A systematic review of learning object oriented programming through serious games and programming approaches

Ranking of problems and solutions in the teaching and learning of object-oriented programming

“…The students present difficulties when adopting the object-oriented paradigm, because their initial formative process is generally based on purely structural programming. The modular nature of the objectoriented paradigm is conceived as a challenge for educators, since in this process it is common for students to assimilate erroneous conceptions and to present problems in understanding and implementing object-oriented standards (Abbasi et al, 2017;Anniroot & de Villiers, 2012;Arif, 2000;Barr et al, 1999;Benander et al, 2004;Black et al, 2013;Cetin, 2013;Dale, 2006;Fedorowicz & Villeneuve, 1999;García Perez-Schofield et al, 2008;Hadar, 2013;Hosanee & Panchoo, 2015;Hubwieser & Mühling, 2011;Hundley, 2008;Jordine et al, 2015;Tahat, 2014;Karahasanović et al, 2007;Kunkle & Allen, 2016;Lewis et al, 2004;Mazaitis, 1993;Moussa et al, 2016;Nelson et al, 1997;Pei et al, 2010;Rajashekharaiah et al, 2016;Sajaniemi et al, 2007;Sanders et al, 2008;Seng & Yatim, 2014;Sheetz, 2002;Sheetz et al, 1997;Sien, 2011;Sien & Chong, 2011;Streib & Soma, 2010;Tan et al, 2014;Tegarden & Sheetz, 2001;Thomasson et al, 2006;Turner et al, 2010;Xinogalo...…”

“…This solution is described as an emerging proposal where virtualization, animation, online sessions and more channels that support knowledge transfer are used. Additionally, it is emphasized on the use of game-related tools and more suitable languages for teaching (Abbasi et al, 2017;Govender, 2009;Jordine et al, 2015;Kiss, 2013;Mazaitis, 1993;Moons & De Backer, 2009;Moons & De Backer, 2013;Olsson & Mozelius, 2015;Radenski, 2006;Sajaniemi et al, 2007;Seng & Yatim, 2014;Sheetz et al, 1997;Tan et al, 2014;J. Yang et al, 2018;T.-C. Yang et al, 2015).…”

Educational Programming Environments for Enhancing Conceptual Design in the Object-Oriented Paradigm: A Systematic Mapping Study

“…Serious games on the other hand provide motivation in carrying out the tasks they include and are highly interactive, but do not cover all the OOP concepts. Abbasi et al (2017) carried out a systematic literature review of ways that serious games are used for learning OOP and teaching approaches applied in this context. The systematic literature review included 15 studies published from 2015 to 2016.…”

“…In recent years, a promising solution to alleviate the aforementioned problems is the use of educational tools in OOP courses. Various types of educational programming environments have been proposed, including: programming microworlds (Maliarakis et al, 2012; Xinogalos & Satratzemi, 2004), flowchart-based programming environments (Xinogalos, 2013), serious games (Abbasi et al, 2017; Maliarakis et al, 2012), computer-supported collaborative tools (Silva et al, 2020), and distributed pair programming tools (Satratzemi et al, 2023). Such tools are expected to enhance the experience of the students with the course, enable them to perform additional self-studying, and support them in dealing with their difficulties and misconceptions.…”

Game design and didactic transposition of knowledge. The case of progo, a game dedicated to learning object-oriented programming

“…Learning and teaching programming to beginners is proven to be difficult, it is considered as one of the major challenges in computer science education (Medeiros et al, 2018;Bennedsen, 2008;Piteira & Costa, 2013). Recent works focused on teaching and learning object-oriented programming, which is one of the most difficult paradigm for beginners (Abidin & Zawawi, 2020;Abbasi et al, 2017;Seng & Yatim, 2014;Keung et al, 2018). The main difficulty that students face, lies in abstract basic concepts, and they struggle to understand more complex concepts, when they cannot grasp the basics.…”