Engaging Students in Computer Science Education through Game Development with Unity

Learning how to code by creating video games promises high motivation, engagement and fun for the students. In this study, the Unity Game Development Environment, a widely spread tool for professional game developers, was employed for teaching secondary school students to develop their own video gam...

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Bibliographic Details
Main Authors: Comber, Oswald, Motschnig, Renate, Mayer, Hubert, Haselberger, David
Format: Conference Proceeding
Language:English
Subjects:
computational thinking
Design-Based Research
engagement
Games
K-12 education
learning to code
motivation
Programming profession
secondary school
Tutorials
Unity
video game development
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Summary:Learning how to code by creating video games promises high motivation, engagement and fun for the students. In this study, the Unity Game Development Environment, a widely spread tool for professional game developers, was employed for teaching secondary school students to develop their own video games. The research design for the game development activities followed a Design-Based Research approach. The learning design was based on situated learning accompanied by a mix of tutorials, teacher explanations and support & collaboration amongst the students. The results of the first iteration of Design-Based Research confirmed the hypotheses that video game development was fascinating and engaging for the majority of young learners. Using a professional tool with an embedded physics engine provided additional attraction for teenagers. From the first cycle of game development we learned that dealing with the complexity of the development environment in a systematic way, time management, advanced teachers' competencies in handling the environment, and providing well balanced learning materials are crucial to successfully employ a professional tool like Unity in secondary education. Besides improved materials and a stepwise process of adding complexity e.g. by starting with developing mini-games, the most important change for the second cycle is to significantly extend the time allocated for game development. This seems justified due to the vast spectrum of skills and competences students tend to acquire when collaborating on complex and exciting issues like developing games.
ISSN:2165-9567
DOI:10.1109/EDUCON.2019.8725135