GonCPL 2020 Abstracts

Area 1 - Gamification on Computer Programming Learning
Full Papers Short Papers

Area 1 - Gamification on Computer Programming Learning

Full Papers
Paper Nr: 4
Title:

Learning Analytics and Perceived Experience of Gamifying Homework Assignments
Authors:

Ahmed S. Metwally, Ahmed F. Yousef and Wang Yining
Abstract: The purpose of this research is to assist the primary school students to complete their homework assignments, and understanding students’ interpretation of gameplay experience and defining their satisfaction with gamification elements while playing online homework assignments. The implementation of the gamified homework followed the instructional design processes. The subsequent evaluation from a cohort of students comprised learning analytics besides surveying students’ experience. The results indicated that they were satisfied with completing the homework with the employed game design elements where they were active and focused. In addition, they showed a tendency to challenges that involved in the treatment. One of the more significant findings to emerge from this study is that the micro gamification design approach has promoted the perception of motivation and enjoyment to take into consideration the design principles of the approach.
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Short Papers
Paper Nr: 1
Title:

PonG: Parcours on Gamification - How to Get Educators Gamification-ready
Authors:

Corinna Lehmann, Helge Fischer, Matthias Heinz and Josefin Mueller
Abstract: This paper introduces the Parcours on Gamification (PonG), designed by the cluster Digital Learning and Gaming Cultures of the Media Centre of the Technische Universität Dresden. The proposed concept encompasses three main ideas. 1) It introduces the concept Gamification Readiness for educators as an opportunity to self-reflect on the role and mindset needed to gamify a classroom. 2) It is a workshop concept (train-the-trainer/educator) designed as a game itself that not only helps train educators but combines ideas of game-design thinking with concepts of learner-centered frames. And 3) as a process model, it supports educators to transfer their teaching content into gamified scenarios matched to their general conditions. PonG is also designed to address the use of gamification in contexts independent of the educational institution. By focusing on the trainer/teacher/educator, PonG enables them to adapt their own teaching-learning scenario and enhance it with gamification elements. The main goal of PonG is to support educators to make their classroom a creative playground and learning space by using game elements. As PonG is still in progress, the paper gives an overview of its current development.
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Paper Nr: 2
Title:

Usability Testing of Educational Computer Games on the Topic “Safe Internet”
Authors:

Daniela Tuparova, Krista Mehandzhiyska and Georgi Tuparov
Abstract: In the paper we present methods and techniques for usability testing and evaluation of educational computer games. We present a case of application of usability methods in process of development of four educational computer mini-games “Safe Internet”. The target users groups cover students from 4th till 7th grade, teachers in school subjects Information technology and Computer modelling. Therefore we apply different methods and tools to plan and testing of the usability of the games. For the current research we use a laboratory testing with an interview with limited number of students and user opinion study with questionnaires for stakeholders – teachers and students. We apply ADDIE (Analysis, Design, Development, Implementation, Evaluation) in a combination with Agile methodologies – Scrum methodology with three sprints. The usability study and implementation are conducted in all stages of development of the games. The case study shows that conducted approach based on the agile methodology with combination of usability study with stakeholders (teachers and students) of the games give good results. The students have positive perception to the final versions of the developed educational computer games.
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Paper Nr: 5
Title:

Gamifying Learning Assignments with Micro Design Approach
Authors:

Ahmed S. Metwally, Ahmed F. Yousef and Wang Yining
Abstract: There are convenient sets of design approaches that have been used to design different kinds of resources in Human-Computer Interaction (HCI). Many schools and educators are facing a formidable challenge that is how to make homework a valuable and interesting part of the learning process. This paper introduced a micro-design approach to support students in not only doing their homework, but also, learning from the assigned exercises that led to the extraction of the procedures for gamifying assignment with the approach, and a suggested conceptual design model called “Snowflake”. The “Snowflake” model is based on the idea of integrating raw resources and behaviours with the elements of gamification to form a micro gamified experience, which combines many items that lead to gamified assignments on the macro level. The most obvious finding to emerge from the design is that micro-level analysis has a positive impact on gamified assignment, which begins with the identification of raw objects such as quizzes, lessons, learning objects, and tools. Moreover, the linking of raw objects and gamification elements reflecting in a micro-gamified task, operation, exercise and assignment.
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Paper Nr: 3
Title:

Integrated Game-based Learning in an Informatics Secondary Course: Is There a Difference between Girls’ and Boys’ Achievements?
Authors:

Daniela Tuparova, Emilia Nikolova and Elena Tuparova
Abstract: Informatics subject is a compulsory course for Bulgarian high school students with specialisation in Computer Science, Mathematics, and Natural sciences. The subject starts in 8th grade and in fact it is an introductory course in programming. According to the national syllabus of the subject, teachers can choose one of the following programming languages: C#, Visual Basic or Java. The content of the course is too abstract for the 14 years old students. To reduce the level of abstraction and to motivate the students we implemented integrated game based model for teaching programming. The model is based on usage of educational computer games for introduction of main concepts, experimenting with already developed games, usage of “half baked” tasks and programming of games. Also, game based approach is combined with problem solving, project based and e-learning approaches and technologies. The implementation of integrated game based model was experimented with 126 8th graders at Mathematics and Natural Sciences High School. In this paper we analyse and compare the achievements of the boys and girls that participated in experimental training. Also the achievements of the students from the experimental group are compared with achievements of students from the same school that have not been trained with the discussed approach. This group is used as control group. Boys and girls that have been taught according to the proposed model show the same achievements. The statistically significant difference exists between achievements of girls form experimental and control group. Girls from experimental group demonstrate higher achievements in programming and practical problem solving than girls from control group. Also the boys trained via integrated game based approach have higher results than boys in control group. The obtained results show that the implementation of integrated game-based learning influences the performance of both boys and girls in a positive manner.
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