After two years of usage of code-making apps (i.e., and its pre-design version Pocket Code), the pupils processed knowledge from their academic subjects spontaneously as game-based embedded knowledge. The Hassenzahl model and AttrakDiff survey were used for measuring users' experience and satisfaction, and for understanding emotional responses, thus providing information that enables testing of the acceptability and usability of the developed apps. This paper focuses on presenting the validation context as well as the evaluation of these tools. In this context two tools, App and the Project Management Dashboard (PMD), were developed to enable students from different countries to be able to adapt their learning material by programming and designing games for their academic subjects, therefore integrating the game mechanics, dynamics, and aesthetics into the academic curriculum.
Learning through digital game making is a constructivist approach that allows students to learn by developing their own games, enhancing problem-solving skills and fostering creativity. The constructivist approach is interested in creating knowledge through active engagement and encourages students to build their knowledge from their experiences in the world. Finally, this study discusses the implications for designing learning experiences using OpenSim with Scratch4SL. Second, students of the same group proposed and applied more correct computational concepts and practices in code. First, students of the former group created more complete computational instructions with rules to be specified and delivered the learning goals. Mean scores on post-questionnaires from the experimental group revealed improvements higher than their control group counterparts in two aspects. Students from the experimental group performed significantly better both in measures of problem-solving and algorithmic thinking. The study findings indicate substantial differences and important points of view about students’ learning performance by assessing their computational problem-solving strategies. A total of fifty (n=50) high school students who volunteered to participate in this study divided into a control group (n=25) and an experimental (n=25) group that used Scratch and OpenSim with the Scratch4SL palette, respectively to propose their solutions for the same problem-solving tasks via a simulation game.
SPHERO EDU APP CHROME CODE
This quasi-experimental study presents evidence about how a game can assist boys and girls to gain a greater understanding on skills related to CT for developing, implementing and transforming their solution plans into code based on their computational problem-solving strategies. However, it remains unclear if the game interface and elements created by using three-dimensional (3D) virtual worlds combined with visual programming languages or a visual programming environment can affect students’ learning performance.
Computer games are quickly gaining momentum by enabling new approaches to teaching and learning experience for programming courses in K-12 curriculum.
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