Towards a 3D Virtual Game for Learning Object-Oriented Programming Fundamentals and C++ Language - Theoretical Considerations and Empirical Results

Djelil, Fahima; Albouy-Kissi, Benjamin; Albouy-Kissi, Adélaïde; Sanchez, Éric; Lavest, Jean‐Marc

doi:10.5220/0005475802890294

Cited by 4 publications

(8 citation statements)

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“…This analysis aims to evaluate the distance between the target situation (the knowledge to be taught) and the source situation (the game situation induced by Progo). Although several empirical studies have been conducted to analyse the use of Progo and its learning effectiveness (Djelil et al, 2015;Djelil et al, 2017;Djelil et al, 2019), we do not focus in this study on the analysis of the learning experience, but we rather aim to analyse the game design based on the didactic transposition model.…”

Section: Methodsmentioning

confidence: 99%

Game design and didactic transposition of knowledge. The case of progo, a game dedicated to learning object-oriented programming

Djelil

Sanchez

2022

Educ Inf Technol

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Section: Methodsmentioning

confidence: 99%

Game design and didactic transposition of knowledge. The case of progo, a game dedicated to learning object-oriented programming

Djelil

Sanchez

2022

Educ Inf Technol

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“…Tricot and other scholars in 2003 proposed three dimensions for evaluating learning games based on product intention of use: usability, usefulness, and acceptability [36]. In other words, whether users are positive or negative regarding the product, their "intention" of use depends on many parameters: motivation, affects, culture, and values.…”

Section: Introductionmentioning

confidence: 99%

“…In other words, whether users are positive or negative regarding the product, their "intention" of use depends on many parameters: motivation, affects, culture, and values. Assessing dimensions were proposed based on context-based factors such as the availability of specific resources and technologies, the organization of the curriculum, the time devoted to the use of the learning game, and the use of additional resources, depending on the ease of use, utility, and acceptability [36]. Similarly, game-based learning crowdfunding campaigns can be assessed based on the representation, organization, educational content, and context of related resources in the campaign's funding proposal.…”

Section: Introductionmentioning

confidence: 99%

“…In this study, Usefulness is concerned with pedagogical effectiveness [36]. This category evaluates the learning game's impact on the learner's knowledge and skills.…”

Section: Introductionmentioning

confidence: 99%

“…There were three criteria in this study: Representation mode, Narrative, and Interactivity (Table 1). Acceptance refers to the decision to use the learning game [36]. This category is related to assessing the value of the learning game and includes attitudes and opinions about the learning artifact.…”

Section: Introductionmentioning

confidence: 99%

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Using Technology Acceptance Model to Analyse the Successful Crowdfunding Learning Game Campaigns

Huang

Han

et al. 2023

ITLT

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Due to the limited opportunities for financial supports to educators, Crowdfunding can be an effective channel to solicit funding sources for educators to develop new learning games. Understanding user perceptions of a successful learning game guided by Technology Acceptance Model (TAM) could help educators to effectively adapt Information Communication Technologies (ICT) in developing more competitive learning games and secure more funding. This study used a user survey to assess the success of Kickstarter-funded learning game projects. Guided by TAM, the study derives eight perceived assessment dimensions, including three Usefulness dimensions: Representation mode, Narrative, Interaction; four Usability dimensions: Learning provision, Skill building, Rules, Assessment; and one Acceptance dimension: Motivation. The analysis of the online assessment survey (n=115) revealed that successful funded learning game projects are focused on usefulness and usability. Users perceived a wider gap between successful and unsuccessful crowdfunding learning games in Learning Provision, Representation Mode, and Skill building. These enable game-based learning strategies by spelling out game rules that support learning provision in skill building, which is reflected in a detailed and in-depth narrative in a coherent representation layout. According to bivariate and multivariate analysis, among all eight dimensions, Representation mode, Interactivity, Skill building, Rules, Narrative and Learning provision are key factors that significantly associate with entrepreneurial success for the learning game development. A crowdfunding learning game TAM based perception evaluation model was developed based on perceived acceptance, usefulness and usability. This study examines the pedagogical aspects of using TAM to analyze crowdfunding learning games to help educators better use ICT to create new learning games that provide more customized, active, and flexible learning experiences, improve feedback and assessment, and increase involvement and access to game development.

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Methods and Means of Training Object-Oriented Programming in Higher Education Institutions

Koniukhov

2018

UESIT

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The article analyzes the methods and means of teaching that are used in the practice of training future engineer-programmers, the methods of their use in the process of formation of students competence in the field of object-oriented development. For example, the use of electronic teaching aids, taking into account the individual educational needs of students. These can be environments that implement the method of visualizing the concepts of OOP, simulators, with which you can organize an independent training with automatic checking of results, etc. Another approach is to consistently enhance the role of interactive learning methods that encourage students to independently formulate conclusions, apply existing knowledge and find new ones. The directions of further research, which consist in the development of a system of methods and teaching methods, adapted to the features of object-oriented programming as a subject of study in institutions of higher education, are determined.

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Towards a 3D Virtual Game for Learning Object-Oriented Programming Fundamentals and C++ Language - Theoretical Considerations and Empirical Results

Cited by 4 publications

References 0 publications

Game design and didactic transposition of knowledge. The case of progo, a game dedicated to learning object-oriented programming

Game design and didactic transposition of knowledge. The case of progo, a game dedicated to learning object-oriented programming

Using Technology Acceptance Model to Analyse the Successful Crowdfunding Learning Game Campaigns

Methods and Means of Training Object-Oriented Programming in Higher Education Institutions

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