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Developing a game model for computational thinking and learning traditional programming through game-play
... However, because CT has multiple definitions in the literature, it is arguable what ubiquitous skills and abilities encompass the development of CT [8] and how these should be integrated to the education of CS [9]. To address this problem, many studies have been undertaken to define what skills involve CT and what tools and techniques can be used to support students in the education of CS [10]. Since digital games are attractive and engaging for all groups of people, game based learning (GBL) has been proposed as one pedagogical framework for developing CT skills in an innovative way. ...
... The task of learning to program is often recognized as a frustrating and demanding activity by students [16,10] and numerous studies argue that poor teaching methods, low levels of interaction with students and a lack of interest are the major problems in learning programming [17,18]. It is widely accepted that students need to demonstrate an understanding of the patterns evident in programming rather than focusing only on syntax and semantics of computer programming [19]. ...
... More importantly, the majority of studies using this approach follow an instructivist style, where students are given instructions by an expert tutor and knowledge acquisition is governed by that tutor in a module based teaching model. However, in a recent study we discuss and conclude that one key aspect of GBL is an inherent constructivist structure [10]. ...
This paper outlines an innovative game model for learning computational thinking (CT) skills through digital game-play. We have designed a game framework where students can practice and develop their skills in CT with little or no programming knowledge. We analyze how this game supports various CT concepts and how these concepts can be mapped to programming constructs to facilitate learning introductory computer programming. Moreover, we discuss the potential benefits of our approach as a support tool to foster student motivation and abilities in problem solving. As initial evaluation, we provide some analysis of feedback from a survey response group of 25 students who have played our game as a voluntary exercise. Structured empirical evaluation will follow, and the plan for that is briefly described.
... We note, in passing, that conceptually, this was understood as a possibility as far back as the early 1960's (Perlis, 1962, p. 185). In more current research, Kazimoglu et al. (2010) studied puzzle-solving game play as a method to teach introductory programming. This was accomplished initially by prototyping a computer game in which students used a mix of directaction and programming commands to maneuver an avatar figure through an increasingly complex series of "brain teaser" problems (Kazimoglu et al., 2010). ...
... In more current research, Kazimoglu et al. (2010) studied puzzle-solving game play as a method to teach introductory programming. This was accomplished initially by prototyping a computer game in which students used a mix of directaction and programming commands to maneuver an avatar figure through an increasingly complex series of "brain teaser" problems (Kazimoglu et al., 2010). The authors argued that "as learning content is presented as an integral part of the game-play, students develop an understanding on how programming concepts work and use these concepts as game-play elements to solve problems in an environment that makes sense to them" (p.1384). ...
The term computational thinking (CT) has been in academic discourse for decades, but gained new currency in 2006, when Jeanette Wing used it to describe a set of thinking skills that students in all fields may require in order to succeed. Wing’s initial article and subsequent writings on CT have been broadly influential; experts in computational thinking have started developing teaching and leadership materials to support integration of CT across the K-12 curriculum. Despite interest at the K-12 level, however, outside of computer science and other science, technology, engineering and mathematics (STEM) fields there has been less interest in –and research conducted on– the potential of CT in higher education. The purpose of this paper is to review the current state of the field in higher education and discuss whether CT skills are relevant outside of STEM fields.
... Al aproximar los contenidos desde la perspectiva de gamificación se motiva y despierta el interés del alumno en la solución de problemas complejos, premisa que concuerda con Kazimoglu et al. (2010), quienes manifiestan la incidencia positiva de los juegos en el fomento del aprendizaje. ...
Introducción: Actulamente el mundo del entendimiento y la tecnología han trasportado un reciente pleno en el que la juventud deploran intranquilidad que la enseñanza no siempre puede saciar. Los modernos ambientes provocan que cambien las tendencias de los alumnos, por ello, los docentes requieren investigar estrategias y recursos novedosos en las clases, con la finalidad de incrementar la motivación o el compromiso del alumnado. Los objetivos de nuestro estudio se basan en analizar y comparar estrategias de la técnica de gamificación educativa orientadas a la enseñanza y aprendizaje de la materia de ciencias matemáticas. Metodología: Se han utilización herramientas como Kahoot y Plickers para aplicar la técnica de gamificación. Se ha adaptado la Escala de Estrategias de Aprendizaje ACRA calificada en escala de Likert. Resultados: A través de un estudio estadístico, se determinan, que encuentra un aumento significativo de las estrategias de aprendizaje en los alumnos en la referenciada asignatura. Discusión: En la prueba T-student, se obtiene que la gamificación influye de forma positiva en el proceso de aprendizaje de los alumnos. Conclusiones: Se corrobora que la citada técnica educativa, es pedagógica novedosa que mezcla los elementos del juego para interiorizar el conocimiento y así, el aprendizaje pueda ser como una práctica amena.
... PBL is a teaching method that enables students to acquire advanced information and skills through teacher-assigned practical projects. [11]. This study incorporates technology applications for computer science courses to look into how project-based learning (PBL) affects the growth of programming abilities. ...
For the best approaches to teach students programming abilities, researchers have held several talks and generated a huge number of recommendations. These recommendations have received a lot of attention because the majority of students that study programming tend to gain little information and fail to create problem-solving strategies using the programming principles they have learned. Pre-test and post-test are used to determine the efficacy of project- based learning (PBL) interventions. The purpose of this study is to look into how project-based learning in computer science classes affects students' acquisition of programming abilities
... However, to support persistence and learning, game designers often face the challenge of creating a level of difficulty that is "pleasantly frustrating" -challenging players without discouraging them [10]. When the difficulty level is high, some players may encounter setbacks and manage them in productive ways [4], while other players may quit due to inadequate understanding of the concepts or mechanics, ineffective puzzle-solving strategies, or lower levels of academic achievement [8,15,24]. Given this context, a comprehensive understanding of the drivers of player quitting is crucial for promoting more universally effective and engaging learning environments in games, informing timely interventions, and preventing frustration-induced stopout. ...
In this paper, we study the reasons for unsuccessful level completion in Baba is You, a puzzle-based video game, using Epistemic Network Analysis (ENA). The study focuses on student cognition, which can be inferred through an in-depth examination of in-game actions and decisions recorded in log data from complex, contextualized game levels. To build epistemic networks around video game log data, chronological log records of player levels were set as codes. Epistemic networks of player actions paired with interpretive examinations of the context of each level offer insights into why students may quit levels in Baba is You. Findings suggest that (1) inadequate acquisition of knowledge from the previous level, (2) premature focus on winning at the earlier stage without engaging in distributed exploration and experimentation, and (3) over-reliance on undoing actions may all play a role in unsuccessful level completion. The goal of this work is to support the design of future game-based interventions that can address context-specific quitting and foster student engagement within the game.
... The task of learning to program has been recognized as a difficult activity for most students [5] and it is widely agreed that students should focus more on algorithmic problem solving rather than on syntax and semantics in the introductory programming courses. To achieve this, many visual programming tools are developed for teaching CT and computer programming to non-CS majors because these tools allow students to create abstractive solutions quickly and are more attractive in nature. ...
... The key aspect of a Game-based Learning (GBL) approach is an inherent constructionist approach (Kazimoglu et. al, 2010). Regarding coding, the constructionist theory states that it is much more effective when students program personalised games instead of just learning about computing (Kafai, 2006). This "learning through the exercise of designing" as popular GBL approach (Berland and Lee, 2012) enhances design thinking, creativity, and arithmetic skills ...
Game development-based learning and creative coding activities are seen as an opportunity for young people to acquire programming skills and overall, Computational Thinking (CT) skills in an entertaining way. The goal of such activities is to create playable gaming artefacts. While learning to code is becoming more and more important, young game designers miss a clear map to know how game and design elements can be organized and in which situations, specific elements or structures are appropriate. The aim of this paper is to present a valid assessment for structuring games created with visual coding languages. In different workshop settings (out-off school workshops, school workshops) 84 participants between 10 and 15 years old have individually created gaming applications with our Catrobat environment. Games created during these workshops (2017-2019) were analysed and structured in game elements, design elements, and game complexity. This method is based on various existing frameworks, for example, the Mechanics, Dynamics, and Aesthetics (MDA) framework, which provide a consistent structure to define game elements, goals, and rules, thereby delivering a common framework and vocabulary for games. The transfer of game concepts in a consistent structure should support the overall clarity of the game and should help to focus students on the relevant elements of games. We argue that students need guidelines to be able to implement more complex games even with visual programming languages. The result, the Playing, Engagement, Creativity, and Creating (PECC) Assessment Template should support the process of evaluating gaming apps in visual coding languages, can be used by researchers as a valid method for structuring games, helps all students to adhere to good game design principles, and teachers can use the analysis to evaluate games created with visual programming languages.
... Existem pesquisas [22][23] [24] sobre o uso de jogos cujas características suportam o ensino e a aprendizagem de programação de computadores. A maioria desses jogos inclui um cenário particular que visa cobrir uma unidade específica da área de programação de computadores, enquanto alguns jogos -em menor número -cobrem múltiplos objetivos de aprendizado e unidades teóricas [25]. ...
As dificuldades encontradas nos cursos superiores de ciência da computação para ensinar programação têm gerado um afastamento cada vez maior por parte dos estudantes. As taxas de evasão aumentam e nada significativo tem sido feito para reverter esse cenário. Nossa pesquisa, porém, identificou que jogos digitais com o propósito de ensinar esse tipo de conhecimento seria o caminho mais imediato para aumentar o engajamento dos alunos nessa área. Partindo dessa premissa, os autores realizaram uma revisão, desde o ano de 2001 até os dias atuais, buscando identificar jogos que promovam o desenvolvimento desse tipo de competência. Também foram considerados aqueles que fundamentavam os pilares do pensamento computacional, uma vez que são capazes de despertar o interesse em um público mais amplo e mais jovem. São apresentados neste artigo uma lista de 26 jogos, onde se destacam características importantes destes. Nosso intuito, com este trabalho, é estimular iniciativas educacionais para o desenvolvimento ou uso de jogos para ensinar um conhecimento que se mostra relevante, porém, atualmente, desestimulante.
... However, previous studies also have revealed that many students fail to realize that learning computer programming concepts is both a combination of knowledge-gaining and problem-solving skills. And instead, the students have viewed computer programming as a "purely technical activity" (Bennedsen and Carpersen, 2008;Kazimoglu et al., 2010;Liu et al., 2011). This perspective of the student can be problematic, if left uncheck, since this might only produce CS graduates without the proper skill set, specifically problem solving, acquired through computer programming constructs (Kazimoglu et al., 2012). ...
Purpose
The purpose of this paper is to develop a web-based interactive learning object (ILO) of introductory Computer Science (CS) concept on recursion and compare two feedback methods in the learning assessment part.
Design/methodology/approach
Test driven development (TDD) approach was used to develop ILO. The authors adapted Multimedia Educational Resource for Learning and Online Teaching (MERLOT) standard instrument to evaluate ILO’s effectiveness as an e-learning tool. Three respondents, from a list of pre-identified prospective evaluators, were randomly chosen and served as raters for MERLOT, while 32 student-respondents coming from first-year Math and CS undergraduate majors were randomly assigned to each ILO version implementing either one of the two feedback methods.
Findings
ILO obtained mean ratings above 4 (in scale 1-5) in three MERLOT criteria, namely, potential effectiveness as teaching tool, ease of use, and quality of content, which is rated highest (mean=4.40, SD=0.53). The study also revealed that immediate feedback increases retention while delayed feedback improves generating new knowledge. Respondents who viewed the ILO implementing immediate feedback in their first session had statistically significantly higher scores (mean=8.25, SD=0.80) than those who viewed with delayed feedback (mean=7.63, SD=0.89). In their second session, the same observation was noted although with higher mean scores. These results give evidence that the developed ILO met standards in e-learning material and showed evidence of its effectiveness with preferably implementing immediate feedback.
Research limitations/implications
Although the developed ILO can now be used in school as supplementary learning material in teaching the concept of recursion in an introductory CS subject, a pilot testing of the web-based ILO using a larger sample of respondents to validate its effectiveness for online distance learning educational material can be pursued. Furthermore, in designing and creating an ILO, the provision of feedback during the assessment stage is necessary for effecting learning.
Originality/value
The study was a first to develop ILO for CS topic on recursion. The paper also compared which of two known feedback methods is best to implement in an ILO.
... Existing research has led to many discussions and ideas on how best to teach introductory computer programming as students suffer from a wide range of difficulties in computer programming (CP) courses (Bonar & Soloway, 1983;Lahtinen, Mutka & Jarvinen, 2005;Coull & Duncan, 2011). Numerous studies argue that students view computer programming as a purely technical activity rather than a set of combined problem solving skills (Bennedsen, & Carpersen, 2008;Kazimoglu et al., 2010;Liu, Cheng & Huang, 2011). Therefore, the majority of students who are learning introductory computer programming tend to develop superficial knowledge and fail to create problem solving strategies through using programming constructs. ...
Owing to their ease of engagement and motivational nature, especially for younger age groups, games have been omnipresent in education since earliest times. More recently, computer video games have become widely used, particularly in secondary and tertiary education, to impart core knowledge in some subject areas and as an aid to attracting and retaining students. Academics have proposed a number of approaches, using games-based learning (GBL), to impart theoretical and applied knowledge, especially in the computer science discipline. Our research is concerned with the design of an innovative educational game framework focused on the development of Computational Thinking (CT) skills, and herein we introduce a serious game, based on our framework, which encourages the development of CT skills to facilitate learning introductory computer programming. We describe how a limited number of key introductory computer programming concepts have been mapped onto the game-play, and how an equivalent set of skills characterising CT can be acquired through playing the game. A survey response group of 25 students, following computer science and related degree programmes but with very diverse backgrounds and experience, provided initial usability feedback on the game. Their feedback confirmed that they found the game enjoyable, and also universally believed that this approach would be beneficial in helping students learn problem-solving skills for introductory computer programming. Feedback from this group will be incorporated in a revised version of the game, which will now be subject to rigorous experimental evaluation and analysis, to provide structured empirical evidence in support of our approach. (C) 2012 Published by Elsevier Ltd.
In the current era of digital technology, computational thinking has become a crucial skill for understanding and analysing the informatics concepts behind every digital occurrence. While research has looked at the effectiveness of technology in education, limited studies have examined the potential of social cognitive learning with a mobile computing approach in developing computational thinking skills among students. This study aimed to analyse students’ perceptions of social cognitive learning using mobile computing to improve their computational skills. Using quantitative methods and purposive sampling, 135 students from Indonesia and the Philippines who were enrolled in social science subjects, using mobile computing with social science concepts, and interested in participating were surveyed. The study found that most students believed that social cognitive learning using mobile computing could significantly enhance their computational thinking skills. Implications were drawn from the study, such as the need for lecturers to have a thorough understanding of technology, various learning activities, and mobile computing apps to improve students’ computational skills and foster a future-oriented mindset. The appropriate social cognitive teaching stages and class design were also suggested as effective ways of developing computational thinking skills.
Serious games (SG) and Game-Based Learning (GBL) have frequently used for teaching purpose in different courses including Information Technology (IT). However, qualitative studies of students’ experience in using this approach have been subject of less attention in the related literature. The current study employs a qualitative approach to gain insight on students’ opinion after using the SGs in an IT course. The study particularly pays attention to potential opportunities and challenges of using the approach in IT course. Moreover, we asked students’ about the possible skills which they learnt through use of SGs. Fifty four students participated in a written survey which contained three open-ended questions about students’ experience in using this approach. After analysis of the results three groups of opportunities (learning outcome, engagement, and real life opportunity), three groups of challenges (learning curve, capacity of learn, and design of the game), and six groups of possible skills (human resource management, resource management, leadership, management and business skills, strategic skills, and technical knowledge) are recognised according to students’ experience. This study concludes with some implications for practice and research.
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