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Learning to Program by Playing Learning Games
Stockholm University.
Mid Sweden University, Faculty of Science, Technology and Media, Department of Computer and System science. (Forum för digitalisering (FODI))
2017 (English)In: Proceedings of the European Conference on Games Based Learning / [ed] Maja Pivec & Josef Gründler, Reading, UK: Academic Conferences and Publishing International Limited, 2017, Vol. 11, 498-506 p.Conference paper, Published paper (Refereed)
Abstract [en]

Game-based learning is an emerging field that has become a part of university education and several researchersdescribe its strong learning potential. For several subjects there is a rich flora of learning games and commercial-of-the-shelfgames available, but for programming education in general and Python programming in particular, the situation is different.There exists an economical aspect as well and to develop learning games for programming education, might not interest themainstream game industry and most universities do not have the resources needed to develop their own tailor-madelearning games. Digital gaming in general has had a fast expansion during the last decade and the generation that now isentering the universities has a habit of regular gaming. At the same time there are several studies reporting about lowmotivated students in introductory programming courses. In a time when commercial games for programming educationare rare, universities must look for affordable ways to construct appropriate learning games. This study has investigated theidea of using learning games developed by university students as additional learning tools in an introductory programmingcourse. Five student constructed games for learning to program in Python have been analysed. Eventually two learninggames were selected and tested as part of a five week introductory programming course. The overall strategy has beenaction research with the aim to improve an existing programming course. A group of students have played the games in twoworkshops where data has been collected in a mix of questionnaires, observations and group discussions. Findings indicatethat the general idea seems to work, but as for all kind of course content, there need to be a thorough assessment anditerative refinement. Despite some found bugs and interface flaws the games had a challenging gameplay as well as learningoutcomes. The game-based workshops also had a catalytic effect and created energy as well as curiosity among theparticipants. To what degree the games and the workshops contributed to concrete learning outcomes will be furtheranalysed after the second examination deadline.

Place, publisher, year, edition, pages
Reading, UK: Academic Conferences and Publishing International Limited, 2017. Vol. 11, 498-506 p.
Series
Proceedings of the European Conference on Games Based Learning, ISSN 2049-0992, E-ISSN 2049-100X ; 11
Keyword [en]
game-based learning, GBL, programming education, learning games, Python programming
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:miun:diva-31799OAI: oai:DiVA.org:miun-31799DiVA: diva2:1147746
Conference
11th European Conference on Games Based Learning 2017
Available from: 2017-10-08 Created: 2017-10-08 Last updated: 2017-10-11Bibliographically approved

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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf