Usability and Learning Effectiveness of Game-Themed Instructional (GTI) Module for Teaching Stacks and Queues

Stigall, James; Sharma, Sharad

doi:10.1109/secon.2018.8479132

Cited by 5 publications

(6 citation statements)

References 14 publications

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“…Stigall and Sharma [56] This study designed a game theme-based instructional (GTI) module to teach undergraduate CS majors about stacks and queues.…”

Section: Authors Aim Of the Study Results Of The Studymentioning

confidence: 99%

Application of Virtual Reality in Computer Science Education: A Systemic Review Based on Bibliometric and Content Analysis Methods

et al. 2021

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This study investigated the role of virtual reality (VR) in computer science (CS) education over the last 10 years by conducting a bibliometric and content analysis of articles related to the use of VR in CS education. A total of 971 articles published in peer-reviewed journals and conferences were collected from Web of Science and Scopus databases to conduct the bibliometric analysis. Furthermore, content analysis was conducted on 39 articles that met the inclusion criteria. This study demonstrates that VR research for CS education was faring well around 2011 but witnessed low production output between the years 2013 and 2016. However, scholars have increased their contribution in this field recently, starting from the year 2017. This study also revealed prolific scholars contributing to the field. It provides insightful information regarding research hotspots in VR that have emerged recently, which can be further explored to enhance CS education. In addition, the quantitative method remains the most preferred research method, while the questionnaire was the most used data collection technique. Moreover, descriptive analysis was primarily used in studies on VR in CS education. The study concludes that even though scholars are leveraging VR to advance CS education, more effort needs to be made by stakeholders across countries and institutions. In addition, a more rigorous methodological approach needs to be employed in future studies to provide more evidence-based research output. Our future study would investigate the pedagogy, content, and context of studies on VR in CS education.

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“…Stigall and Sharma [56] This study designed a game theme-based instructional (GTI) module to teach undergraduate CS majors about stacks and queues.…”

Section: Authors Aim Of the Study Results Of The Studymentioning

confidence: 99%

Application of Virtual Reality in Computer Science Education: A Systemic Review Based on Bibliometric and Content Analysis Methods

et al. 2021

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“…A proper selection process would encourage game-like student behavior and promote students' game thinking and engagement, thus motivating them to reach their goals and develop their soft skills during the learning process. For example, resource management was highly considered when designing games for improving students' knowledge on project management [10,81], whereas other mechanics such as victory points, action points, or duels were used when designing games focused on improving the students' skills on programming [42,59,73,117,139]. Furthermore, missions, quizzes, and leaderboards were game mechanics used in the design of games focused on supporting the learning of requirements engineering topics [48,49,52,110].…”

Section: Discussionmentioning

confidence: 99%

“…Analytical skills, communication, competition, customer orientation, decisionmaking, interpersonal skills, leadership, motivation, teamwork, time management, willingness to learn [14,23,28,33,41,49,64,80,81,93,101,102,106,107,131,139 and communication skills in students during a requirements engineering course, while promoting creative and problem-solving skills might be more important during a programming course). In addition to these findings, we have classified the collected information with the aim of extending the answer to RQ3 and to provide additional information for relating the game genres with the promoted soft skills.…”

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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“…Educational games and game-based learning (GBL) have been researched and identified as one way to present CT and problem-solving skills to young learners (Hooshyar et al, 2020;Lawrence, 2004;Seidel et al, 2019). Nowadays, educational games supported with immersive virtual reality (VR) technology have been explored to provide useful intervention for CS education (Bouali et al, 2019;Stigall & Sharma, 2018). In fact, a recent study demonstrated how immersive VR game-based applications could improve students' common sense, creative thinking, and systematic reasoning (Segura et al, 2020), which are elements of CT. VR application provides immersion, presence, the immediacy of control, engagement, and interactions between learners and learning objects useful for enhancing learners' cognitive benefits and reflective thinking (Lin et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Design, development, and evaluation of a virtual reality game-based application to support computational thinking

Agbo

Oyelere

Suhonen

et al. 2022

Education Tech Research Dev

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Computational thinking (CT) has become an essential skill nowadays. For young students, CT competency is required to prepare them for future jobs. This competency can facilitate students’ understanding of programming knowledge which has been a challenge for many novices pursuing a computer science degree. This study focuses on designing and implementing a virtual reality (VR) game-based application (iThinkSmart) to support CT knowledge. The study followed the design science research methodology to design, implement, and evaluate the first prototype of the VR application. An initial evaluation of the prototype was conducted with 47 computer science students from a Nigerian university who voluntarily participated in an experimental process. To determine what works and what needs to be improved in the iThinkSmart VR game-based application, two groups were randomly formed, consisting of the experimental (n = 21) and the control (n = 26) groups respectively. Our findings suggest that VR increases motivation and therefore increase students’ CT skills, which contribute to knowledge regarding the affordances of VR in education and particularly provide evidence on the use of visualization of CT concepts to facilitate programming education. Furthermore, the study revealed that immersion, interaction, and engagement in a VR educational application can promote students’ CT competency in higher education institutions (HEI). In addition, it was shown that students who played the iThinkSmart VR game-based application gained higher cognitive benefits, increased interest and attitude to learning CT concepts. Although further investigation is required in order to gain more insights into students learning process, this study made significant contributions in positioning CT in the HEI context and provides empirical evidence regarding the use of educational VR mini games to support students learning achievements.

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Usability and Learning Effectiveness of Game-Themed Instructional (GTI) Module for Teaching Stacks and Queues

Cited by 5 publications

References 14 publications

Application of Virtual Reality in Computer Science Education: A Systemic Review Based on Bibliometric and Content Analysis Methods

Application of Virtual Reality in Computer Science Education: A Systemic Review Based on Bibliometric and Content Analysis Methods

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

Design, development, and evaluation of a virtual reality game-based application to support computational thinking

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