Game Development-Based Learning

Abstract

This chapter presents the findings from a quasi-experimental study analyzing the effect of Game Development-Based Learning on students' academic performance in programming courses in Jordan. The study tested an argument proposing a positive significant association between GDBL instruction and students' performance. The analysis of variance results investigating the effect of enrollment and completion of a concurrent GDBL course to normal courses found that the treatment group outperformed two other groups: the control and the comparison group. The positive gains in the post-assessment scores, were consistent across the two programming courses: C++ and Object-Oriented Programming. This finding confirms the earlier results across countries and contexts documenting the salubrious effect of GDBL on students' academic performance in Computer Science and Information Technology courses. Findings also support the overarching constructionist approach where the use of scaffolding and technology in instruction and assessment yield better academic outcomes for learners.

Learning sustainability by making games. The experience of a challenge as a novel approach for Education for Sustainable Development

“…According to the literature, the primary goal of learning through game creation is programming (Denner et al, 2012, Al-Makhzoomy et al, 2020. The main reason can be found in the strong links that already exist between coding and digital game creation, where the use of language programs in implementing the game behavior and logic is a key element of game development.…”

“…SSGs help transfer knowledge while offering fun and entertainment among players, who eventually learn by doing (and failing), and offering shared experiences that promote collaboration and interdisciplinarity (Michael, 2006;Sawyer and Smith, 2008). While the educational effectiveness of SGs and SSGs is largely recognized in the literature (Al-Makhzoomy et al, 2020), one viable alternative to approach ESD through SSGs is turning the table, that is, making games for learning instead of playing games for learning. This approach stems from the constructionist theory applied to games (Papert and Harel, 1991) which builds upon Piaget's constructivist theory (Piaget, 2013).…”