Scaffolding Executive Function in Game-Based Learning to Improve Productive Persistence and Computational Thinking in Neurodiverse Learners.

Computational Thinking (CT) and learning games both may have unique potential to engage a broad range of learners, including those with cognitively diverse needs. Many STEM interventions typically do not leverage the cognitive assets of learners [ 1 ] nor do these initiatives prioritize effective differentiated instruction and learning [ 2 , 3 ]. The INFACT, Include Neurodiversity in Foundational and Applied Computational Thinking, project addresses this problem by leveraging two games, NumberFactory and Zoombinis , to build foundational CT practices in elementary and middle school learners. In this paper, we describe work in progress to design adaptive digital scaffolds that support a wide variety of learners’ Executive Function (EF) often associated with neurodiverse needs. Providing adaptive game environments through these embedded EF scaffolds may play a critical role in the ability of all learners to productively persist in the context of mathematical problem-solving and computational thinking.