Programming Learning Requirements Based on Multi Perspectives

Students occasionally find it difficult to learn new programming languages. They often confront unfamiliar programming terms and having difficulty to visualize the processes that happen in computer memory. Weak students find this a burden and end up memorizing the processes without understanding them and their workings. This situation invariably leads students to obtain low grades in their programming subjects. The preliminary investigation of survey was produce in previous work; the results showed that students have experienced ineffective learning, lack of interest towards this course and lack of motivation. Therefore, the main objective of this study is to identify programming learning requirements based on previous work and verified from two perspectives (experts and students). Finally, the result was a group of requirements that should be considered in programming language cours

Multiplayer Serious Games Supporting Programming Learning

Computational thinking (CT) is crucial in education for providing a multifaceted approach to problem-solving. However, challenges exist such as supporting teachers' knowledge of CT and students' desire to learn it, particularly for non-technical students. To combat these challenges, Computer Supported Collaborative Learning (CSCL) has been introduced in classrooms and implemented using a variety of technologies, including serious games, which have been adopted across several domains aiming to appeal to various demographics and skill levels. This research focuses on a Collaborative Multiplayer Serious Game (MSG) for CT skill training. The architecture is aimed at young students and is designed to aid in the learning of programming and the development of CT skills. The purpose of this research is to conduct an empirical study to assess the multiplayer game gameplay mechanics for collaborative CT learning. The proposed game leverages a card game structure and contains complex multi-team multi-player processes, allowing students to communicate and absorb sequential and conditional logics as well as graph routing in a 2D environment. A preliminary experiment was conducted with four fourth-graders and eight sixth-graders from a French school in Morocco who have varying levels of understanding of CT. Participants were split into three groups each with two teams and were required to complete a 16-question multiple-choice quiz before and after playing the same game to assess their initial structural programming logics and the effectiveness of the MSG. Questionnaires were collected along with an interview to gather feedback on their gaming experiences and the game’s role in teaching and learning. The results demonstrate that the proposed MSG had a favourable effect on the participants’ test scores as the scores of 4 of the teams increased and 1 remained the same. All students performed well on the sequential and conditional logics, which was significantly better than the achievement of the Bebras test of the graph routing. Furthermore, according to the participants, the game provides an appealing environment that allows players to immerse themselves in the game and the competitive aspect of the game adds to its appeal and helps develop teamwork, coordination, and communication skills

The impact of gamification on students learning engagement

Gamification is to use game elements in a non-game context to increase engagement between human and computer, on the other hand, to encourage in-demand for good behaviors in learning. This research tried to increase student engagements in learning by conducted Gamification technique especially in difficult subjects such as Programming Language courses. The previous work was shown that students dropped, failed, or withdrew from the course at rates of between 35% and 50%. Therefore the main objective of this study is to increase student engagements in learning programming subject, and also to measure the impact of game elements on student’s engagements. Finally, the findings have shown the score of game elements that have a good effect on student’s engagement in the experiment group

Hands-on Science. Advancing Science. Improving Education

The book herein aims to contribute to the advancement of Science to the improvement of Science Education and to an effective implementation of a sound widespread scientific literacy at all levels of society. Its chapters reunite a variety of diverse and valuable works presented in this line of thought at the 15th International Conference on Hands-on Science “Advancing Science. Improving Education