Addressing teachers' concerns about the Prog&Play serious game with context adaptation

Abstract

Computers games are supposed to provide a good learning environment. We study a large-scale use (260 students and 20 teachers) of Prog&Play, a serious game specially designed to teach computer programming fundamentals. In earlier quantitative studies, we found, through a students' motivation survey, that the students' interest for Prog&Play was not only related to the intrinsic game quality, it was also related to the teaching context. In this paper, we investigate contextual effects that influence motivational and learning benefits while using Prog&Play in different teaching settings. Results from a qualitative study of 41 students' and 18 teachers' comments, suggest guidelines for a successful implementation of Prog&Play.

Apprendre l'informatique par la programmation des robots : cas de Nao

“…La littérature donne une liste non exhaustive de tels langages : Turtle Art, PICO Blocks, MIT App Invetor, Alice, Scratch (Tempel, 2013), Program your robot (Kazimoglu et al, 2012) ; PlayLogo (Paliokas et al, 2011). Ils souvent orientés sous forme de jeux, notamment des jeux sérieux, à l'instar de Robocode (O'Kelly et Gibson, 2006), Prog&Play (Muratet et al, 2012), Colobot (Muratet, 2010), etc. Dans ces environnements, l'apprentissage de la programmation se fait en jouant à des jeux centrés sur la résolution des problèmes.…”

Mixed Reality Games

“…Due to their large educational features, Learning Games are currently spreading out (Squire, 2003) (Bogost, 2007). Indeed, they are used for science teaching (Muratet et al, 2012) (Parry et al, 2008, language (Wagner et al, 2003), history (Schrier, 2006). We can also cite more recent and promising ones that are close to commercial standing (very accessible) and less research work: Blockly Maze, Refraction, Prog&Play or Dragon Box.…”