PlayIT: Game Based Learning Approach for Teaching Programming Concepts

This study demonstrates a game-based learning (GBL) approach to engage students in learning and enhance their programming skills. The paper gives a detailed narrative of how an educational game was mapped with the curriculum of a prescribed programming course in a computing diploma study programme....

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Bibliographic Details
Published in:Educational Technology ＆ Society 2016-04, Vol.19 (2), p.5-17
Main Authors: Mathrani, Anuradha, Christian, Shelly, Ponder-Sutton, Agate
Format: Article
Language:English
Subjects:
Animation
Case Studies
Comparative Analysis
Computer & video games
Computer games
Computer programming
Computer supported collaborative learning
Curricula
Education
Educational activities
Educational Games
Foreign Countries
Game Based Learning
Games
Grouping (Instructional Purposes)
Information technology
Instructional grouping
Instructional Innovation
Interviews
Learner Engagement
Learning
Learning strategies
Likert Scales
Programming
Qualitative Research
Recursion
Special Issue Articles
Statistical Analysis
Student Surveys
Students
Teaching
Teaching Methods
Theater
Vignettes
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Summary:This study demonstrates a game-based learning (GBL) approach to engage students in learning and enhance their programming skills. The paper gives a detailed narrative of how an educational game was mapped with the curriculum of a prescribed programming course in a computing diploma study programme. Two separate student cohorts were invited to participate in the GBL experiment. One student cohort had not yet started study of the programming module, while the second student cohort had recently completed the module on programming. Findings reveal that educational games add to the fun element in learning, and students rated the game as an effective way to learn programming. Students could easily relate gaming elements to difficult programming constructs. Animated game scenarios showed high levels of engagement among students. Some students found the use of gaming elements as a better way to express their program's logic when giving oral presentations for the final assessment. Results indicate that a majority of study participants passed the programming module in the first attempt. The study contributes to the use of gaming elements for ongoing development of innovative pedagogies in teaching and learning.
ISSN:1176-3647
1436-4522
1436-4522