Teaching Problem Solving Skills using an Educational Game in a Computer Programming Course

Mathew, Roy; Malik, Sohail Iqbal; Tawafak, Ragad M

doi:10.15388/infedu.2019.17

Cited by 92 publications

(51 citation statements)

References 35 publications

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“…A previous study (Agbo et al, 2019a ) recognized the potential of exploring CT approaches in higher education institutions (HEI) to allow students to gain the problem-solving skills required for advanced programming classes. Demonstrating CT competencies can be achieved through educational games designed to teach students basic CT concepts (Ch’ng et al, 2019 ; Mathew et al, 2019 ; Toivonen et al, 2020 ). In addition, games and game-based learning (GBL) promote interaction, engagement, and motivation for continuous learning (Al-Azawi et al, 2016 ).…”

Section: Introductionmentioning

confidence: 99%

Co-design of mini games for learning computational thinking in an online environment

et al. 2021

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Section: Introductionmentioning

confidence: 99%

Co-design of mini games for learning computational thinking in an online environment

et al. 2021

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“…All the problems of the survey listed in figures three, four and five below. Most of the questions in second, third and last parts taken from reference [17].…”

Section: Research Methodology and Designmentioning

confidence: 99%

A Model for Enhancing Algorithmic Thinking in Programming Education using PAAM

Malik

Tawafak

ALFarsi

et al. 2021

Int. J. Interact. Mob. Technol.

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Most novice programmers consider learning to program as a difficult and challenging field of study for them. As a result, high dropout and failure rates in programming one courses reported. One of the reasons is that most programming (1) courses don’t give equal attention to syntax and semantics of programming language and algorithmic thinking. In this study, a web application based on Problem Analysis and Algorithmic Model (PAAM) was prepared and acquainted in the programming (1) course. The application focuses on problem analysis and algorithmic thinking. The influence on genders' opinion after offering the PAAM model in the programming (1) course determined by organizing a survey. The mean values of the male and female survey respondents compared by performing the T-test. The purpose is to determine if there is any significant difference between the mean values. Results show that students appreciated the web application in the programming (1) course. Male students discerned more positive responses in the survey questions compared to female students. The T-test result shows a significant difference between the values of respondents because the p-value for equal variances assumed is (.000), which is less than p = 0.05. The application encourages a new approach based on four steps (problem statement → problem analysis → problem-solving skills → code) for novices. The application helps students to understand programming structures, program design and comprehension.

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“…Competition, motivation, problem-solving skills, willingness to learn [5,16,17,27,34,51,56,57,59,68,74,78,85,87,94,95,103,116,117,123,124,129,140,147,[161][162][163] 27…”

Section: Soft Skillmentioning

confidence: 99%

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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Teaching Problem Solving Skills using an Educational Game in a Computer Programming Course

Cited by 92 publications

References 35 publications

Co-design of mini games for learning computational thinking in an online environment

Co-design of mini games for learning computational thinking in an online environment

A Model for Enhancing Algorithmic Thinking in Programming Education using PAAM

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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