Gamifying Computer Science Education for Z Generation

Jawad, Hadeel Mohammed; Tout, Samir

doi:10.3390/info12110453

Cited by 13 publications

(5 citation statements)

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“…[5] Moreover, students' learning process of computer science, especially algorithms and coding, can be enhanced through practical gamification that helps stimulate active learning. [6] Various games using various technologies concerning several computer science topics can be further tested and then be used to develop computational thinking and programming skills. [7] 2.…”

Section: The Necessity For a Reformation In Teaching Methodsmentioning

confidence: 99%

Research on Project-Based Learning in Computer Science Education

2023

FER

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Nowadays, students of the Z generation are living in a digital world surrounded by all kinds of information, resulting in the need to reform traditional teaching methods in line with the changing times. In order to reach better curriculum performance, project-driven learning, as an effective pedagogical approach, is used for mobilizing students' motivation, strengthening students' capacity for active thinking, and metacognitive awareness can be established along the way. Students themselves are responsible to learn, think, monitor, and adjust their learning process, fostering a pretty unique, deep, and complete understanding of a certain subject. And the metacognitive formation may equip the students with enough ability to face and solve real-world problems big and small. This paper explores the integration of project-based learning strategy within the computer science curriculum and investigates the effect of milestones set for different stages of knowledge in a particular course. These milestones are arranged as assignments inside and outside classroom, promoting the ability of students to think positively and the interactivity between teachers and students. Additionally, the high-quality interaction provides students with better personalized guidance, teachers with more dynamic and engaging teaching atmosphere, and the course enough and real feedback from students. Feedback is a kind of assessment, which includes many other forms as sources for future adjustment and improvement towards the course.

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Section: The Necessity For a Reformation In Teaching Methodsmentioning

confidence: 99%

Research on Project-Based Learning in Computer Science Education

2023

FER

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“…It is very easy for these digital natives to use the possibilities of today's world. However, it may be difficult for them to adapt to today's education system (Jawad & Tout, 2021). Because schools have not experienced major changes since compulsory schooling began, old habits continue today (Horvatek & Baker, 2019).…”

Section: Learning Engages the Entire Physiologymentioning

confidence: 99%

An Investigation of Brain-Based Learning Principles in Today's Changing Conditions

Korkmaz

2024

Anadolu Üniversitesi Eğitim Fakültesi Dergisi

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The increasing prevalence of brain research and the fact that the findings reveal important arguments about the learning process have led to the proliferation of brain-based learning studies. Brain-based learning principles, introduced by Caine and Caine in 1991, are frequently used in the literature and shed light on educational research. However, in today's changing conditions, educational environments have remarkably differentiated, the opportunities for learners have increased more than ever before, threats such as the Covid-19 pandemic and natural disasters have directly affected education, and technological advances have made a breakthrough with artificial intelligence. There are studies evaluating 12 accepted and frequently used brain-based learning principles in the literature, but there is no review study that addresses brain-based learning principles in today's changing conditions. Therefore, this article aims to examine the principles of brain-based learning in today's changing conditions. Increasing threats in the rapidly changing world pose a risk to brain-based learning. Also, increasingly common helicopter parenting and artificial intelligence hinder brain-based learning, although they have some advantages. However, on the other hand, the fact that technological developments make educational environments richer and increase the opportunities for learners greatly facilitates brain-based learning. Thus, brain-based learning principles have become much more meaningful and gained great importance in today's world.

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“…Pargman et al explain how students hold a certain aversion to topics such as sustainability, and how a discussion game called Gasuco led to improvement in peer learning, perspective formation, learning terminology, and teamwork [29]. Jawad et al taught Data Structure Algorithms, Mobile App Development, and Cybersecurity through gamification [30]. Various practical games, role-plays, and class activities made the classroom engaging.…”

Section: B Multi-disciplinary Outlook In Cs Educationmentioning

confidence: 99%

Developing Future Computational Thinking in Foundational CS Education: A Case Study From a Liberal Education University in India

Kalluri,

Prasad,

Sharma

et al. 2024

IEEE Trans. Educ.

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This paper proposes a new theoretical model with a goal to develop future human computationalthinking in the foundational Computer Science (CS) education. The model blends six critical types of thinking i.e. logical thinking, systems thinking, sustainable thinking, strategic thinking, creative thinking and responsible thinking into the design of a first year undergraduate programming course. The study describes a creative blended pedagogy that embeds the proposed model into the course plan.Background: The emergence of artificial intelligent systems such as large language models from a knowledge provider perspective, coupled with a gradual change in post-pandemic outlook of education challenge the relevance and raises concerns about the future of education. The 21st-century human computational-thinking requirements viz. learning to code (skill), and thinking computationally (competency) will be inadequate in the future. Moreover, there is substantial evidence which shows that most introductory programming courses fail to integrate critical elements like ethics and responsibility as part of the course.Intended outcomes: The authors anticipate experiential learning models such as this has immense potential to future-proof CS education, as well as make future software engineers responsible citizens.Application design: The proposed model blends the six types of thinking into the design and activities in the course. The underlying theoretical basis of these activities revolve around three key principles -Experiential learning, Self-Reflection, and Peer learning.Findings: This case study from a liberal educational institution in India has qualitatively shown several evidences favouring student's developing six critical elements of thinking that shapes their future computational-thinking ability.

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Gamifying Computer Science Education for Z Generation

Cited by 13 publications

References 14 publications

Research on Project-Based Learning in Computer Science Education

Research on Project-Based Learning in Computer Science Education

An Investigation of Brain-Based Learning Principles in Today's Changing Conditions

Developing Future Computational Thinking in Foundational CS Education: A Case Study From a Liberal Education University in India

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