在编程学习环境中开发和评估多人游戏模式

Alexander Steinmaurer, David Eckhard, Julius Dreveny, C. Gütl
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引用次数: 0

摘要

严肃游戏对学生的学习动机和学习体验有着众所周知的积极影响。在计算机科学教育中,大多数游戏和方法都存在,为学生提供了引人入胜的环境。一方面,这些游戏可以是与学习算法思维相关的游戏,但另一方面,这些游戏可以是学习编码的游戏。除了单人游戏,还有多人游戏,玩家可以相互竞争或合作完成编程任务。然而,许多现有的多人游戏提供了预先定义的关卡,教师对学生的灵活性和个性限制有限。此外,许多现有的游戏环境使用的是竞争而不是协作方法。在我们的项目中,我们通过多人模式扩展了现有游戏,玩家可以一起完成编码任务。游戏元素不仅支持许多与编码相关的概念,还支持排序、条件、循环等计算技能,以及使用有意义的关卡和任务的并发性或依赖性等高级主题。然而,我们在三个研讨会中对41名参与者进行了评估:两个与中学生的课堂活动和一个与计算机科学学生的在线活动。在这些工作坊中,学生们在游戏环境中协作完成编码任务。因此,我们观察了学生在完成任务时的交流情况。此外,我们评估了学生对合作学习的态度。我们发现在课堂活动中很少使用游戏内聊天,特别是当任务对玩家之间的协作要求较低时。我们还发现,学生们互相学习,在一起工作时更有动力。通过我们的方法,我们希望为教育工作者提供一个灵活的游戏环境,学生可以在解决有趣任务的同时协作提高他们的编码技能。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Developing and Evaluating a Multiplayer Game Mode in a Programming Learning Environment
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.
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