Introducing programming logic consistently through gamification
Resumo
Introducing programming logic to students with varying backgrounds is challenging for different reasons. To address this challenge, tutors may use various approaches, including computer games. Although there is a vast literature on this topic, few studies focus on accessible environments that allow students to run and share code. Hence, we conducted a small case study on one online group of CS0 to capture (using a survey) students’ perspectives (N =48) on our teaching method that introduces programming logic through gamification on Google Colab. Our quantitative analyses suggested that using games positively affected students’ motivation on CS0 topics. Moreover, the average failure rate of CS0 groups (between 2020 and 2021) was higher than the one using our proposed method (26.2% and 17.4%, respectively).Referências
Araujo, L. G. J., Bittencourt, R. A., and Chavez, C. v. F. G. (2021). Python enhanced error feedback: Uma ide online de apoio ao processo de ensino-aprendizagem em programação. In Anais do Simpósio Brasileiro de Educação em Computação, pages 326–333. SBC.
Bachtiar, F. A., Pradana, F., Priyambadha, B., and Bastari, D. I. (2018). Coma: Development of gamification-based e-learning. In 2018 10th International Conference on Information Technology and Electrical Engineering (ICITEE), pages 1–6. IEEE.
Borovina Josko, J. M. (2021). Mixing cognitive and affective approaches in teaching introductory programming. ITiCSE ’21, page 641, New York, NY, USA. Association for Computing Machinery.
Chang, C.-S., Chung, C.-H., and Chang, J. A. (2020). Influence of problem-based learning games on effective computer programming learning in higher education. Educational Technology Research and Development, 68(5):2615–2634.
Domínguez, A., Saenz-de Navarrete, J., De-Marcos, L., Fernández-Sanz, L., Pagés, C., and Mart́ınez-Herráiz, J.-J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & education, 63:380–392.
Knutas, A., Ikonen, J., Nikula, U., and Porras, J. (2014). Increasing collaborative communications in a programming course with gamification: a case study. In Proceedings of the 15th International Conference on Computer Systems and Technologies, pages 370–377.
Koppurapu, P. R. (2021). K-12 teacher computer science education: computational thinking curriculum centered around data science. Master’s thesis, California State University, Sacramento.
Lapeña, A., Maŕın, B., and Vos, T. (2022). Gipppy: Game for introductory programming practice in python. In INTED2022 Proceedings, pages 5598–5606. IATED.
Llerena-Izquierdo, J. and Sherry, L.-L. (2022). Combining escape rooms and google forms to reinforce python programming learning. In Communication, Smart Technologies and Innovation for Society, pages 107–116, Singapore. Springer Singapore.
Maŕın, B., Frez, J., Cruz-Lemus, J., and Genero, M. (2018). An empirical investigation on the benefits of gamification in programming courses. ACM Transactions on Computing Education (TOCE), 19(1):1–22.
Plass, J. L., Homer, B. D., Mayer, R. E., and Kinzer, C. K. (2020). Theoretical foundations of game-based and playful learning.
Resnick, M. and Rusk, N. (2020). Coding at a crossroads. Communications of the ACM, 63(11):120–127.
Rodrigues, L., Toda, A. M., Oliveira, W., Palomino, P. T., Avila-Santos, A. P., and Isotani, S. (2021). Gamification works, but how and to whom? an experimental study in the context of programming lessons. In Proceedings of the 52nd ACM technical symposium on computer science education, pages 184–190.
Ryan, T. P. (2013). Sample size determination and power. John Wiley & Sons.
Stephan, J., Oliveira, A., and Renhe, M. C. (2020). O uso de jogos para apoiar o ensino e aprendizagem de programação. In Anais do XXXI Simpósio Brasileiro de Informática na Educação, pages 381–390, Porto Alegre, RS, Brasil. SBC.
Zampirolli, F. A., Borovina Josko, J. M., Venero, M. L. F., Kobayashi, G., Fraga, F., Goya, D., and Savegnago, H. (2021a). An experience of automated assessment in a large-scale introduction programming course. Computer Applications in Engineering Education.
Zampirolli, F. A., Sato, C. M., Savegnago, H. R., Batista, V. R., and Kobayashi, G. (2021b). Automated assessment of parametric programming in a large-scale course. In 2021 XVI Latin American Conference on Learning Technologies (LACLO), pages 357–363.
Bachtiar, F. A., Pradana, F., Priyambadha, B., and Bastari, D. I. (2018). Coma: Development of gamification-based e-learning. In 2018 10th International Conference on Information Technology and Electrical Engineering (ICITEE), pages 1–6. IEEE.
Borovina Josko, J. M. (2021). Mixing cognitive and affective approaches in teaching introductory programming. ITiCSE ’21, page 641, New York, NY, USA. Association for Computing Machinery.
Chang, C.-S., Chung, C.-H., and Chang, J. A. (2020). Influence of problem-based learning games on effective computer programming learning in higher education. Educational Technology Research and Development, 68(5):2615–2634.
Domínguez, A., Saenz-de Navarrete, J., De-Marcos, L., Fernández-Sanz, L., Pagés, C., and Mart́ınez-Herráiz, J.-J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & education, 63:380–392.
Knutas, A., Ikonen, J., Nikula, U., and Porras, J. (2014). Increasing collaborative communications in a programming course with gamification: a case study. In Proceedings of the 15th International Conference on Computer Systems and Technologies, pages 370–377.
Koppurapu, P. R. (2021). K-12 teacher computer science education: computational thinking curriculum centered around data science. Master’s thesis, California State University, Sacramento.
Lapeña, A., Maŕın, B., and Vos, T. (2022). Gipppy: Game for introductory programming practice in python. In INTED2022 Proceedings, pages 5598–5606. IATED.
Llerena-Izquierdo, J. and Sherry, L.-L. (2022). Combining escape rooms and google forms to reinforce python programming learning. In Communication, Smart Technologies and Innovation for Society, pages 107–116, Singapore. Springer Singapore.
Maŕın, B., Frez, J., Cruz-Lemus, J., and Genero, M. (2018). An empirical investigation on the benefits of gamification in programming courses. ACM Transactions on Computing Education (TOCE), 19(1):1–22.
Plass, J. L., Homer, B. D., Mayer, R. E., and Kinzer, C. K. (2020). Theoretical foundations of game-based and playful learning.
Resnick, M. and Rusk, N. (2020). Coding at a crossroads. Communications of the ACM, 63(11):120–127.
Rodrigues, L., Toda, A. M., Oliveira, W., Palomino, P. T., Avila-Santos, A. P., and Isotani, S. (2021). Gamification works, but how and to whom? an experimental study in the context of programming lessons. In Proceedings of the 52nd ACM technical symposium on computer science education, pages 184–190.
Ryan, T. P. (2013). Sample size determination and power. John Wiley & Sons.
Stephan, J., Oliveira, A., and Renhe, M. C. (2020). O uso de jogos para apoiar o ensino e aprendizagem de programação. In Anais do XXXI Simpósio Brasileiro de Informática na Educação, pages 381–390, Porto Alegre, RS, Brasil. SBC.
Zampirolli, F. A., Borovina Josko, J. M., Venero, M. L. F., Kobayashi, G., Fraga, F., Goya, D., and Savegnago, H. (2021a). An experience of automated assessment in a large-scale introduction programming course. Computer Applications in Engineering Education.
Zampirolli, F. A., Sato, C. M., Savegnago, H. R., Batista, V. R., and Kobayashi, G. (2021b). Automated assessment of parametric programming in a large-scale course. In 2021 XVI Latin American Conference on Learning Technologies (LACLO), pages 357–363.
Publicado
06/11/2023
Como Citar
JOSKO, João Marcelo Borovina; ZAMPIROLLI, Francisco de Assis.
Introducing programming logic consistently through gamification. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 34. , 2023, Passo Fundo/RS.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2023
.
p. 486-495.
DOI: https://doi.org/10.5753/sbie.2023.232024.
