Programming in game space

Zhu, Jichen; Alderfer, Katelyn; Furqan, Anushay; Nebolsky, Jessica; Char, Bruce W.; Smith, Brian K.; Villareale, Jennifer; Ontañón, Santiago

doi:10.1145/3337722.3337749

Cited by 25 publications

(3 citation statements)

References 19 publications

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“…Scratch (Maloney et al, 2004), ALICE (Cooper, Dann, & Pausch, 2003), code.org, CodeCombat, Greenfoot are also utilized to engage novice programmers to learn programming through creating games and practicing coding exercises (Mullins & Conlon, 2008;Seng et al, 2018;Wong, Hayati, & Tan, 2016). Zhu et al (2019) mention that recent examples of game-creation environments (e.g., Cargo-Bot, Check iO, CodeSpells, etc.) are created to fuel the interest of students in programming, and these game-like environments comprise abstractions of several programming languages (programming languages, visual and text blocks) for particular programming competencies (comprehension, debugging, etc.…”

Section: Related Literaturementioning

confidence: 99%

An Action Research Study on the Development of Object-Oriented Programming Course

Yıldırım

Özdener

2021

IJTES

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Computer games are effective instructional tools used in programming courses to increase students' motivation and engagement. This participatory action research aims to redesign the Object-Oriented Programming course in which the first author is both the instructor and researcher to make it more effective and efficient. In the first step of the action research, data were collected for the definition and solution of the problem through questionnaires and semi-structured interviews. After this step, an action plan was created, and the Object-Oriented Programming course was redesigned as part of the action plan. In line with the objectives of the action plan, The Karting Microgame Template, a game prototype prepared by Unity 3D, was integrated into the course, and students were expected to add various game components (bonus collection system, a scoring system, collision mechanisms, etc.) to this game prototype using C # programming language. After the action plan creation phase, an action plan was implemented. The implementation phase was conducted in the 2019-2020 spring semester with 29 post-secondary students enrolling in Computer Technology Department at a vocational college in Turkey. After the implementation phase, data were collected through the Object-Oriented Programming achievement test, student and researcher diaries, and focus group interviews on measuring this implementation's effectiveness. This paper describes the difficulties encountered during the study, the students' views on this implementation, and the researchers' experiences in this process.

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Section: Related Literaturementioning

confidence: 99%

An Action Research Study on the Development of Object-Oriented Programming Course

Yıldırım

Özdener

2021

IJTES

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“…This game uses the coding concept like statements loops and procedures but without using programming syntax. Parallel (Zhu et al 2019), an educational game that was designed to teach key Computer programming concepts. This game introduces a completely new design space framework focused around how the player writes the algorithms and how they are implemented in the game.…”

Section: Related Game-based Mobile Learning Solutions In Computing Educationmentioning

confidence: 99%

“…BaghLearn will not only support gaming, but also learning algorithmic concepts in the Nepalese higher education context since games are believed to support the prospect of learning of academic subjects easier, more entertaining, more learner-centered and even more efficient if encompassed with subject matters (Resnick et al 2009;Prensky 2002). There is a proof that well designed educational games not just maintain the motivation of the students to learn better than their conventional counterparts, but also improves the learning result (Zhu et al 2019). The notion of mobile game-based learning in the education mainly centers on the meticulous work of game development process, a physical solution is proposed to solve the problem that relates to real-life context which may include theoretical learning content (Emerson et al 2018).…”

Section: Introductionmentioning

confidence: 99%

Contextualized mobile game-based learning application for computing education

Yadav

Oyelere

2020

Educ Inf Technol

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This paper intends to present an overview of a mobile game-based learning application, BaghLearn that develops and upskills programming and algorithmic knowledge by cross-curricular capabilities through a traditional world-based game. The focus of this research was to explore the learning effectiveness of BaghLearn on students. Mixed method research approach was applied to collect, process and analyze the research data in which undergraduate students who had some prior knowledge or had taken algorithm courses were instructed to test the mobile game learning application. This study exhibits the idea of integrating learning with contextual mobile game as an effective approach in understanding the influence of games towards cognitive achievements of students in computing education. In addition, there are no major requirements for the use of this application (can be maintained in resource-constrained contexts such as Nepal), which makes it expressively satisfying and useful for students who are relentlessly using mobile devices. Besides, this study evaluated the influence of BaghLearn towards learning of the design and analysis of algorithm course, which is a compulsory course for most undergraduate computing education program. Furthermore, the study findings can be used as a guideline for developing learning solutions and usability evaluation of such solutions, especially for infrastructure-constrained contexts. Students using the BaghLearn opined that the application is easy to use, supportive and lead to improved learning satisfaction.

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The effects of game‐based learning in the acquisition of “soft skills” on undergraduate software engineering courses: A systematic literature review

García

Pacheco

Méndez

et al. 2020

Comp Applic In Engineering

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The software industry is becoming an increasingly important part of the economy in countries that have realized that the education of future software engineers is crucial to having a vibrant software industry. However, software engineering education is still influenced by traditional teaching impeding the acquisition of soft skills. Game‐based learning (GBL) combines learning with different known resources, such as games, to support and improve the teaching/learning process and/or student evaluation through active learning. This study presents a systematic literature review on the use of GBL for teaching software engineering at the undergraduate level, from 2001 to 2020, by addressing four research questions: What kinds of games have been developed for software engineering education? Which software engineering areas have been addressed by these games? Which soft skills have been promoted by using these games? How have these skills been evaluated? The study found 96 studies to answer these four questions. The findings provided evidence on the development of digital games focused on teaching the fundamentals of software engineering defined by software engineering body of knowledge. Moreover, these games have been able to promote the acquisition of more than one soft skill which is beneficial for undergraduate students.

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Programming in game space

Cited by 25 publications

References 19 publications

An Action Research Study on the Development of Object-Oriented Programming Course

An Action Research Study on the Development of Object-Oriented Programming Course

Contextualized mobile game-based learning application for computing education

The effects of game‐based learning in the acquisition of “soft skills” on undergraduate software engineering courses: A systematic literature review

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