Computational thinking (CT) is an analytical thinking approach to solving daily problems by utilizing fundamental concepts of computer science. In the past decade, CT has been regarded as an essential life skill to be taught to everyone, especially young learners. One overarching and unresolved issue related to including CT into the K-12 curriculum concerns the optimal time and learning environment to introduce students to CT. Like in STEM fields, one huge challenge in CT development is the disparate outcomes between males and females. Digital games have become an increasingly popular way to teach CT concepts to young learners. It has been noted that the main characters in most of the CT games have adopted a third-person perspective rather than a first-person perspective. However, little is known about how the degree of perspective taking and gender would affect CT skill development in the context of digital game-based learning. This dissertation study examined the effects of perspective taking on the development of CT, using two game versions in a 2D game called "Penguin Go:" (a) the control version, using the third-person perspective, and (b) the experimental version, with a first-person perspective. I also explored how different perspective taking (i.e., first-person vs. third-person) in the game affected the students' gameplay experiences and perspective-taking skill development. I recruited 52 middle-school students and randomly assigned them to play either the third-person perspective or the first-person perspective version. Although there were no significant differences found between the two conditions in terms of CT learning, females performed significantly better in the first-person version than in the third-person version. There was also no significant group difference in terms of perspective-taking skills and gameplay experiences. Implications of the findings for future researchers and game designers are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]