Insights into Computational Thinking E-Assessment Tool (Cte-AT) In Engineering Education: A Preliminary Study of Student and Educator Perspectives

Background/purpose. This study presents the findings of an initial investigation into developing a Computational Thinking-Enhanced Assessment Tool (CTe-AT) based on computational thinking principles. Materials/methods. We conducted comprehensive interviews with 10 lecturers and another 10 students to gain a deeper insight into educators' and students’ viewpoints. The analysis of these interviews involved a thematic approach, utilising the steps outlined by Braun and Clarke (2006) to identify and categorise the emerging themes. Results. The participants acknowledged the anticipated advantages of the CTe-AT. Educators and students foresee enhancements in computational abilities, individualised feedback provision, and facilitation of the shift toward hybrid learning. The objective was to ensure engineering students not only grasp theoretical principles but also cultivate practical skills essential for success in the dynamically changing realm of engineering. Emphasis on critical and creative thinking and potential benefits for independent learning and career preparation strengthens the case for intentional efforts to integrate computational thinking into the educational framework. Conclusion. The study addresses the need for human evaluation, particularly in assessing presentation and collaboration skills. Educators and students emphasise the nuanced nature of these skills, suggesting a reliance on human judgment for accurate assessment. In conclusion, the positive response from educators and students provides a solid foundation for the practical design and implementation of the CTe-AT.