Using Neoconstructivist-Based Serious Games to Teach Programming Fundamentals

• Roberto B. Feitosa UFAM
• José F. M. Netto UFAM

DOI: https://doi.org/10.5753/sbgames_estendido.2026.26303

Resumo

Programming education is a fundamental component of computer science courses, with the knowledge gained in introductory programming subjects playing a critical role throughout a student's academic journey. Introduction: Programming skills have become increasingly important today, yet many students struggle with their first contact with programming due to the lack of prior foundational knowledge. One promising solution is the use of serious games. However, these games must be carefully designed with clear educational objectives. In this context, the neoconstructivist theory is adopted, as it emphasizes active learning while also considering social and neurological aspects of knowledge construction. Objective: This study explores the use of Serious Games as a tool for teaching Programming Fundamentals, grounded in Neoconstructivist theory, to support the teaching and learning process in programming education. Methodology: The methodology of this study was shaped by the Interad approach for organizing the development of a game-based Learning Object, including the creation of a Game Design Document (GDD) and data collection for evaluation using the MEEGA+ model, an assessment method tailored for educational games. Expected Results: It is expected that neoconstructivist-based serious games will prove to be effective tools for helping students learn complex and abstract programming concepts in a more engaging and motivating way compared to traditional teaching methods.

Palavras-chave: Serious Games, Educational Games, Programming Education, Neoconstructivism

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