Kodu game lab

Fowler, Allan; Cusack, Brian

doi:10.1145/2159365.2159398

Cited by 28 publications

(5 citation statements)

References 17 publications

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Section: Methodsmentioning

confidence: 99%

“…They converted this method or advanced their own ways without difficulty using the symbols taught. They first learned to make logic with numbers and sentences like Kode, the Kodu programming language (Fowler & Cusack, 2011;MacLaurin, 2011). They also learned what a Turing machine (Turing, 1950) is and were given a system designing problem that met certain conditions.…”

Section: Methodsmentioning

confidence: 99%

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Paper-and-Pencil Programming Strategy toward Computational Thinking for Non-Majors: Design Your Solution

Kim

2013

Journal of Educational Computing Research

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The paper-and-pencil programming strategy (PPS) is a way of representing an idea logically by any representation that can be created using paper and pencil. It was developed for non-computer majors to improve their understanding and use of computational thinking and increase interest in learning computer science. A total of 110 non-majors in their sophomore year were assigned to either a Logo or a PPS course with attendance being 2 hours per week for 15 weeks. To measure the effectiveness of PPS, the Group Assessment of Logical Thinking and a self-assessment survey preand post-test were used. Findings indicated that PPS not only improved students' overall logical thinking as much as did Logo programming learning, but also increased scores on one more subscale of logical thinking than did the Logo course. In addition, PPS significantly helped students understand the concept of computational thinking and increased their interest in learning computer science.Computer science (CS) has led to innovations in society and daily life. However, the public's interest in CS has decreased (Carter

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Paper-and-Pencil Programming Strategy toward Computational Thinking for Non-Majors: Design Your Solution

Kim

2013

Journal of Educational Computing Research

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“…It supports learning notions related to the imperative programming paradigms, such as sequentiality, conditional instructions, variables and assignments; it also encompasses some concepts of object-oriented programming, such as that of classes, objects, and information hiding. Different studies have been performed to demonstrate the capability of Kodu to improve CT skills such as problem-solving, abstraction, problem decomposition, and pattern recognition [20,55].…”

Section: Learning Through Designing Gamesmentioning

confidence: 99%

Fostering computational thinking through collaborative game-based learning

Turchi

Fogli

Malizia

2019

Multimed Tools Appl

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Algorithms are more and more pervading our everyday life: from automatic checkouts in supermarkets and e-banking to booking a flight online. Understanding an algorithmic solution to a problem is a very relevant activity to improve end-users' involvement. To this end, adopting a meta-design approach may help to support end-users to appropriate the design skills necessary for contributing to system design, in new and engaging modalities. By acquiring Computational Thinking (CT) skills (e.g., algorithmic thinking, abstraction), end-users will be able to understand and trust algorithms, while at the same time participate in the design and development of systems evolving in accordance with their needs. In this work, we focus on two different ways of improving CT skills: playfulness and collaboration. We introduce a game-based system, TAPASPlay, to foster CT skills and we report the results of an exploratory study with 18 users; our hypothesis is that learning CT through gameplay is effective and we tested it by involving participants in game sessions providing playful experience and collaborative learning. Keywords Computational thinking • Gameplay • Tangible user interface • Constructionist video games This is an extended and revised version of a paper that was presented at the 2017 Workshop on Games-Human Interaction [19]. This paper significantly expands over the presentation and experimental validation of TAPASPlay.

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“…In the second approach the students assume the role of game developers, which provides them with an opportunity of practice the professional activity in a very similar way to the real world. Fowler and Cusack support that idea, but they emphasize the importance of the student keeping focus on the learning activity. Barnes et al presented the Game2Learn project, whose goal is the development of educational games, but whose unstructured nature frustrated some students at first, leading the authors to develop their own planning.…”

Section: Related Workmentioning

confidence: 99%

Problem based learning associated to the development of games for programming teaching

Martins

Concilio²,

Guimarães

2018

Comp Applic In Engineering

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The programming teaching faces serious challenges all over the world. Many students end up abandoning the Computer Science courses in their freshman years because they are not able to understand the concepts taught in introductory courses. On the other hand, the development of games is an opportunity for the students to perform an actual activity of the career and hence it may serve as an incentive to their motivation, commitment, and proactivity. This article describes a teaching approach based on the Problem Based Learning (PBL) methodology, which is associated to the development of educational games to drive the programming teaching in an introductory and practical course of programming teaching. The article presents details on the approach and how it was conducted in a case study with 30 students. The article also comprehends the approach's assessment, as well as the results got through the evaluation survey with students and teachers.

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Kodu game lab

Cited by 28 publications

References 17 publications

Paper-and-Pencil Programming Strategy toward Computational Thinking for Non-Majors: Design Your Solution

Paper-and-Pencil Programming Strategy toward Computational Thinking for Non-Majors: Design Your Solution

Fostering computational thinking through collaborative game-based learning

Problem based learning associated to the development of games for programming teaching

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