 Choi, J. (2020). Modifying games with ChoiCo: Integrated affordances and
engineered bugs for computational thinking. British Journal of Educational
Technology.
 Houchins, J., Boulden, D., & Lester, J. (n.d.). How Use-Modify-Create brings
middle grades students to computational thinking. International Journal of Design for
Learning. North Carolina State University, University of Florida.
 North Carolina State University. (n.d.). Use, modify, create: Comparing
computational thinking lesson progressions for STEM classes. ITiCSE.
 North Carolina State University, & University of Florida. (n.d.). Supporting
students’ computer science learning with a game-based learning environment that
integrates a Use-Modify-Create scaffolding framework. ITiCSE, ACM Conference.
 Rich, K. M., Binkowski, T. A., Strickland, C., & Franklin, D. (n.d.).
Decomposition: A K-8 computational thinking learning trajectory. Michigan State
University, University of Chicago, UChicago STEM Education.

6

 University of Memphis. (n.d.). Why computational thinking should be integrated
into the curriculum?
 University of Southampton. (n.d.). Refining an understanding of computational
thinking.
 UMass Lowell, & North Carolina State University. (n.d.). Extending and
evaluating the Use-Modify-Create progression for engaging youth in computational
thinking.
 (n.d.). Bringing computational thinking into classrooms: A systematic review on
supporting teachers in integrating computational thinking into K-12 classrooms.
Springer Nature Link