Immersively Learning Object Oriented Programming Concepts With sCool. Mosquera, C.; Steinmaurer, A.; Eckhardt, C.; and Gütl, C. In 6th International Conference of the Immersive Learning Research Network (iLRN 2020), pages 124-131, 2020.
Immersively Learning Object Oriented Programming Concepts With sCool [pdf]Paper  abstract   bibtex   2 downloads  
The proposed project, sCool, is an adaptive mobile game designed for STEM education. In this work, we present a new iteration of sCool in efforts to further examine contributing factors of engagement and comprehension. The new developed game experience for acquiring object-oriented programming skills is divided into two parts: concept-learning and practical. In the concept-learning part, the users explore a virtual environment filled with puzzle-pieces hinting theoretical concepts, preparing the users for the practical part. Users need to solve a programming challenge in Python, directing game-objects on a checkerboard to certain fields. Conducting a study involving 39 school students and three teachers, we are able to successfully display an enhanced understanding of different programming concepts.
@inproceedings{
 title = {Immersively Learning Object Oriented Programming Concepts With sCool},
 type = {inproceedings},
 year = {2020},
 pages = {124-131},
 city = {Online},
 id = {f36c415e-400e-326f-961f-f0c7caec8e86},
 created = {2020-06-30T09:41:08.165Z},
 file_attached = {true},
 profile_id = {30f57082-1ad2-39d9-b658-247396005677},
 last_modified = {2020-07-01T07:32:22.066Z},
 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {false},
 hidden = {false},
 private_publication = {false},
 abstract = {The proposed project, sCool, is an adaptive mobile game designed for STEM education. In this work, we present a new iteration of sCool in efforts to further examine contributing factors of engagement and comprehension. The new developed game experience for acquiring object-oriented programming skills is divided into two parts: concept-learning and practical. In the concept-learning part, the users explore a virtual environment filled with puzzle-pieces hinting theoretical concepts, preparing the users for the practical part. Users need to solve a programming challenge in Python, directing game-objects on a checkerboard to certain fields. Conducting a study involving 39 school students and three teachers, we are able to successfully display an enhanced understanding of different programming concepts.},
 bibtype = {inproceedings},
 author = {Mosquera, Chanelle and Steinmaurer, Alexander and Eckhardt, Christian and Gütl, Christian},
 booktitle = {6th International Conference of the Immersive Learning Research Network (iLRN 2020)},
 keywords = {coding,digital skills,game-based learning,k12 education}
}
Downloads: 2