Programming Fun(damentals): Using commercial video games to teach basic coding to adult learners

Abstract

The acquisition of computational thinking and coding skills is of special significance in helping adult learners keep pace with a new context where those skills are required for many parts of the workforce. However, there is an agreement in the scientific literature that important challenges exist, such as keeping student engagement and the requirement of developing problem-solving skills, and not just learning the code syntax. The inclusion of digital Game-Based Learning (GBL) has shown great potential. To better understand how it can be helpful to adult learners in STEM degrees, a study was conducted on the application of two very popular commercial video games in different introductory programming courses at an online university, during the introduction of basic programming topics (CS1). The methods combined a descriptive qualitative and a quantitative approach, using a reflective journals and questionnaires, which helped students consider and express their experiences, how they interacted with the games, how the games helped them better understand the topics, and realize their personal progress and potential. Results showed that the use of these games as educational resources had a positive impact in their engagement and sense of self-efficacy, but only if some important instructional considerations are taken into account.