An interactive serious game via visualization of real life scenarios to learn programming concepts

Sajana, A; Bijlani, Kamal; Jayakrishnan, R.

doi:10.1109/icccnt.2015.7395173

Cited by 6 publications

(3 citation statements)

References 3 publications

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“…Of course, games also feature prominently in the literature on engagement for their motivational qualities [122,568]. The use of games and game-like tools in introductory programming is not unique to the most recent literature.…”

Section: Student Engagement Student Engagement In Introductorymentioning

confidence: 99%

Introductory programming: a systematic literature review

Luxton-Reilly

Simón

Albluwi

et al. 2018

Proceedings Companion of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education

345

127

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As computing becomes a mainstream discipline embedded in the school curriculum and acts as an enabler for an increasing range of academic disciplines in higher education, the literature on introductory programming is growing. Although there have been several reviews that focus on specific aspects of introductory programming, there has been no broad overview of the literature exploring recent trends across the breadth of introductory programming.This paper is the report of an ITiCSE working group that conducted a systematic review in order to gain an overview of the introductory programming literature. Partitioning the literature into papers addressing the student, teaching, the curriculum, and assessment, we explore trends, highlight advances in knowledge over the past 15 years, and indicate possible directions for future research.

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Section: Student Engagement Student Engagement In Introductorymentioning

confidence: 99%

Introductory programming: a systematic literature review

Luxton-Reilly

Simón

Albluwi

et al. 2018

Proceedings Companion of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education

345

127

View full text Add to dashboard Cite

show abstract

“…Competition, motivation, problem-solving skills, willingness to learn [5,16,17,27,34,51,56,57,59,68,74,78,85,87,94,95,103,116,117,123,124,129,140,147,[161][162][163] 27…”

Section: Soft Skillmentioning

confidence: 99%

The effects of game‐based learning in the acquisition of “soft skills” on undergraduate software engineering courses: A systematic literature review

García

Pacheco

Méndez

et al. 2020

Comp Applic In Engineering

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The software industry is becoming an increasingly important part of the economy in countries that have realized that the education of future software engineers is crucial to having a vibrant software industry. However, software engineering education is still influenced by traditional teaching impeding the acquisition of soft skills. Game‐based learning (GBL) combines learning with different known resources, such as games, to support and improve the teaching/learning process and/or student evaluation through active learning. This study presents a systematic literature review on the use of GBL for teaching software engineering at the undergraduate level, from 2001 to 2020, by addressing four research questions: What kinds of games have been developed for software engineering education? Which software engineering areas have been addressed by these games? Which soft skills have been promoted by using these games? How have these skills been evaluated? The study found 96 studies to answer these four questions. The findings provided evidence on the development of digital games focused on teaching the fundamentals of software engineering defined by software engineering body of knowledge. Moreover, these games have been able to promote the acquisition of more than one soft skill which is beneficial for undergraduate students.

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“…A utilização de um jogo virtual apropriado para facilitar o ensino pode fornecer ao aluno um ambiente lúdico que utiliza tecnologias de modo estimulante, promovendo a familiaridade e tirando o foco do quadro e do professor, criando condições favoráveis para que o aluno procure ser protagonista no desenvolvimento de sua base de conhecimentos e aprenda a relacionar e aplicar os conceitos da área de computação (Sajana, 2015;Horn, 2016;Cass, 2017;Tang, 2018;Xi, 2019). O jogo escolhido para este trabalho foi o TIS-100 produzido pela empresa Zachtronics (Zachtronics, 2019), que estimula a utilização de seus jogos no ambiente acadêmico e os disponibiliza gratuitamente para instituições de ensino para uso com fins educacionais.…”

Section: Gamificaçãounclassified

Gamificação e pensamento computacional: análise de uma experiência no ensino médio/técnico-integrado

Gomes

Rodrigues²,

Franco³

2020

RSD

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O objetivo deste trabalho é analisar como o uso da gamificação pode favorecer o ensino/aprendizado da computação para alunos de cursos médio/técnico-integrado que não foram previamente alfabetizados na área. A estratégia adotada foi utilizar jogos digitais na sala de aula e investigar como esses auxiliam os alunos na construção de modelos mentais sobre os conceitos importantes ao pensamento computacional. No experimento foi utilizado o jogo TIS-100 da Zachtronics. A investigação sobre os modelos mentais foi realizada através de avaliações e observações de diálogos verbalizados pelos alunos durante as aulas. Concluímos que a gamificação é uma estratégia poderosa para auxiliar no desenvolvimento do pensamento computacional.

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An interactive serious game via visualization of real life scenarios to learn programming concepts

Cited by 6 publications

References 3 publications

Introductory programming: a systematic literature review

Introductory programming: a systematic literature review

The effects of game‐based learning in the acquisition of “soft skills” on undergraduate software engineering courses: A systematic literature review

Gamificação e pensamento computacional: análise de uma experiência no ensino médio/técnico-integrado

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