Manske, SvenFeier, AlexiaFrese, PhilipHölzel, PiaIffländer Rodriguez, MauriceKörner, JoshuaLichte, AronLena Otto de Mentock, Lena OttoKocak, MelindaSzymczyk, NataliaTemel,DilanHaefs, MathisKersting, NinaLiewald, Rebekka C.Bodemer, DanielKienle, AndreaHarrer, AndreasHaake, Joerg M.Lingnau, Andreas2021-08-252021-08-252021978-3-88579-710-4https://dl.gi.de/handle/20.500.12116/36997In this paper we investigated the impact of feedback and guidance on the development of computational thinking skills. To achieve this, we extended a game-based learning environment that aims to foster computational thinking by teaching programming in self-regulated learning scenarios. The learning environment has been enriched with multiple mechanisms to guide learners and provide feedback that is directed towards the development of computational thinking skills, particularly specific abstractions in programming among algorithmic thinking. To assess the impact of guidance and feedback, we conducted an empirical study with 57 participants. The findings indicate that feedback on the logical artifacts can reduce certain code smells and increase the motivation on the part of the learners.enComputational ThinkingGame-Based LearningProgrammingGuidance.Text/Conference Paper1617-5468