@article{
 title = {Developing and Evaluating a Multiplayer Game Mode in a Programming Learning Environment},
 type = {article},
 year = {2022},
 keywords = {coding,collaborative learning,game-based learning},
 id = {1b3c0db2-3bc9-3bf8-bcac-8600752029b6},
 created = {2022-10-25T00:00:49.557Z},
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 abstract = {Serious games have an already well-known positive impact on students' motivation and their learning experience. In computer science education a majority of games and approaches exist, that provide engaging environments for students. On the one hand, these can be games related to learning algorithmic thinking but on the other hand, games to learn coding. Besides single-player games, there are also multiplayer games where players compete against each other or collaboratively work on programming tasks. However, many existing multiplayer games offer pre-defined levels where teachers have limited flexibility and individuality for their students. Additionally, many existing game environments use competitive over collaborative approaches. In our project, we extended an existing game by a multiplayer mode where players work together on coding tasks. The game elements support many coding-related concepts but also computational skills such as sequencing, conditionals, loops, and also advanced topics such as concurrency or dependencies using meaningful levels and tasks. However, we conducted an evaluation including 41 participants in three workshops: two in-class activities with secondary school students and an online activity with computer science students. Within these workshops, the students collaboratively worked on coding tasks within the game environment. Thereby, we observed the communication between the students while working on the tasks. Additionally, we evaluated the students' attitudes towards collaborative learning. We found out that the in-game chat is barely used while in-class activities, especially when the tasks require only low coordination between players. We also found out, that students learn from each other and are more motivated when working together. With our approach, we want to provide educators with a flexible game environment where students can collaboratively improve their coding skills while solving engaging tasks.},
 bibtype = {article},
 author = {Steinmaurer, Alexander and Eckhard, David and Dreveny, Julius and Gutl, Christian},
 doi = {10.23919/iLRN55037.2022.9815973},
 journal = {Proceedings of 2022 8th International Conference of the Immersive Learning Research Network, iLRN 2022}
}

Serious games have an already well-known positive impact on students' motivation and their learning experience. In computer science education a majority of games and approaches exist, that provide engaging environments for students. On the one hand, these can be games related to learning algorithmic thinking but on the other hand, games to learn coding. Besides single-player games, there are also multiplayer games where players compete against each other or collaboratively work on programming tasks. However, many existing multiplayer games offer pre-defined levels where teachers have limited flexibility and individuality for their students. Additionally, many existing game environments use competitive over collaborative approaches. In our project, we extended an existing game by a multiplayer mode where players work together on coding tasks. The game elements support many coding-related concepts but also computational skills such as sequencing, conditionals, loops, and also advanced topics such as concurrency or dependencies using meaningful levels and tasks. However, we conducted an evaluation including 41 participants in three workshops: two in-class activities with secondary school students and an online activity with computer science students. Within these workshops, the students collaboratively worked on coding tasks within the game environment. Thereby, we observed the communication between the students while working on the tasks. Additionally, we evaluated the students' attitudes towards collaborative learning. We found out that the in-game chat is barely used while in-class activities, especially when the tasks require only low coordination between players. We also found out, that students learn from each other and are more motivated when working together. With our approach, we want to provide educators with a flexible game environment where students can collaboratively improve their coding skills while solving engaging tasks.

@article{
 title = {Implementation and Experiences of a Flipped Lecture Hall – A Fully Online Introductory Programming Course},
 type = {article},
 year = {2022},
 keywords = {blended learning,e-learning,flipped classroom,ming education,program-,streaming},
 id = {16c52faf-f3e6-3331-8071-f8499ca8565f},
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@article{
 title = {Analyzing Behavioral Patterns in an Introductory Programming MOOC at University Level},
 type = {article},
 year = {2022},
 id = {f0026cb4-98bf-3700-9830-76e89d2ef817},
 created = {2022-10-25T00:00:49.667Z},
 file_attached = {true},
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 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {false},
 hidden = {false},
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 abstract = {Massive open online courses (MOOCs) are an indispensable component in university education today. In large introductory courses especially, MOOCs can promote the efficiency of online teaching tremendously, since a large and heterogeneous group of students can be prepared for further courses and learn self-paced and self-directed. However, MOOCs are also characterized by high dropout rates and with a small group of people only completing the course. In this paper, we analyzed the \textitLearning Object Oriented Programming MOOC from Technical University of Munich, an edX course that is dedicated to first-year students in different fields. The course run of 2019 with 2,489 enrolled users is analyzed for this purpose. The dropouts (89\,\%) were analyzed to better understand future course design. Interaction in the MOOC was considered in this context as a means of detecting behavioral patterns and predicting early dropouts. We found that the interaction with certain MOOC elements such as videos or the problem tool had a major impact on course success. These results may be useful for earlier dropout predictions and the design of future courses to provide an engaging environment with fewer students quitting the course.},
 bibtype = {article},
 author = {Steinmaurer, Alexander and Schatz, Christoph and Krugel, Johannes and Christian, G}
}

Massive open online courses (MOOCs) are an indispensable component in university education today. In large introductory courses especially, MOOCs can promote the efficiency of online teaching tremendously, since a large and heterogeneous group of students can be prepared for further courses and learn self-paced and self-directed. However, MOOCs are also characterized by high dropout rates and with a small group of people only completing the course. In this paper, we analyzed the \textitLearning Object Oriented Programming MOOC from Technical University of Munich, an edX course that is dedicated to first-year students in different fields. The course run of 2019 with 2,489 enrolled users is analyzed for this purpose. The dropouts (89\,\%) were analyzed to better understand future course design. Interaction in the MOOC was considered in this context as a means of detecting behavioral patterns and predicting early dropouts. We found that the interaction with certain MOOC elements such as videos or the problem tool had a major impact on course success. These results may be useful for earlier dropout predictions and the design of future courses to provide an engaging environment with fewer students quitting the course.

@inproceedings{
 title = {Mobile XR Interface for Quantum Computing},
 type = {inproceedings},
 year = {2022},
 keywords = {Mixed Reality,Quantum Computing,Simulation,Usability},
 pages = {241},
 publisher = {Association for Computing Machinery},
 city = {Aveiro, Portugal},
 id = {4f2db7fb-c54a-3bf9-8518-27fc71116c96},
 created = {2023-01-09T13:33:00.286Z},
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 authored = {true},
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 abstract = {Quantum computing is increasingly becoming a topic we are confronted with daily. This is mainly due to the problem-solving capabilities of the more readily available classical computers, which are not able to solve certain difficult problems in a shorter time and would take many years to obtain a solution. This has led to the massive development of quantum computers, but they are largely inaccessible. This inaccessibility is mainly due to the difficulty of maintaining them. Even though the main principles of quantum computers are known, the mechanisms such as quantum bits or gates are abstract. This raises the question of how content such as quantum circuits can be visualized understandably. Therefore, we developed an XR application with an easily accessible quantum simulation that allows the user to assemble different quantum circuits. The application itself would not offer a theoretical understanding of quantum circuits but would allow assembly of these with previously defined quantum gates. However, to get a better understanding of the quantum gates the simulation provides the vector state for each gate that has been used in the circuit. We evaluated the prototype with four participants. Within this online study, two participants evaluated the mobile Android app and two evaluated the Desktop application. The results show that the tool is perceived as promising, however, there is still a need for improvement in the area of usability to make the system easier to use.},
 bibtype = {inproceedings},
 author = {Steinmaurer, Alexander and Mesarec, Blaz and Mesarec, Tomaz and Pietroszek, Krzysztof and Gütl, Christian},
 booktitle = {Adjunct Proceedings of the 2022 ACM International Conference on Interactive Media Experiences}
}

Quantum computing is increasingly becoming a topic we are confronted with daily. This is mainly due to the problem-solving capabilities of the more readily available classical computers, which are not able to solve certain difficult problems in a shorter time and would take many years to obtain a solution. This has led to the massive development of quantum computers, but they are largely inaccessible. This inaccessibility is mainly due to the difficulty of maintaining them. Even though the main principles of quantum computers are known, the mechanisms such as quantum bits or gates are abstract. This raises the question of how content such as quantum circuits can be visualized understandably. Therefore, we developed an XR application with an easily accessible quantum simulation that allows the user to assemble different quantum circuits. The application itself would not offer a theoretical understanding of quantum circuits but would allow assembly of these with previously defined quantum gates. However, to get a better understanding of the quantum gates the simulation provides the vector state for each gate that has been used in the circuit. We evaluated the prototype with four participants. Within this online study, two participants evaluated the mobile Android app and two evaluated the Desktop application. The results show that the tool is perceived as promising, however, there is still a need for improvement in the area of usability to make the system easier to use.

@inbook{
 type = {inbook},
 year = {2022},
 pages = {211-247},
 volume = {1},
 websites = {https://blogs.fau.de/universitaetsverlag/2022/04/28/digitale-spiele-und-fachliches-lernen-band-1/},
 publisher = {Universität Erlangen-Nürnberg},
 city = {Deutschland},
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 chapter = {Computerspiele im Informatikunterricht},
 title = {Digitale Spiele und fachliches Lernen}
}

@inproceedings{
 title = {Beyond Gaming : The Potential of Twitch for Online Learning and Teaching},
 type = {inproceedings},
 year = {2021},
 keywords = {2021,Twitch,acm reference format,alexander steinmaurer,and aleksandar karakas,johanna pirker,live learning,online learning,streaming,twitch,video education},
 issue = {1},
 publisher = {Association for Computing Machinery},
 id = {f43e4de6-2b5c-3ebc-b368-0c985e68eb86},
 created = {2021-04-28T08:21:44.897Z},
 file_attached = {true},
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 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
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 abstract = {Twitch is a live streaming platform that was originally designed for gamers to share their gaming experiences. The viewer culture on Twitch supports a lively exchange between streamers and viewers and also among viewers themselves. While the potential of Twitch for game tutorials and instructions has been explored, its potential for university lectures still appears to be undiscovered. In this paper, we discuss the potential of Twitch for teaching. We ran two different courses on Twitch, one for CS beginners, the other a game development course for students in a master's program. Evaluations with students show Twitch benefits, including increased engagement and interaction in chat and the ability to watch videos directly afterward. On the other hand, we also discovered several challenges, such as in-chat spam by bots. In this paper, we would like to discuss initial experiences from different perspectives and discuss best practices. Our aim in doing so, is to help other teachers decide whether Twitch might be a suitable online learning platform for their course.},
 bibtype = {inproceedings},
 author = {Pirker, Johanna and Steinmaurer, Alexander and Karakaš, Aleksandar},
 booktitle = {26th ACM Conference on Innovation and Technology in Computer Science Education V. 1 (ITiCSE 2021), June 26-July 1, 2021, Virtual Event, Germany}
}

Twitch is a live streaming platform that was originally designed for gamers to share their gaming experiences. The viewer culture on Twitch supports a lively exchange between streamers and viewers and also among viewers themselves. While the potential of Twitch for game tutorials and instructions has been explored, its potential for university lectures still appears to be undiscovered. In this paper, we discuss the potential of Twitch for teaching. We ran two different courses on Twitch, one for CS beginners, the other a game development course for students in a master's program. Evaluations with students show Twitch benefits, including increased engagement and interaction in chat and the ability to watch videos directly afterward. On the other hand, we also discovered several challenges, such as in-chat spam by bots. In this paper, we would like to discuss initial experiences from different perspectives and discuss best practices. Our aim in doing so, is to help other teachers decide whether Twitch might be a suitable online learning platform for their course.

@inproceedings{
 title = {Engagement in in-game questionnaires - Perspectives from users and experts},
 type = {inproceedings},
 year = {2021},
 keywords = {Game-Based Learning,Gamification,In-Game Survey},
 id = {41a71ade-5ec0-33d9-8187-2d72803c22f9},
 created = {2021-04-28T08:25:16.324Z},
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 last_modified = {2022-08-19T15:51:13.502Z},
 read = {true},
 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 citation_key = {Steinmaurer2021},
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 abstract = {Questionnaires are important instruments to gather information from people in a wide range of application scenarios, such as analyzing the responses for evaluations, collecting preferences, or retrieving self-estimations in learning settings. However, based on the setting and design of a questionnaire participating can be boring or frustrating and consequently have a negative impact on results or disengage users. Literature reports negative findings in immersive simulations and learning games, where assessment and questionnaires are provided outside the learning experience. In this paper, we introduce an approach to integrate questionnaires into a game environment. Thereby, we want to provide learners with an engaging way to answer questions. To encourage them in participating, they receive rewards for completing questions. We performed two evaluations, an A/B study with 22 participants and an evaluation with 14 experts in subject-related fields. We could show that learners are more engaged in the in-game questionnaire and integrated questions make them more likely to respond. We could also identify strategies to obtain more reliable responses such as asking questions right after a task or including gamification elements. Findings can contribute to design more engaging applications or learning environments where evaluation and feedback have significance for both educators and learners.},
 bibtype = {inproceedings},
 author = {Steinmaurer, Alexander and Sackl, Martin and Gutl, Christian},
 doi = {10.23919/iLRN52045.2021.9459373},
 booktitle = {Proceedings of 2021 7th International Conference of the Immersive Learning Research Network, iLRN 2021}
}

Questionnaires are important instruments to gather information from people in a wide range of application scenarios, such as analyzing the responses for evaluations, collecting preferences, or retrieving self-estimations in learning settings. However, based on the setting and design of a questionnaire participating can be boring or frustrating and consequently have a negative impact on results or disengage users. Literature reports negative findings in immersive simulations and learning games, where assessment and questionnaires are provided outside the learning experience. In this paper, we introduce an approach to integrate questionnaires into a game environment. Thereby, we want to provide learners with an engaging way to answer questions. To encourage them in participating, they receive rewards for completing questions. We performed two evaluations, an A/B study with 22 participants and an evaluation with 14 experts in subject-related fields. We could show that learners are more engaged in the in-game questionnaire and integrated questions make them more likely to respond. We could also identify strategies to obtain more reliable responses such as asking questions right after a task or including gamification elements. Findings can contribute to design more engaging applications or learning environments where evaluation and feedback have significance for both educators and learners.

@article{
 title = {Designing and Developing a Learning Analytics Platform for the Coding Learning Game sCool},
 type = {article},
 year = {2021},
 keywords = {com-,game-based learning,learning analytics,puter science education,serious game},
 id = {31278f69-debc-372a-9c6e-6ab2e9c36bf0},
 created = {2021-12-16T00:03:57.498Z},
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 journal = {Proceedings of the 14th International Conference on Interactive Mobile Communication Technologies and Learning}
}

@book{
 title = {sCool - Game Based Learning in STEM Education: A Case Study in Secondary Education},
 type = {book},
 year = {2020},
 source = {Advances in Intelligent Systems and Computing},
 keywords = {Computational thinking,Game Based Learning,STEM},
 volume = {916},
 id = {db410550-d7c0-303f-8237-ced161179e7c},
 created = {2020-03-17T15:36:58.016Z},
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 starred = {true},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 private_publication = {false},
 abstract = {© 2020, Springer Nature Switzerland AG. The game sCool [10] is a game-based tool to support learners in STEM education. It is a multi-platform mobile learning game designed for school children supporting a flexible and easy integration of various subjects and different courses. Based on the tool sCool, we present a first integrated course, which encourages children to learn computational thinking and coding in Python in a playful way. The course consists of an exploration mode and a practical mode. Thus, first, the students learn different concepts in an exploratory way and then apply the acquired knowledge in a practical mode through small programming tasks. In this paper, we present a practical approach of the tool in a classroom experience. We conducted an experiment with a group of students and evaluated different dimensions, i.e. aspects of motivation, engagement, emotions, and gender-specific issues. In this first evaluation, we found that the learners were highly motivated and encouraged to learn more about programming. It showed that both male and female participants achieved about the same performance in the game. However, results also suggests that the participants had problems to transfer the learned concepts into similar problems.},
 bibtype = {book},
 author = {Steinmaurer, A. and Pirker, J. and Gütl, C.},
 doi = {10.1007/978-3-030-11932-4_58}
}

© 2020, Springer Nature Switzerland AG. The game sCool [10] is a game-based tool to support learners in STEM education. It is a multi-platform mobile learning game designed for school children supporting a flexible and easy integration of various subjects and different courses. Based on the tool sCool, we present a first integrated course, which encourages children to learn computational thinking and coding in Python in a playful way. The course consists of an exploration mode and a practical mode. Thus, first, the students learn different concepts in an exploratory way and then apply the acquired knowledge in a practical mode through small programming tasks. In this paper, we present a practical approach of the tool in a classroom experience. We conducted an experiment with a group of students and evaluated different dimensions, i.e. aspects of motivation, engagement, emotions, and gender-specific issues. In this first evaluation, we found that the learners were highly motivated and encouraged to learn more about programming. It showed that both male and female participants achieved about the same performance in the game. However, results also suggests that the participants had problems to transfer the learned concepts into similar problems.

@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},
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 last_modified = {2020-07-01T07:32:22.066Z},
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 starred = {false},
 authored = {true},
 confirmed = {false},
 hidden = {false},
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 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}
}

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.

@article{
 title = {sCool : Impact on Human-Computer Interface Improvements on Learner Experience in a Game-Based Learning Platform},
 type = {article},
 year = {2020},
 keywords = {human-computer-interaction,mobile learning,serious game},
 pages = {256-267},
 id = {a1560611-2570-361e-81eb-aaa46a0cfc3b},
 created = {2020-12-13T10:17:45.723Z},
 file_attached = {true},
 profile_id = {30f57082-1ad2-39d9-b658-247396005677},
 last_modified = {2021-01-15T15:27:36.538Z},
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 authored = {true},
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 hidden = {false},
 citation_key = {Sackl},
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 bibtype = {article},
 author = {Sackl, Martin and Steinmaurer, Alexander and Cheong, Christopher and Cheong, France and Filippou, Justin and Christian, G}
}

@article{
 title = {Scool - Game-based learning in computer science class A case study in secondary education},
 type = {article},
 year = {2019},
 keywords = {Computational thinking,Game-based learning,SCool,STEM},
 volume = {9},
 id = {e8b0c186-1415-3918-98e2-892cd0a6cf46},
 created = {2020-03-17T15:36:58.018Z},
 file_attached = {false},
 profile_id = {30f57082-1ad2-39d9-b658-247396005677},
 last_modified = {2020-04-09T20:57:11.109Z},
 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 private_publication = {false},
 abstract = {© 2019 Kassel University Press GmbH. All rights reserved. In this paper we present a case study of the mobile learning game sCool [1]. Based on previous work presented Steinmaurer et. al. in [2] we have expanded our study with the introduction of a second experiment and with new additional aspects. sCool is a multi-platform game that is intended to encourage and support children learning computational thinking and coding in Python. The learning content is highly adaptable; educators can thus create own courses on an individual basis for the needs of their students. These courses involve a concept-learning and a practical mode. First, the students learn a specific concept and in a second step, they have to apply it in a practical task. For this purpose, we created a course to teach some basic programming concepts. Two student groups of different school types participated in class as a formal learning activity. In this paper we present the results of the evaluation of sCool in coding classes. Therefore, we focus on the performance, game engagement, emotions and the perception of the girls. Within this study we found out, that the students are interested in learning to code but do have problems to transfer the learned content to similar fields. We also found out, that there are slightly differences in the performance of the different types of students in terms of gender and school type.},
 bibtype = {article},
 author = {Steinmaurer, A. and Pirker, J. and Gütl, C.},
 doi = {10.3991/ijep.v9i2.9942},
 journal = {International Journal of Engineering Pedagogy},
 number = {2}
}

© 2019 Kassel University Press GmbH. All rights reserved. In this paper we present a case study of the mobile learning game sCool [1]. Based on previous work presented Steinmaurer et. al. in [2] we have expanded our study with the introduction of a second experiment and with new additional aspects. sCool is a multi-platform game that is intended to encourage and support children learning computational thinking and coding in Python. The learning content is highly adaptable; educators can thus create own courses on an individual basis for the needs of their students. These courses involve a concept-learning and a practical mode. First, the students learn a specific concept and in a second step, they have to apply it in a practical task. For this purpose, we created a course to teach some basic programming concepts. Two student groups of different school types participated in class as a formal learning activity. In this paper we present the results of the evaluation of sCool in coding classes. Therefore, we focus on the performance, game engagement, emotions and the perception of the girls. Within this study we found out, that the students are interested in learning to code but do have problems to transfer the learned content to similar fields. We also found out, that there are slightly differences in the performance of the different types of students in terms of gender and school type.