An Empirical Study of Online K-12 Education for Programming Games

Abstract

The programming teaching in the primary education is a paramount necessity. However, learning computational concepts has several challenges. In this scope, this study evaluates the application of game programming teaching video classes with students of K-12 education. In this context, a case study was conducted in the second semester of 2015 with 60 students that have participated in an online game programming challenge and the results suggest that the adoption of the proposed strategy is beneficial to the programming learning and can help attract new talent to computing and work the vocational awakening of young people.