GonCPL 2022 Abstracts

Area 1 - Gamification on Computer Programming Learning

Short Papers

Paper Nr:	1
Title:	Gamification of MOOCs and Security Awareness in Corporate Training
Authors:	Serafeim A. Triantafyllou and Christos K. Georgiadis
Abstract:	The rapid development of digital technology in today's times can enrich distance learning in the corporate sector, in a variety of ways. Nowadays, instructors have the capability to incorporate gamification into their teaching and make use of digital tools to create powerful online learning environments for research and problem analysis and simulation projects to improve training. Gamified MOOCs (Massive Open Online Courses) can enhance the motivation and engagement of trainees in a meaningful way to achieve learning goals. This paper aims to present innovative insights on the content of gamified MOOCs in the corporate training context, to enhance Security Awareness Training. Our methodology is based on Deterding’s 2015 framework for gameful design, the lens of intrinsic skill atoms and we go a step further in our paper to propose a new approach, that is a structural model as a variation to Deterding's framework, that can find practical implementation in Integrated Development Environments (IDE) for gamified MOOCs. Gamified MOOCs when used as part of a cyber security awareness program, can play a significant role in the improvement of the overall training program as we describe in our case studies for Security Awareness Training.
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Paper Nr:	3
Title:	A Game-based Learning App for Primary School Children with German as a Second Language
Authors:	Thomas Deutsch, Stefan Hinterhölzl and Iris Groher
Abstract:	The use of technology and multimedia is becoming increasingly important in today’s classrooms. Digital games are often used by teachers to complement traditional methods of instruction, even for primary school children aged between 6 and 10 years. Studies show that these games have positive effects on learning outcomes and increase the motivation of children. In this paper, we present a game-based learning application we developed for children in primary school with German as a second language. The web-based learning application provides different learning games that can be customized by teachers based on children’s needs. Reading and writing skills are not required to play the games. To increase the motivation of children, we integrated a reward system into the application, which can also be customized by teachers according to their needs. We have already used the learning application in two primary schools in Austria and the feedback we received was very positive.
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Paper Nr:	4
Title:	Review of the Adaptability of a Set of Learning Games Meant for Teaching Computational Thinking or Programming in France
Authors:	Hajar Saddoug, Aryan Rahimian, Bertrand Marne, Mathieu Muratet, Karim Sehaba and Sébastien Jolivet
Abstract:	Our work is part of a broader research project on how French teachers and trainers can appropriate learning games dedicated to computer science and programming. To foster this appropriation, we aim to implement a meta-design approach that favours instrumental genesis. In this article, we describe our review of a selection of learning games to identify whether they are suitable for this approach. We introduce a set of rather generic and reusable criteria to characterize the instrumentalization of serious games. With these criteria we thoroughly review 10 games among 48 selected. Thus, for each game selected, the identified criteria point out the availability of means and tools allowing teachers and trainers to understand the game, but they also assess adaptability of the latter in relation to pedagogical needs. Our results show that the adaptability of most of these 10 games remains weak and out of reach for many teachers and trainers. Indeed, none of the reviewed games were able to meet the requirements set out in the framework of the meta-design approach.
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