A comparative analysis of programming games, looking through the lens of an instructional design model and a game attributes taxonomy

Laporte, Lieve; Zaman, Bieke

doi:10.1016/j.entcom.2017.12.005

Cited by 12 publications

(4 citation statements)

References 39 publications

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“…According to the Goal-Question-Metric approach (Basili, 1992), the present study investigates coding apps' educational value in developing young children's Computational Thinking and Computational Fluency. Two research questions were formulated to achieve this goal based on the author's experience and relevant literature (Laporte and Zaman, 2018;Fessakis et al, 2019;Jin and Zha, 2019;Terzopoulos et al, 2019;Yu and Roque, 2019). More specifically, the following research question was identified:…”

Section: Research Goal and Questionsmentioning

confidence: 99%

The Impact of Coding Apps to Support Young Children in Computational Thinking and Computational Fluency. A Literature Review

Papadakis

2021

Front. Educ.

106

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Data that shows that young children can learn and acquire Computational Thinking (CT) skills has led governments and policymakers internationally to integrate CT into the curriculum, starting in the earliest grades. Researchers support the idea that this introduction must not solely focus on a problem-solving process skill (CT) but instead provide children with new ways to express themselves, supporting their cognitive, language, and socio-emotional development (Computational Fluency-CF). Coupled with the media and government’s rhetoric and an increasing number of apps offering various programming lessons, puzzles, and challenges, educators have been responsible for introducing young children to CT and CF using touchscreen technology. This paper presents a literature review (N = 21) of empirical studies on applying four coding apps to support young children’s learning of CT and CF. The main conclusion is that all apps positively affect the development of children’s CT skills. None of the apps can ultimately support the development of CF, although ScratchJr, with a “sandbox” approach, can better help students express themselves.

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Section: Research Goal and Questionsmentioning

confidence: 99%

The Impact of Coding Apps to Support Young Children in Computational Thinking and Computational Fluency. A Literature Review

Papadakis

2021

Front. Educ.

106

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“…Flipped learning (FL) represents an emerging form of blended learning, in which students individually watch online lectures before class and then interact with peers and teachers to participate in classroom learning activities [5]. Laporte and Zaman [6] proposed to use the term computation in conjunction with a well-defined computational model whose semantics are clear and match the problem under study [6]. Troussas et al [7] described an innovative and sophisticated method for improving the interaction between learners and computers in Java programming tutorials by providing them with sufficient learning materials.…”

Section: Related Workmentioning

confidence: 99%

Teaching Practice for Digital Media Design in the Context of Media Integration

Chen¹,

Jiang²

2022

Mobile Information Systems

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In the current digital environment, various media are greatly integrated, and the traditional teaching is facing difficulties. Especially in the epidemic environment, the traditional classroom has been difficult to meet the needs of teaching. Therefore, this study aims to design a video teaching system for classroom teaching by using the digital media technology in the media fusion environment, so as to meet the needs of students’ digital learning in the new era. For dry teaching design, this study focuses on the analysis of video teaching in classroom teaching and adds subtitles for classroom video materials to facilitate students to learn. For the principle of media integration, this study uses the combination of digital media and various media to achieve the purpose of teaching design. The experimental results of this study demonstrate that the time of video segmentation is between 130 s and 170 s, and the overall segmentation accuracy is above 95% and up to 100%, indicating that the functional use of the system in this study is satisfactory. For the function of adding subtitles, the overall accuracy rate of the system is above 97%, and the highest rate is 100%, which fully shows that the system can provide good support in the learning process.

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“…The analysis produces a sistematic classification of the game programming based on the compatibility with the instructional principal and their position in the spectrum of playing versus programming. Based on the information of this double classification, we explore to knoww why certain game programming still can be conceptualized as a game, as the opposite of the learning environment or programming [1].…”

Section: Introductionmentioning

confidence: 99%

Curriculum Management and Graduate Outcomes in the Animation Game Study Program

Rahayuningtyas

Pramono

Sumarwahyudi

et al. 2020

KSS

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The Animation Study Program is part of the Art and Design degree from the Faculty of Letters State University of Malan. It is designed to offer guidance to professional beginners in the animation world and applied media, allowing graduates to apply for roles such as a 2D/3D Animator,Character Designer, beginner Developer in Animation Industry, Game Designer/Multimedia, beginner Developer of Game Industry, Game Asset Designer. The graduates from Animation program study gain particular expertise in 3D animation games and using Indonesian local culture. The course also emphasizes education-based animation games in global context and insteal entrepreneurship for the graduates. The goal of this study is to analyze the curriculum and graduate achievement in the animation game study program. This research used a qualitative study case with a descriptive approach. Documentation and interviews were used to collect data. The analysis of data used a descriptive approach. Results of the study show that the curriculum used in Animation Game program is designed based on the graduates in diploma D1, D2, D3, and D4. They are in D1 (Asset Game Operator), D2 (Young Asset Game Designer), D3 (Young Game Designer), and D4 (Senior Game Designer). Meanwhile, the animation field is divided into D1 (Asset Animation Operator), D2 (2D/3D Young Animator), D3 (2D/3D Senior Animator), and D4 (2D/3D Lead Animator). Keywords: Curriculum, Graduates Outcome, Animation Game

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A comparative analysis of programming games, looking through the lens of an instructional design model and a game attributes taxonomy

Cited by 12 publications

References 39 publications

The Impact of Coding Apps to Support Young Children in Computational Thinking and Computational Fluency. A Literature Review

The Impact of Coding Apps to Support Young Children in Computational Thinking and Computational Fluency. A Literature Review

Teaching Practice for Digital Media Design in the Context of Media Integration

Curriculum Management and Graduate Outcomes in the Animation Game Study Program

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