Videojuegos para el aprendizaje de programaciónsus características y preferencias de los estudiantes

  1. Pisabarro Marrón, Alma María
  2. Vivaracho Pascual, Carlos Enrique
  3. Arias-Herguedas, Silvia
  4. Ortega-Arranz, Alejandro
  5. Jiménez, Luis I.
Journal:
Actas de las Jornadas sobre la Enseñanza Universitaria de la Informática (JENUI)
  1. Cruz Lemus, José Antonio (coord.)
  2. Dapena, Adriana (coord.)
  3. Paramá Gabia, José Ramón (coord.)

ISSN: 2531-0607

Year of publication: 2024

Issue: 9

Pages: 43-50

Type: Article

DIALNET GOOGLE SCHOLAR lock_openRUA editor

More publications in: Actas de las Jornadas sobre la Enseñanza Universitaria de la Informática (JENUI)

Abstract

Videogames are nowadays the predominant worldwide entertainment industry. Its success in the current society has led to its use and application in nonrecreational areas, such as education, generating the concept of serious games. These games have showed benefits for students (e.g., greater interest in content, better learning outcomes) at all educational levels, including higher education. During two consecutive years, an educational activity involving multiple serious games was carried out in a programming course for first year university students. The activity (and the games) covers the entire syllabus of the course, was proposed to be completed out of the school hours, and the students' participation is completely voluntary. Each videogame illustrates one or more programming concepts such as data types, control structures, parameter passing, linked lists, etc. This work presents a study exploring the relationship between the characteristics of the games and the student's experience while playing. The students' opinions about the developed videogames, their experience, and their perception of the games’ usefulness for understanding the associated concepts, were collected through questionnaires, to which 153 students answered. Results showed the relation between certain characteristics of the game design and the students' perception. These results can guide the design and development of future video games to make them more attractive to university students.

Bibliographic References

  • [1] Anthony W. Bates. Enseñar en la era digital. Tercera Edición. Centro de Tecnologías Educativas de la Facultad de Ingenierías de la Universidad de Buenos Aires (CETEC FIUBA). Agosto 2022.
  • [2] Anthony N. Cabot, Glenn J. Light, y Karl F. Rutledge. Alex Rodriguez, a monkey, and the game of scrabble: The hazard of using illogic to define the legality of games of mixed skill and chance. Drake L. Rev., 57, 383. 2008
  • [3] Douglas B. Clark, Emily E. Tanner-Smith y Stephen S. Killingsworth. Digital Games, Design, and Learning: A Systematic Review and Meta-Analysis. Review of Educational Research, Vol. 86, No. 1. Marzo 2016
  • [4] Alejandro Calderón, Giani Petri, Mercedes Ruiz y Christiane Gresse von Wangenheim. Juegos serios para formar en los conceptos del lenguaje C: una experiencia en Fundamentos de Informática. Actas de las Jenui 2019, pp 199-206, Murcia, julio 2019
  • [5] Thomas M. Connolly, Elizabeth A. Boyle, Ew- an W. MacArthur, Thomas, Hainey y James M. E. Boyle. A systematic literature review of empirical evidence on computer games and serious games. Computers and Education. 59(2), 661–686. 2012
  • [6] Christo Dichev y Darina Dicheva. Gamifying education: what is known, what is believed and what remains uncertain: a critical review. International Journal of Educational Technology in Higher Education 14:9. 2017
  • [7] Lilia García-Mundo, Juan Vargas-Enríquez, Marcela Genero y Mario Piattini. ¿Contribuye el Uso de Juegos Serios a Mejorar el Aprendizaje en el Área de la Informática? Actas de las Jenui 2014, pp 302-310, Oviedo, julio 2004
  • [8] Chris Girard, Jean Ecalle y Annie Magnan. Serious games as new educational tools: how effective are they? A meta-analysis of recent studies. Journal of computer assisted learning, 29(3), 207-219. 2013
  • [9] Chris Crawford. The art of computer game design. Osborne/McGraw-Hill. ISBN 0881341177. OCLC 10277416. 1984
  • [10] Juho Hamari, David J. Shernoff, Elizabeth Rowe, Brianno Coller, Jodi Asbell-Clarke y Teon Edwards. Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior, No. 54, Pag. 170-179. Enero 2016
  • [11] Johan Jeuring, Frans Grosfeld, Bastiaan Heeren, Michiel Hulsbergen, Richta Ijntema, Vincent Jonker, Nicole Mastenbroek, Maarten van der Smagt, Frank Wijmans, Majanne Wolters y Henk van Zeijts. Communicate!—a serious game for communication skills—. 10th European Conference on Technology Enhanced Learning, (pp. 513-517). Springer. 2015
  • [12] Sean Monahan. Video games have replaced music as the most important aspect of youth culture. The Guardian. 2021
  • [13] Yu Zhonggen. A Meta-Analysis of Use of Seri- ous Games in Education over a Decade. International Journal of Computer Games Technology. Hindawi Limited. 2019
Data source: Dialnet