The effect of teaching algorithms and flowcharts in blended learning environments on students' academic achievement, attitudes toward learning coding, and perceptions of problem-solving skills

This study examined the effects of teaching algorithms and flowcharts through educational game-supported blended learning environments on secondary school students' academic achievement, attitudes toward learning coding, and perceptions of problem-solving skills. The study was conducted during the fall semester of the 2023–2024 academic year with a total of 121 ninth-grade students from five classes. The research employed a quasi-experimental design with pre-test–post-test control groups, one of the quantitative research methods. Participants were divided into four experimental groups (E1, E2, E3, E4) and one control group. In the E1 group, digital educational games were implemented before the learning activities, and students solved problems in the game using block-based coding. In the E2 group, the same procedure was followed with text-based coding. In the E3 group, digital educational games were implemented after the learning activities with block-based coding, while in the E4 group, text-based coding was used. In the control group, no digital educational games were applied; instead, the traditional lecture method was used. Data were collected using an academic achievement test on algorithms, an attitude scale toward learning coding, and a problem-solving skills perception scale. During the analysis, normality assumptions of pre-test, post-test, and retention test data were examined separately. Since assumptions were met in some cases but not in others, both parametric and non-parametric tests were employed. Multiple comparison analyses were conducted to determine significant differences, and effect size calculations were included to strengthen the interpretation of results. Findings indicated that digital educational game-supported instruction, particularly in block-based applications, significantly improved students' academic achievement, attitudes toward learning coding, and perceptions of problem-solving skills. Moreover, applying digital educational games after the lesson yielded greater improvements compared to their use before the lesson. Significant differences were also observed regarding the type of coding (block/text-based) and the timing of implementation (before/after class). These results highlight that not only instructional methods but also students' cognitive and affective characteristics play a crucial role in the learning process. Thus, digital game-supported blended learning is an effective approach for fostering algorithmic thinking skills. The results of this research demonstrate that moving beyond the traditional lecture method and integrating digital games into blended learning environments contributes to students' cognitive, affective, and perceptual gains in teaching algorithms and flowcharts. In this respect, the study provides an original and multidimensional contribution to the literature. Keywords: Blended learning, digital educational games, algorithm teaching, flowcharts, perception of problem-solving skills, academic achievement, student attitudes