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GameCode: Choose your Own Problem Solving Path

Published: 07 August 2020 Publication History

Abstract

This abstract focuses on a CS2 course in which gamified homework exercises are provided to students instead of in-class exercise sessions. The course, provided to first-year Computer Science students, introduces a rigorous methodology to write programs using Loop Invariants, recursion, and basic data structures such as Files, Lists, Queues, and Stacks. In early 2020, the COVID-19 pandemic caused a lock-down in our country. The universities decided to fully switch to remote teaching. As the exercises sessions previously consisted of solving problems on a blackboard, we had to design in a hurry course materials that would cope with remote teaching. Instead of giving students yet another podcast in their course schedule, we gave them homework exercises, we called GameCode, that they could do at their own convenience. These exercises are inspired by GameBooks in which the reader can choose the path she takes to complete the story. With GameCode, students can choose their own solving path for each exercise. This can be related to gamification.

References

[1]
Darina Dicheva, Keith Irwin, and Christo Dichev. 2019. OneUp: Engaging Students in a Gamified Data Structures Course. In Proceedings of the 50th ACM Technical Symposium on Computer Science Education. 386--392.
[2]
Edsger. W. Dijkstra. 1976. A Discipline of Programming. Prentice-Hall, Inc.
[3]
Brian Harrington and Ayaan Chaudhry. 2017. TrAcademic: improving participation and engagement in CS1/CS2 with gamified practicals. In Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education. 347--352.
[4]
Maria-Blanca Ibanez, Angela Di-Serio, and Carlos Delgado-Kloos. 2014. Gamification for engaging computer science students in learning activities: A case study. IEEE Transactions on learning technologies, Vol. 7, 3 (2014), 291--301.
[5]
Gina Sprint and Diane Cook. 2015. Enhancing the CS1 student experience with gamification. In 2015 IEEE Integrated STEM Education Conference. IEEE, 94--99.

Cited By

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  • (2024)Exploring the effects of personalized recommendations on student’s motivation and learning achievement in gamified mobile learning frameworkEducation and Information Technologies10.1007/s10639-024-12477-6Online publication date: 29-Jan-2024
  • (2023)Online Gamification Learning During The COVID-19 PandemicJournal of Education, Humanities and Social Sciences10.54097/ehss.v10i.690210(126-132)Online publication date: 5-Apr-2023
  • (2023)Gamification tailored for novelty effect in distance learning during COVID-19Frontiers in Education10.3389/feduc.2023.10512278Online publication date: 21-Feb-2023
  • Show More Cited By

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Information

Published In

cover image ACM Conferences
ICER '20: Proceedings of the 2020 ACM Conference on International Computing Education Research
August 2020
364 pages
ISBN:9781450370929
DOI:10.1145/3372782
Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the Owner/Author.

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Association for Computing Machinery

New York, NY, United States

Publication History

Published: 07 August 2020

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Author Tags

  1. cs2
  2. gamebook
  3. gamification
  4. loop invariant
  5. problem solving

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ICER '20
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ICER '20: International Computing Education Research Conference
August 1 - 5, 2020
Virtual Event, New Zealand

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Overall Acceptance Rate 189 of 803 submissions, 24%

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ICER 2025
ACM Conference on International Computing Education Research
August 3 - 6, 2025
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Cited By

View all
  • (2024)Exploring the effects of personalized recommendations on student’s motivation and learning achievement in gamified mobile learning frameworkEducation and Information Technologies10.1007/s10639-024-12477-6Online publication date: 29-Jan-2024
  • (2023)Online Gamification Learning During The COVID-19 PandemicJournal of Education, Humanities and Social Sciences10.54097/ehss.v10i.690210(126-132)Online publication date: 5-Apr-2023
  • (2023)Gamification tailored for novelty effect in distance learning during COVID-19Frontiers in Education10.3389/feduc.2023.10512278Online publication date: 21-Feb-2023
  • (2023)Game on: immersive virtual laboratory simulation improves student learning outcomes & motivationFEBS Open Bio10.1002/2211-5463.1356713:3(396-407)Online publication date: 12-Feb-2023
  • (2022)Serious Games as a Method for Enhancing Learning Engagement: Student Perception on Online Higher Education During COVID-19Frontiers in Psychology10.3389/fpsyg.2022.88997513Online publication date: 27-Apr-2022
  • (2022)Lessons Learned from 6 Years of a Remote Programming Challenge Activity with Automatic SupervisionShaping the Digital Transformation of the Education Ecosystem in Europe10.1007/978-3-031-20518-7_6(63-79)Online publication date: 27-Oct-2022
  • (2021)Gamification as Online Teaching Strategy During COVID-19: A Mini-ReviewFrontiers in Psychology10.3389/fpsyg.2021.64855212Online publication date: 21-May-2021

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