Computational thinking (CT) skills are generally regarded as a basic ability for problem-solving and are gradually filtering down to younger age groups. Existing research has attempted to increase interaction and enhance the learning interest of elementary school students through block-based programming environments represented by Scratch. However, criticism suggests that this approach has potential long-term constraints on CT education. Therefore, this study designed a game-based project to investigate students' learning motivation and CT performance in different programming environments. A total of 108 fifth-grade students participated in the experiment and were divided into two experimental groups (EG1 and EG2) and a control group (CG). The students in experimental groups all undertook game-based learning, while EG1 students used C++ and EG2 students used Scratch; CG students used C++ for traditional algorithm-based learning. Findings suggest that traditional programming languages with game-based learning can also substantially improve learning interest, which can promote the efficiency of improving CT for students who already have some motivation and foundation for learning. But for students who still lack motivation, are also encouraged to develop an interest in a block-based programming environment. Teachers can choose the most appropriate approach for students to find the best balance between learning efficiency and long-term interest. © 2018 IEEE.
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