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Gamifying programming education in K‐12: A review of programming curricula in seven countries and programming games

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British Journal of Educational Technology
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Renny Lindberg at Vrije Universiteit Brussel
Renny Lindberg
Teemu Laine at Ajou University
Teemu Laine
Lassi Haaranen at Aalto University
Lassi Haaranen
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Abstract

An increasing number of countries have recently included programming education in their curricula. Similarly, utilizing programming concepts in gameplay has become popular in the videogame industry. Although many games have been developed for learning to program, their variety and their correspondence to national curricula remain an uncharted territory. Consequently, this paper has three objectives. Firstly, an investigation on the guidelines on programming education in K‐12 in seven countries was performed by collecting curricula and other relevant data official from governmental and non‐profit educational websites. Secondly, a review of existing acquirable games that utilize programming topics in their gameplay was conducted by searching popular game stores. Lastly, we compared the curricula and made suggestions as to which age group the identified games would be suitable. The results of this study can be useful to educators and curriculum designers who wish to gamify programming education.
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British Journal of Educational Technology
doi:10.1111/bjet.12685
Vol 50 No 4 2019 1979–1995
© 2018 British Educat ional Resear ch Association
Gamifying programming education in K-12: A review of
programming curricula in seven countries and programming
games
Renny S. N. Lindberg , Teemu H. Laine and Lassi Haaranen
Renny S. N. Lindberg is a doctoral student in the Department of Computer Sciences at the Vrije Universiteit Brussel,
Belgium. Teemu H. Laine is an associate professor in the Department of Computer Science, Electrical and Space
Engineering at the Luleå University of Technology. Lassi Haaranen is a doctoral student in the Department of
Computer Science at the Aalto University. Address for correspondence: Teemu H. Laine, Department of Computer
Science, Electrical and Space Engineering, Luleå University of Technology, Forskargatan 1, 931 87 Skellefteå,
Sweden. Email: teemu@ubilife.net
Introduction
Computer programming has been an essential tool for computer scientists and engineers for
decades. Today, programming is recognized as a core competency skill also outside the engi-
neering field. The demand for workers possessing programming skills is expected to grow dras-
tically in the near future. In Europe alone, there will be over 800,000 ICT job vacancies by 2020
Balanskat and Engelhard (2015). Consequently, several governmental and non-governmental
projects, such as the European Coding Initiative and the Code.org, have been established to pro-
mote programming education, with emphasis on children.
Likewise, countries around the world have moved toward inclusion of programming education to
national school curricula (Alano et al., 2016; Australian Curriculum Assessment and Reporting
Authority, 2015; Balanskat & Engelhardt, 2015; Department for Education (UK), 2013a;
Information Technology Foundation for Education (Estonia), 2015; Ministry of Education
(Finland), 2014; Ministry of Education (France), 2015; Ministry of Education (Israel), 2016;
Ministry of Education and Science (Korea), 2015). This move has been particularly strong in
Europe, as evidenced by a report published in 2015, which surveyed 21 Ministries of Education
Abstract
An increasing number of countries have recently included programming education in
their curricula. Similarly, utilizing programming concepts in gameplay has become
popular in the videogame industry. Although many games have been developed for
learning to program, their variety and their correspondence to national curricula
remain an uncharted territory. Consequently, this paper has three objectives. Firstly, an
investigation on the guidelines on programming education in K-12 in seven countries
was performe d by collecting cur ricula and other relevant data off icial from governmental
and non-profit educational websites. Secondly, a review of existing acquirable games
that utilize programming topics in their gameplay was conducted by searching popular
game stores. Lastly, we compared the curricula and made suggestions as to which age
group the identified games would be suitable. The results of this study can be useful to
educators and curriculum designers who wish to gamify programming education.
... Theoretical and Review studies (n = 9, 11.5%) [42][43][44][45][46][47][48][49][50] Showcase and Proposal studies (n = 11, 14.1%) [51][52][53][54][55][56][57][58][59][60][61] Experimental and case studies (n = 58, 74.3%) The result analysis consists of four parts: (1) Document collection analysis, where all three document categories were examined, focusing on the country, authors per document, document type, publication year, educational level, and sources; (2) Theoretical and Review studies analysis, which focused on examining and summarizing the documents of the specific category; (3) Proposal and Showcase studies analysis, where studies that focused on presenting their proposed applications, games, and prototypes were analyzed and summarized; and (4) Experimental and Case studies analysis, where, given the nature of these documents, a more in-depth content analysis was carried out to analyze the following variables: participants, sample, course details, course type, digital game type, platform and device, closed or open-source, existing or newly developed, game elements, development methodology, experiment type, research methods, evaluation tools, and data analysis methods. ...
... This subsection summarizes the nine (11.5%) Theoretical and Review studies [42][43][44][45][46][47][48][49][50] contained in the collection analyzed. The specific documents contribute knowledge to the field and are related to the topic but have not presented or applied a serious game or digital game most studies examined the influence of serious games in primary education (n = 34, 43.6%), followed closely by those focusing on secondary education (n = 28, 35.9%). ...
... This subsection summarizes the nine (11.5%) Theoretical and Review studies [42][43][44][45][46][47][48][49][50] contained in the collection analyzed. The specific documents contribute knowledge to the field and are related to the topic but have not presented or applied a serious game or digital game ...
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