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Refurbishing the Educational Escape Room for Programming: Lowering the Threshold and Raising the Ceiling
Mid Sweden University, Faculty of Science, Technology and Media, Department of Computer and System Science.
Mid Sweden University, Faculty of Science, Technology and Media, Department of Computer and System Science.
2022 (English)In: Proceedings of the 16th European Conference on Games Based Learning (ECGBL 2022) / [ed] Conceição Costa, Reading, UK: Academic Conferences and Publishing International Limited, 2022, p. 280-287Conference paper, Published paper (Refereed)
Abstract [en]

Programming education at university level has often been identified as problematic learning. At the same time, prognosis for future labour market is increased need for professionals with programming and related skills. To meet demands of future society, K-12 schools around the world have integrated programming in the curriculum. However, research show challenges for integrating programming in K-12 education. Challenges include students’ and teachers’ struggle with learning and teaching programming, lack of time to properly incorporate programming in existing teaching and learning, and insufficient support for teachers. This study addresses these challenges by designing, developing, and evaluating an educational game on programming that combines the idea of game-based learning with digital escape rooms. In the game, the player develops knowledge about programming concepts to escape 10 rooms. The study’s main research question was: What are K-12 students’ perceptions of the game and what do they considered to be important design factors for a digital escape room game on computer programming? A design science approach was used for designing, developing, and evaluating a web-based escape room game on programming. This was conducted in a five-step process: 1) Explicating the problem, 2) Defining the requirements, 3) Designing and developing the artefact, 4) Demonstrating the artefact, and 5) Evaluating the artefact. The game was tested and evaluated by 32 K-12 students with a questionnaire during the autumn semester of 2021 and spring semester of 2022. Collected data were then analysed and grouped into categories to answerthe study’s aim and research question. Findings of the study show several suggestions for further development and important design factors to consider when developing a digital escape room game. The next steps of research are to combine these findings with evaluations from teachers, and to incorporate this in an updated version of the game.

Place, publisher, year, edition, pages
Reading, UK: Academic Conferences and Publishing International Limited, 2022. p. 280-287
Keywords [en]
Escape rooms, Game development, Game-based learning, Programming education, K-12 education
National Category
Computer and Information Sciences
Identifiers
URN: urn:nbn:se:miun:diva-46239DOI: 10.34190/ecgbl.16.1.603Scopus ID: 2-s2.0-85141169663ISBN: 978-1-914587-51-1 (print)ISBN: 978-1-914587-52-8 (electronic)OAI: oai:DiVA.org:miun-46239DiVA, id: diva2:1702019
Conference
European Conference on Games Based Learning (ECGBL 2022), Lusófona University, Lisbon, Portugal, 6-7 October, 2022
Available from: 2022-10-09 Created: 2022-10-09 Last updated: 2022-11-22Bibliographically approved

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Publisher's full textScopushttps://papers.academic-conferences.org/index.php/ecgbl/article/view/603/700

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Humble, NiklasMozelius, Peter

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CiteExportLink to record
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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