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Abstract
Coding learning and computational thinking are increasingly recognized as essential twenty-first-century skills. Coding learning still faces challenges in sustaining learner motivation, engagement, and meaningful learning experiences. This study aimed to develop Cocothink, a Design Thinking-based conceptual framework for gamified coding learning designed to transform learning into an adventure-oriented experience. The study employed a development study approach involving 118 respondents consisting of students, coding community members, teachers, and community organizers. The findings revealed that users required more interactive, exploratory, and practice-oriented learning experiences supported by challenges, rewards, and progress monitoring. These findings were translated into the Cocothink framework, which integrates motivation, exploration, challenge, reflection, reward, progress, and development. The study also produced an early-stage Minimum Viable Product (MVP) and obtained positive expert validation results. Cocothink contributes to the development of a user-centered conceptual framework for gamified coding learning based on computational thinking.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
PEDAGOGICAL RES, Volume 11, Issue 4, October 2026, Article No: em0298
https://doi.org/10.29333/pr/19623
Publication date: 16 Oct 2026
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