Game Development for Computer Science Education, Part II (original) (raw)

Game Development for Computer Science Education

Proceedings of the 2016 ITiCSE Working Group Reports, 2016

Games can be a valuable tool for enriching computer science education, since they can facilitate a number of conditions that promote learning: student motivation, active learning, adaptivity, collaboration, and simulation. Additionally, they provide the instructor the ability to collect learning metrics with relative ease. As part of 21st Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE 2016), the Game Development for Computer Science Education working group convened to examine the current role games play in computer science (CS) education, including where and how they fit into CS education. Based on reviews of literature, academic research, professional practice, and a comprehensive list of games for computing education, we present this working group report. This report provides a summary of existing digital games designed to enrich computing education, an index of where these games may fit into a teaching paradigm using the ACM/IEEE Computer Science Curricula 2013 [13], and a guide to developing digital games designed to teach knowledge, skills, and attitudes related to computer science.

Game-based learning in computer science education: a scoping literature review

International Journal of STEM Education

Using games in education has the potential to increase students’ motivation and engagement in the learning process, gathering long-lasting practical knowledge. Expanding interest in implementing a game-based approach in computer science education highlights the need for a comprehensive overview of the literature research. This scoping review aims to provide insight into current trends and identify research gaps and potential research topics concerning game-based learning in computer science. Using standard methodology for scoping review, we identified 113 articles from four digital libraries published between 2017 and 2021. Those articles were analyzed concerning the educational level, type of the game, computer science topic covered by the game, pedagogical strategies, and purpose for implementing this approach in different educational levels. The results show that the number of research articles has increased through the years, confirming the importance of implementing a game-base...

Playing a game: The ecology of designing, building and testing games as educational activities

ED-Media, World Conference on Educational …, 2005

The design and implementation of educational games can be highly motivational to undergraduate students. In many cases it allows them to build the kind of computational artifacts that they envisioned building when they entered a computer science program. Additionally, the design and implementation of games is demanding, as it requires to master a variety of skills and to combine them in a context that typically includes collaborative and interdisciplinary work stiles. Initially, computer science programs did not welcome the ...

Serious computer games in computer science education

EAI Endorsed Transactions on Game-Based Learning, 2015

The role and importance of serious computer games in contemporary educational practice is presented in this paper as well as the theoretical fundamentals that justify their use in different forms of education. We present a project for designing and developing serious games that take place within the curriculum for computer science teachers' education as an independent project work in teams. In this project work students have to use their knowledge in the field of didactics and computer science to develop games. The developed game is tested and evaluated in schools in the framework of their practical training. The results of the evaluation can help students improve their games and verify to which extent specified learning goals have been achieved.

A Serious Game for Developing Computational Thinking and Learning Introductory Computer Programming

Procedia - Social and Behavioral Sciences, 2012

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.

Development of a Serious Game to Assist in Teaching Programming in Introductory Courses

International Journal Of Engineering Research And Development, 2024

The increasing difficulty students face when learning programming logic has led to high rates of retention and dropout in introductory technology courses. To address this challenge, we developed a serious game designed to facilitate the learning of programming logic through an engaging, immersive experience. The game incorporates a non-linear learning approach, allowing students to progress at their own pace and revisit specific topics as needed. This flexibility supports students who may struggle with linear course structures, helping them to reinforce key concepts without feeling constrained. Additionally, the game employs a training and reuse model, enabling learners to continuously practice programming logic by returning to the game for further exercises. With cross-platform compatibility, the game can be compiled and deployed on various operating systems, making it accessible to a broad range of students. Preliminary results suggest that the game effectively aids students in mastering fundamental programming logic, potentially reducing dropout rates in technology courses and strengthening foundational skills.

Game based learning for computer science education

2011

Abstract Today, learners increasingly demand for innovative and motivating learning scenarios that strongly respond to their habits of using media. One of the many possible solutions to this demand is the use of computer games to support the acquisition of knowledge. This paper reports on chances and challenges of applying a game-based learning scenario for the acquisition of IT knowledge as realized by the German BMBF project SpITKom.

Game2learn: A study of games as tools for learning introductory programming concepts

We introduce Game2Learn, an innovative way to teach introductory programming using games. Through an iterative development process, we are designing an educational framework that is more relevant and familiar to students' experiences, resulting in a game that will appeal to a broad audience and can improve student engagement, satisfaction, and skill transfer, particularly for women and other underrepresented minorities in computer science. In this paper, we discuss our first round of rapid prototyping, which explores different game and interface possibilities through two prototypes. Evaluations of these prototypes provide evidence that a game for learning programming can be fun, engaging and satisfying for students, and that a game can present programming concepts through a variety of formats and storylines.

FOSTERING SCIENCE EDUCATION OBJECTIVES WITH TEACHER-MADE COMPUTER GAMES

cblis.utc.sk

The new generation of learners in today's schools is accustomed to a digital world. The students are surrounded by visual stimuli and are becoming proficient in areas not on the test! Their new ways of learning offer challenges to traditional teaching methods, and opportunities for creative use of their new skills and interests. In this minisymposium we will give a brief overview of digital game-based learning, its philosophical and practical origins, values of play for general educational development as well as for science learning ...