Authoring Game-Based Programming Challenges to Improve Students’ Motivation

Paiva, José Carlos; Leal, José Paulo; Queirós, Ricardo

doi:10.1007/978-3-030-11932-4_57

Cited by 6 publications

(3 citation statements)

References 13 publications

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“…Finally, concerning RQ4, learning outcomes were categorized in conjunction with cognitive skills (transfer, cognitive load, knowledge acquisition), behavioral skills (behavior patterns, attitudes, 21st-century skills, digital literacy), and affective skills (motivation, engagement, satisfaction). Prior research has found empirical evidence that GBL has positive effects on cognitive/perceptual, behavioral, and affective domains [56]. Moreover, the application of games can foster the development of crucial skills of the 21st century, such as teamwork, problem-solving, innovation, management, programming, communication, and valuable intellectual skills (analytical and complex thinking, creativity, critical thinking, etc.)…”

Section: Research Questionsmentioning

confidence: 99%

Digital Escape Rooms as Innovative Pedagogical Tools in Education: A Systematic Literature Review

2021

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This paper aims to present a systematic literature review on state-of-the-art Educational Escape Rooms (EERs) with the use of digital technologies. More specifically, the focus of the study is to present the current developments and trends concerning Digital Educational Escape Rooms (DEERs) and investigate how they foster learning outcomes for online learners. Additionally, the present study provides insights into the design process of such technology enhanced EERs. This review is attributed to identifying and covering research gaps since the current literature has focused on the pedagogical aspects of Escape Rooms (ERs) in education, but no studies seem to have been conducted in regard to the pedagogical implications of Digital Escape Rooms (DERs) in educational environments. Based on the exhaustive literature review, an agenda for future research is promised and the implications for designing innovative ER approaches have been highlighted. The anatomy of the fundamental components of conducting systematic literature reviews was followed. The results of the review could be addressed to multidisciplinary teams related to education, game researchers, educational researchers, faculty members, scholars, instructors, and protagonists of educational systems to encourage them to thoroughly study the core elements of DEERs and how they can be applied in virtual educational contexts to facilitate students’ learning achievements.

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Section: Research Questionsmentioning

confidence: 99%

Digital Escape Rooms as Innovative Pedagogical Tools in Education: A Systematic Literature Review

2021

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“…No Reference Platforms Elaborated or Used 15 [34], [28] CodeCombat 16 [75] Grasshopper 17 [35], [42] Kahoot! 18 [36] Hackerrank 19 [37] Learn Programming Project 20 [38] SuperDevBros 21 [39] DFD-C 22 [59] RoboTIC 23 [27], [20] Feeper 24 [60] EasyLogic 25 [61], [56] NoBug's SnackBar 26 [62], [55] Scratch 27 [29] Priscilla 28 [63] Lightbot: Code Hour 29 [51] CodinGame 30 [64] Alcody 31 [65] Blockly Games 32 [73] BlackBoard 33 [32] APFication 34 [74] Asura 35 [19] KodeKurawai 36 [69] LeaderBoard 37 [70] UniCraft 38 [71], [66] SEP-CyLE 39 [21] C-Rocks 40 [22] Diseño de prototipo de gamificación 41 [23], [81] CodeAvengers 42 [24] CENGO 43 [58] CP m-Game 44 [25] Khan Academy 45 [13] LearnJS 46 [14] Jutge.org…”

Section: No Referencementioning

confidence: 99%

The Gamification of E-learning Environments for Learning Programming

Garcia Villegas,

Lemos Aguero

2023

JOIV : Int. J. Inform. Visualization

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Gamification is the most active methodology utilized in the E-learning environment for teaching-learning in computing; however, this does not restrict its use in other areas of knowledge. Gamification combines elements of play and its design techniques in a non-ludic context, achieving a motivation factor for the students. This systematic study aimed to collect and synthesize scientific evidence from the gamification field for learning programming through the E-learning environment. In order to do this, a systematic literature review was done, following the guidelines proposed by Petersen, which propose the definition of questions, search strategies, inclusion/exclusion criteria, and characterization. As a result of this process, eighty-one works were completely reviewed, analyzed, and categorized. The results revealed favorable learning among the students, the most used platforms and gamification elements, the most used languages and focuses of programming, and the education level, where gamification is most used to learn to program in an E-learning environment. These findings evidenced that gamification is a good active strategy for introducing beginning students to programming through an E-learning environment. Within this context, Learning programming through the use of gamification is a topic that is growing and taking force, and after what occurred during the pandemic, it is projected that there will continue to be more students who are focused on understanding its implementation and the impact it has on the different levels of education and the areas of knowledge.

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“…From the teachers' perspective, Asura provides a framework and a command-line interface (CLI) tool to support the development of challenges. The validation of this authoring framework has been already conducted and described in a previous empirical study [19]. Hence, this paper focuses on the learners' perspective of Asura.…”

Section: Introductionmentioning

confidence: 98%

Fostering Programming Practice through Games

2020

Self Cite

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Loss of motivation is one of the most prominent concerns in programming education as it negatively impacts time dedicated to practice, which is crucial for novice programmers. Of the distinct techniques introduced in the literature to engage students, gamification, is likely the most widely explored and fruitful. Game elements that intrinsically motivate students, such as graphical feedback and game-thinking, reveal more reliable long-term positive effects, but those involve significant development effort. This paper proposes a game-based assessment environment for programming challenges, built on top of a specialized framework, in which students develop a program to control the player, henceforth called Software Agent (SA). During the coding phase, students can resort to the graphical feedback demonstrating how the game unfolds to improve their programs and complete the proposed tasks. This environment also promotes competition through competitive evaluation and tournaments among SAs, optionally organized at the end by the teacher. Moreover, the validation of the effectiveness of Asura in increasing undergraduate students’ motivation and, consequently, the practice of programming is reported.

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Authoring Game-Based Programming Challenges to Improve Students’ Motivation

Cited by 6 publications

References 13 publications

Digital Escape Rooms as Innovative Pedagogical Tools in Education: A Systematic Literature Review

Digital Escape Rooms as Innovative Pedagogical Tools in Education: A Systematic Literature Review

The Gamification of E-learning Environments for Learning Programming

Fostering Programming Practice through Games

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