, 39 reported positive results in acquiring the proposed concepts, while 8 studies found no significant improvement, and no study showed negative effects (Giannakoulas & Xinogalos, 2024).

In the "Turtle's Journey" study, results showed that the majority of students who participated in the story expressed interest in planning and executing required tasks, successfully programmed the robot, solved problems, and overcame proposed challenges. Consequently, 78.1% of students scored close to high computational thinking levels (Esther-del-Moral-Pérez et al., 2025).

Studies revealed that emotional outcomes and student attitudes toward learning programming through games were generally positive, with games helping to encourage students, engage them, and enhance their self-confidence. Several comparative studies also proved that educational games were more effective than traditional methods in improving students' knowledge of programming concepts and computational thinking skills.

Challenges and Solutions

Despite positive results, story-based educational games face several challenges. Most prominent among these is the necessity of balancing entertainment and learning, ensuring adaptation to different student levels, in addition to technical challenges in development.

To address these challenges, it is recommended to develop computational tools that support multidisciplinary design and feature "low floor, high ceiling, and wide walls" to support exploration by both beginners and experts (Resnick et al., 2009). Learning analytics should also be integrated with other assessment techniques to alleviate the burden on teachers in managing large numbers of students.

Utilization in Educational Environments

For educators wishing to benefit from these games, it is recommended to search for games that combine strong narrative elements with clear computational thinking principles. Researchers use diverse assessment methods to measure the effectiveness of educational games, with perception and attitude questionnaires being most common for examining non-cognitive outcomes, followed by in-game assessments using learning analytics and pre- and post-cognitive tests.

These games can be integrated into curricula as supplementary activities or as a core learning focus, with emphasis on connecting them to theoretical concepts taught in class. Furthermore, learning analytics, observation, and interviews are primarily used for formative assessment to support student growth and assistance, while tests and worksheets are used for summative assessment to measure acquired competence.

Conclusion and Future Vision

In an era of accelerating technological development, story-based educational games represent an important bridge between human heritage in storytelling and the digital future dependent on computational thinking. These games not only teach students programming but also develop their problem-solving skills, logical thinking, and creativity (Busuttil et al., 2025).

With the advancement of artificial intelligence and augmented reality technologies, we expect these games to become more interactive and personalized, opening new horizons for enjoyable and effective learning. Today's call is directed to every educator and teacher to begin exploring this rich world and benefit from the power of stories in teaching future skills.

Ultimately, when narratives meet algorithms, we achieve not only better learning, but a generation capable of thinking, creating, and dreaming in an advanced digital world.

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Author Affiliation: Ministry of Education, Saudi Arabia.

By: Dr. Eman A. Awadh