Game-based approach and its feasibility to support the learning of object-oriented concepts and programming

Rais, Aimi Elliyana; Sulaiman, Shahida; Syed-Mohamad, Sharifah Mashita

doi:10.1109/mysec.2011.6140689

Cited by 21 publications

(6 citation statements)

References 8 publications

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“…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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“…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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“…Uno de los mayores retos a los que se enfrentan la mayoría de los estudiantes, especialmente aquellos en los primeros niveles, es lidiar con temas de Programación. Por ejemplo, entre los temas críticos destacados y ampliamente discutidos por los investigadores es la Programación Orientada a Objetos [1] [2].…”

Section: Introductionunclassified

La gamificación como estrategia didáctica para la enseñanza/aprendizaje de la programación: un mapeo sistemático de literatura

2018

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La incorporación de la gamificación en cursos de Programación ha sido identificada como una estrategia potencial que podría maximizar la participación de los estudiantes y tener un impacto positivo en el aprendizaje. Hasta donde sabemos, no existe un estudio dirigido a recopilar y analizar los resultados de investigación sobre este tema utilizando un método sistemático. Para llenar este vacío, se realizó un mapeo sistemático de literatura con el objetivo de resumir los estudios sobre el uso de la gamificación como estrategia didáctica para la enseñanza/aprendizaje de la Programación. Inicialmente, mediante la búsqueda en cuatro (4) bibliotecas digitales, se obtuvieron 186 estudios. Luego, después de un cuidadoso análisis de cada uno de ellos, verificamos que sólo 78 coinciden con nuestras necesidades. Por último, hemos categorizdo las contribuciones de estos estudios para presentar una visión general de los resultados producidos por la comunidad investigadora.

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“…Besides that, academician needs to find other approaches that are suitable to teach the student on the OOP subject. The paper-and-chalk based teaching method and lecture-learning-centered approach are insufficient to educate the students on the programming-related course [2].…”

Section: Introductionmentioning

confidence: 99%

Learning Object-Oriented Programming Paradigm via Game-Based Learning Game – Pilot Study

Seng¹,

Yatim²,

Tan³

2018

IJMA

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Traditional classroom-based learning and teaching methods though established are not effective and insufficient to deliver the object-oriented programming (OOP) to computer science undergraduates. Thus, to resolve this issue, a game-based learning approach to enhance the student's understanding and improve their learning curves was adopted. Based on the three-layered game-based learning design model, the proposed role-playing game called Odyssey of Phoenix (OoP) was resulted. To test the performance of the OoP, a group of 20 students from the bachelor degree background of computer science who are in their second year were offered to participate a pilot testing to evaluate the game. The outcome of the pilot testing showed satisfactory and positive results whereby most players agreed that OoP was efficient and effective as a learning tool for them to understand and learn about the OOP paradigm.

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Game-based approach and its feasibility to support the learning of object-oriented concepts and programming

Cited by 21 publications

References 8 publications

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

La gamificación como estrategia didáctica para la enseñanza/aprendizaje de la programación: un mapeo sistemático de literatura

Learning Object-Oriented Programming Paradigm via Game-Based Learning Game – Pilot Study

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