Micro‐persistence and difficulty in a game‐based learning environment for computational thinking acquisition.

Persistence has been identified as a crucial quality of learning. However, it is hard to attain in online game‐based environments as the drive to progress in the game may influence the ability to achieve the learning goals. This study aimed to examine the associations between micro‐persistence, that is, the tendency to complete an individual task successfully, and task difficulty while acquiring computational thinking (CT). We further explored whether contextual or personal attributes better explain micro‐persistence. We analysed data of 111 school students who used the CodeMonkey platform. We took a learning analytics approach for analysing the platform's log files. We found that micro‐persistence is associated with task difficulty and that students who demonstrated an aptitude to learn new material are motivated to achieve the best solution. We also found that contextual variables better‐explained micro‐persistence than personal attributes. Encouraging micro‐persistence can improve CT acquisition and the learning processes involved. Lay Description: What is already known about this topic: Persistence is a substantial quality for learning.In online multi‐challenge environments, it is difficult to maintain persistence because of the urge to advance in the game itself.Persistence has been mostly studied with regarding the learning process as a whole. What this paper adds: Examination of micro‐persistence, that is, persistence at the task level.Students who demonstrate micro‐persistence and aptitude to learn new material are motivated to achieve the highest score.Contextual variables better explain micro‐persistence than personal attributes. Implications of study findings for practitioners: Micro‐persistence may lead to better and deeper learning.Instructional designers who want to maintain micro‐persistence should monitor the difficulty of individual learning tasks.Educators should motivate learners to complete learning tasks and not rely solely on intrinsic motivation. [ABSTRACT FROM AUTHOR]