Enhancing Computational Thinking through a 2D Block-Coding Game: A Comparative GDLT–TAM Study in Elementary Education

Tony Wibowo (Universitas Internasional Batam, Indonesia)
Wilson Wilson (Universitas Internasional Batam, Indonesia)
Kevin Gernaldi (Universitas Internasional Batam, Indonesia)
Fredian Simanjuntak (Universitas Internasional Batam, Indonesia)

International Journal of Informatics, Information System and Computer Engineering (INJIISCOM)
Vol. 7 No. 2 (2026): INJIISCOM: VOLUME 7, ISSUE 2, DECEMBER 2026 (Online First)

This study evaluated a 2D block-coding educational game developed via the Game Development Life Cycle Theory (GDLT) to introduce computational thinking to elementary students. Using the Technology Acceptance Model (TAM), the study compared 122 students from grades 3 and 6 divided into two groups: Group A (with instructional guidance) and Group B (unguided). Data from observations and interviews were analyzed through deductive thematic analysis. Group A demonstrated faster conceptual understanding, fewer level attempts, and higher perceived usefulness and ease of use than Group B. Thus, combining game-based coding with instructional guidance significantly enhances computational thinking development and technology acceptance.