Game Development for Computer Science Education (Extended Abstract)

Educators have long used digital games as platforms for teaching. Games tend to have several qualities that aren’t typically found in homework: they situate problems within a compelling alternate reality that unfolds through intriguing narrative, they draw more upon a player’s intrinsic motivations than extrinsic ones, they facilitate deliberate low intensity practice, and they emphasize a spirit of play instead of work. At ITiCSE 2016, this working group convened to survey the landscape of existing digital games that have been used to teach and learn computer science concepts. Our group discovered that these games lacked explicitly defined learning goals and even less evaluation of whether or not the games achieved these goals. As part of this process, we identified and played over 120 games that have been released or described in literature as means for learning computer science concepts. In our report, we classified how these games support the learning objectives outlined in the ACM/IEEE Computer Science Curricula 2013. While we found more games than we expected, few games explicitly stated their learning goals and even fewer were evaluated for their capacity to meet these goals. Most of the games we surveyed fell into two categories: short-lived proof-of-concept projects built by academics or closed-source games built by professional developers. Gathering adequate learning data is challenging in either situation. Our original intent for the second year of our working group was to prepare a comprehensive framework for collecting and analyzing learning data from computer science learning games. Upon further discussion, however, we decided that a better next step is to validate the design and development guidelines that we put forth in our final report for ITiCSE 2016. We extend this working group to a second year—with a mission to collaboratively develop a game with clearly defined learning objectives and define a methodology for evaluating its capacity to meet its goals

A serious game for developing computational thinking and learning introductory computer programming

Owing to their ease of engagement and motivational nature, especially for younger age groups, games have been omnipresent in education since earliest times. More recently, computer video games have become widely used, particularly in secondary and tertiary education, to impart core knowledge in some subject areas and as an aid to attracting and retaining students. Academics have proposed a number of approaches, using games-based learning (GBL), to impart theoretical and applied knowledge,especially in the computer science discipline. Our research is concerned with the design of an innovative educational game framework focused on the development of Computational Thinking (CT) skills, and herein we introduce a serious game, based on our framework, which encourages the development of CT skills to facilitate learning introductory computer programming. We describe how a limited number of key introductory computer programming concepts have been mapped onto the game-play, and how an equivalent set of skills characterising CT can be acquired through playing the game. A survey response group of 25 students, following computer science and related degree programmes but with very diverse backgrounds and experience, provided initial usability feedback on the game. Their feedback confirmed that they found the game enjoyable, and also universally believed that this approach would be beneficial in helping students learn problem-solving skills for introductory computer programming. Feedback from this group will be incorporated in a revised version of the game, which will now be subject to rigorous experimental evaluation and analysis, to provide structured empirical evidence in support of our approach

Development of Computer-based Educational Game "Blood Circulation" as Learning Media for Science Biology for Class VIII Junior High School

This study aims to produce a design for developing a computer-based blood circulation educational game as a medium for learning biology in class VIII Junior High School. The research method used is a research and development (R&D) method using a 4-D Thiagarajan development model, namely Define, Design, Development, and Dissemination. The feasibility assessment uses a validation sheet with a Likert scale. Data analysis used descriptive qualitative analysis. This research was conducted in 3 public schools and 2 private schools located in Samarinda. The results of the feasibility of this computer-based educational game were validated by 5 experts, namely 1 game expert, 1 learning media expert, 1 material expert, 1 linguist, and 1 education practitioner. learning is very feasible to use in learning science biology SMP class VIII with a percentage of 94%. Meanwhile, teacher learning outcomes were obtained by 81% in the very appropriate category, and student responses assessing this educational game with a percentage of 91% in the very appropriate category. This computer-based educational game is designed for learning media that can be used by teachers in learning with student-centered learning management

Integrating ICT with education: using computer games to enhance learning mathematics at undergraduate level

Integration of ICT in the education sector is a desired trend globally. Where it has been adopted, it contributes significantly to increased access to education for all (EFA). This research seeks to look into ways in which computer games as ICT tools can be used to enhance and promote quality teaching and learning; particularly in creating and sustaining interest in the teaching and learning of Functions, a topic taught in mathematics coursessuch as Discrete Mathematics, Real Analysis and Calculus, among others. At Jomo Kenyatta University of Agriculture and Technology (JKUAT) in Kenya, the topic is introduced to students of Mathematics and those of Computer Science in first year Discrete Mathematics. A computer game was developed using Full Professional Adobe Acrobat 9 Pro. The game isdesigned in five levels in line with the progression of functions subject content. A minimum score of 60% for each level was built in the game to ensure the player has a good grip of the content for a certain level before moving on to the next level, thus contributing to guided revision of the level with fun. After game development, it was availed to ten first year Bachelor of Science in Mathematics students taking discreet Mathematics course at the Taita Taveta Campus of JKUAT. The students were in their second semester academic year 2009/2010. Analysis of end of the  semester examinations results show that students who played the game had better performance than their counterparts who had not. Recommendations for further work as advancement of this research is development of a more advanced game in terms of adaptation of the game for use in teaching and learning other Mathematics topics considered to be boring, or difficulty or both and ultimately for purposes of promoting universal quality of university teaching.&nbsp

Game Development Based Approach for Learning to Program: A Systematic Literature Review

Digitalization is advancing rapidly around the globe. Sufficient training in programming, computer science, and IT should be provided to ensure that upcoming generations do not just experience digitalization but rather actively participate in the process. One emergent educational approach aimed to lower educational barriers and increase the engagement of children and teenagers in programming is game development based learning (GDBL). In this study, we conduct a systematic literature review of empirical papers applying GDBL within programming and computer science courses. The attributes and learning outcomes of GDBL courses for various educational settings are reported and discussed. The results suggest that GDBL in computer science and programming education is an effective approach. We conclude with implications for future research and practice

GAME ILMU PENGETAHUAN UNTUK ANAK USIA TIGA SAMPAI TUJUH TAHUN BERBASIS J2ME

ABSTRACT Science is very important for the kids, and even a must-have and learned early to child growth and development can become a better generation. Science is given, among other animals, plants, shapes and colors. One method of delivery of content is using computer games and mobile phones. So that children can get pleasure and education of educational games. In this final project, created RPG (Role Playing Game) which contains about science everyday, especially for children ages three to seven years. The educational gaming software has been designed using Netbeans. This game and the game contains material about everyday science with a series of adventure stories that must be passed through to the finish. At the beginning of the adventure, players are given material form of images and then go through the questions in the form of the game. Materials submitted in the form of levels or levels, ie, there are five levels in accordance with the child's age 3-5 years and 6-7 years. While the questions on the game when diijawab correctly, it will add value to the player, otherwise if false it will reduce the chance of playing. So that at the end of the game will display ratings or Top Score. Keywords : Science, RPG (Role Playing Game), children aged 3-7 years, NetBeans IDE 6.9 M1, J2Me

Addressing the Gender Gap in Computer Programming Through the Design and Development of Serious Games

The gap between male and female participation in computer science education and careers is a worldwide issue that must be addressed by introducing early methodological learning interventions that make computer science attractive to all, that is by answering the following issues: a) misperception among educators, learners, parents and youngsters on the suitability of computer science careers to girls and b) a wrong assumption of an insufficient preparedness to do it successfully. This article presents a European initiative - CODING4GIRLS - that proposes to teach coding through a game design and development process based on a design thinking methodological approach that is linked to creativity and human-centered solutions. In this methodology, students address increasingly complex real-life challenges by designing and developing awareness raising serious games for which they need to learn specific coding concepts.info:eu-repo/semantics/publishedVersio

Cabinet - strategy board game for network and system management learning

Gamification may be a new term, and recently it has been receiv- ing a considerable attention in several areas and fields. This ne- ologism, however, describe an idea that is not exactly new: using game-thinking and game mechanics to solve problems and to en- gage audiences. This paper describes the approach to applying gamification to a higher education subject in the course of computer science. We fo- cus mainly in the design, development and assessment of a strategy board game of the worker placement type. It is used with the pur- pose of providing an environment for reflection and concept learn- ing regarding the overall operation of data centers. The game is called “Cabinet” and contains a game board, two data center boards and four extensions. It also contains 80 pieces, repre- senting the resources and components associated to the operation of computers stored in racks integrated in organizations’ data centers. The gameplay is evaluated through a specific Game Engagement Observation Protocol, assessing the interaction between players, the dynamics of the game and the overall satisfaction of players