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The illustration of the proposed framework 

The illustration of the proposed framework 

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Conference Paper
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Game-based learning using interactive environments to impart theoretical and applied knowledge for introductory programming courses is divided in two popular approaches: " game making " and " game playing ". Various studies have been conducted following greatly the former approach in secondary and tertiary education with controversial results. Howe...

Contexts in source publication

Context 1
... approach can foster computational practices and perspectives, as students need to review and think about the programming process by modifying building blocks of programming constructs, and present program execution consequences for omissions or commissions of the code segments (P5). Figure 1 illustrates the proposed framework and game guidelines, which can be designed to be an integral part of game characteristics to support the design guidelines (G) that have been previously described. These are: (a) Fantasy: A SG should offer analogies or metaphors for real-world processes that permit users to have experience with phenomena or tasks which sometimes cannot be done in real-world settings. ...
Context 2
... it is shown in Figure 1, students need initially to be engaged in game tasks, which will in turn generate their desire for improvement through attractive learning scenarios, such as role-playing (Stage 1). These tasks will help students to develop computational problem-solving strategies regarding the targeted educational content and through several tasks, they will be able to produce a set of learning outcomes (Stage 2). ...

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... Practically, GBL can be implemented through three approaches. According to Pellas and Vosinakis (2017), only a few studies have been done in the playing games approach. Therefore, the study found the playing games approach as an opportunity to be explored in the learning of CT skills. ...
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Thesis
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... CT involves formulating problems with tools and methods such as computers and data analysis, finding possible solutions, and using these solutions to solve other similar problems (Barr, Harrison, and Conery, 2011;Wing, 2008). This process also defined as computational problem solving (Pellas, Vosinakis, 2017). According to Dierbach (2012), two things are needed to solve a problem computationally: a solution proposal that covers all relevant aspects of the problem and an algorithm that can solve the problem using this solution proposal. ...
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... Virtual worlds with their various features could be used as a tool in the teaching of programming. They offer exciting new environment for learners to engage in programming through the construction of meaningful 3D artefacts within group studies; something that is arguably difficult to achieve with other programming environments (Pellas & Vosinakis, 2017). ...
... The main difference from Barr and Stephenson (2011) is that evaluation for efficiency and correctness and generalizing have been added as dimensions of CT. As international computer science teacher organizations have much influence on international teaching, several articles have used these concepts (Denning, 2017, Fronza et al., 2015, Rode et al., 2015, Kalelioglu et al., 2016, Chen et al., 2017, Pellas and Vosinakis, 2017, Korkmaz et al., 2017, Durak and Saritepeci, 2017and Lowe and Brophy, 2017. ...
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