Presentation of a Learning Game for Programming Languages Education Mohamed Ali Khenissi, Fathi Essalmi, Mohamed Jemni Research Laboratory LaTICE, ESSTT, University of TUNIS, Tunisia
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Abstract—In recent years, there has been a growing interest in computer learning games. This is due to the belief that games can offer various learning benefits to learners. Specially, learning games which focus on programming language are needed today given that programming is seen as an important subject for learners. So, developing games which enhance learners’ motivation for the programming subject is the main issue of this work. This paper describes a learning game for higher education. This new game is called Instruction right place Game and it allows learners to benefit from the drag and drop technology to construct a program in an amusing way. Keywords— Learning game, Programming, Learner Model
I.
INTRODUCTION
Teaching programming subject faces the problem of low motivation of students. This problem is due to complexity of this subject and the difference in generation between teachers and students. In fact, teachers raised in a pre-digital generation and educated in the styles of the past, while students, so called Games Generations [1], raised in the digital world and are native speakers of the digital language of computers, video games and the Internet. The students find today’s training so incredibly boring that they don’t want to do it [2]. So, one of the effective ways of raising motivation and attraction of learning process is using games. In fact, programming subject is very good for teaching through games. Moreover, there are a number of researchers who believe that computer science students can learn by developing or creating games, as well as simply playing them [3]. For that reason, creating new games for programming subject is a great demand. In this paper we describe a new learning game (in the section 3) that we have implemented for programming languages learning subject in higher education and that combines the functionalities of two existent learning games [4, 5]. The paper is structured as follows: Section 2 contextualizes the contribution by reporting related works. Section 3 describes the architecture of the proposed system as well as the new learning game. Section 4 compares the new learning game IRPG with learning games reported in the literature. Finally, section 5 concludes the paper with a summary of the work and future research directions.
II.
RELATED WORKS
Programming is among the most important subject for computer science students. However, teaching and learning programming subject is never an easy task as mentioned by many studies [6].This is due to complexity of the subjects that requires understanding of abstracts concepts, logical thinking as well as problem solving [7]. So, developing games to increase student learning and motivation in programming subject is a common issue of many researches. For example, Crossword Games [7] is used for teaching introduction to programming language. In fact, a crossword is a word puzzle that takes the form of a square or a rectangular grid. The goal is to fill the squares with letters, forming words or phrases, by solving clues which lead to the answers. In this learning version, the clues are questions about programming language. Shooting Games [7] is used for teaching introduction to programming language too. In the traditional version of this game, players use a gun and attempt to shoot down either ducks or clay pigeons in mid-flight. In the learning version, players have to answer to questions about programming language by shoot down the correct answers. Prog&Play [8] is used to strengthen student learning in C++ programming. It is a modification of an existing video game called "Kernel Panic". In this type of game, the player gives orders to his units to perform operations (move, construct a building,...). Traditionally, these instructions are given using the mouse by clicking on a map. In the learning version of this game, players have to give this type of instruction with a program. Bomberman game [9] is used for teaching C programming language. In this game, Students must modify or write the code in C language to control the Bomberman (the main game character) movement. Students use the “if-else” statement or the Switch Case statement to complete the code needed for Bomberman to walk through a maze. Despite the importance of programming subject, the number of learning games in this subject and the fields of their application is still limited. In fact, these learning games are designed to teach only introduction to specific programming language or limited to specific algorithm task such as the implementation of the function move and so on. So, it is important to develop a learning game that can teach any programming language and any algorithmic problem. Furthermore, this learning game has to communicate with students, and give them help when they make mistakes.
III.
SYSTEM ARCHITECTURE AND IMPLEMENTATION
This section describes the main services of our system and describes also a learning game that we were implemented. A. System Architecture Our system consists of four services and two repositories. Figure 1 presents a graphical view of the system architecture.
The last service is the Service for Applying Personalization Strategies [10, 11]. It allows the application of the personalization strategy, specified in Service for Specifying Personalization Strategies, by combining the characteristics of learner stored in the Learner Model with the learning scenarios and learning games. So then, this service draw a conclusion about learners' needs and provide them recommendation and adaptive learning game. This service can also assist learners in correcting errors and provide them explanations and annotations to learn accurately. This system includes also two repositories. The first one is the learning games repository in which instances of learning games are stored. These instances of learning games are created by the teacher using learning games generator. The second one is the Learner Model that retains the information of what the learner has known incorrectly, learners’ misconceptions and learners’ errors.
Figure 1. System Architecture
The first service is the Service for Creating Learning Games. This service is a generator of learning games, making it easier for teachers to create instances of Instruction Right Place Game. To facilitate the construction of the IRPG games, a teacher interface has been implemented in which the teacher should add the name of game in the title field, and then he/she can assign the game to a specific level (beginner, medium or advanced). In a second step, the teacher can write the questions (it can be the problem statement or an algorithm to solve), which will appear in the learner interface. In addition, the teacher edits the instruction (the answers to the problem posed or program instructions) in the correct order, and the evaluation question (it is a question of understanding whether the student has understood the problem, and that is not answered arbitrarily). Furthermore, teacher can add help or external links to help the learner in case he/she made mistake. Finally, the teacher clicks on the save button for the creation of a new game. Created learning games will be stored in the Learning games Repository. The second service is the Service for Learner Navigational Support. This service offers learners a space in which they can study and play the learning games. Mistakes and misconceptions obtained from learners when using this learning game will be stored in the Learner Model. In fact, this model retains the information of learners’ errors or bugs and the reasons why users encounter these errors. In other words, Learner Model retains what the student has known incorrectly. The third service is the Service for Specifying Personalization Strategies [10] which allows teacher to specify the personalization strategy adapted for the learning scenario and learning games. For example, teacher can recommend the list of learning games most adapted to learner taking into account learner’s misconceptions or errors stored in the Learner Model.
B. Instruction Right Place Game The Instruction Right Place Game (IRPG) includes the functionalities of two existent learning games [4, 5]. The first one, called the Circuit Game, concerns the application of the self-explanation principle to multimedia learning in a computer-based game-like environment [4]. The experiment has shown the effectiveness of the self-explanation. The second one, called MARVIN, concerns the use of avatars and virtual environments in learning [5]. It explores the potential of avatar environments to act as powerful communication mediums for students to display knowledge and understanding. Our game (IRPG) federates the use of the drag and drop technology, self explanation and the use of avatars. In fact, IRPG breaks down complex programming tasks, and guides students through a series of small steps to form a program. Furthermore, this game uses avatars which offer help and add challenge to win when playing the game. In addition, this learning game contributes in the creation of the Learner Model. The IRPG was implemented by using HTML, JavaScript, CSS and Ajax with the integration of free components and avatars. The IRPG was made online at the Webpage http://affectationgame.hebergratuit.com/. Figure 2 presents the interface of the IRPG. This interface contains three containers and two avatars. Concerning the containers, the left one includes the question to be solved by the players. The middle container includes elements from the answer to the questions (set of unordered instructions). The right container includes a set of sub-containers in which the learner should move instructions (from the middle container) in the correct order to form a program. Concerning the avatars, one (on top of the question) represents the face of a devil that challenges the learner to answer questions. It reacts negatively (angry) if the learner answers correctly, and it is happy when the learner’ response is wrong. The other avatar is the face of an angel who tries to help the learner by guiding him/her to the correct answer, it seems angry when the learner makes a mistake and happy when the response is correct. These avatars make the learning game very funny.
moving of instruction. Contrary, Bomberman game provides feedback only at the end of construction of the entire program. Furthermore, the IRPG federates the use of the drag and drop technology, self explanation and the use of avatars. In contrast, the use of these elements is limited or absent for other games. V.
CONCLUSION
This paper presented a learning game for higher education dedicated to programming languages learning. This game is used to enhance learners’ motivation and learning in programming subject. This learning game, already available online, contributes in the creation of the Learner Model. Figure 2. Instruction Right Place Game
IV.
DISCUSSION
This section compares the new learning game IRPG with learning games reported in the literature. Table III presents the learning games in the columns and their possible functionalities in lines. Each cell includes a notation representing the availability of a functionality (presented in the line) in the game (presented in the column). The notation +++ means that the functionality is available in the game, ++ = available little, + = available rarely and - = not available. TABLE I.
DIFFERENCES BETWEEN THE IRPG GAME AND THE LEARNING Prog&Play
Circuit Game
Bomberman
RPLG
-
-
-
-
-
-
-
+++ +++
+++
++
+++
+
+++
+
-
+++
-
-
-
-
+++
-
-
+++
-
-
-
-
+++
-
-
+
+++
-
+
-
-
-
-
+++
-
IRPG
Shooting
Game functionality Personalization Online availability Immediate feedback Drag and drop technology Self explanation Avatars provide helps
MARVIN
Learning games
Crossword
GAMES CITED IN THIS PAPER
At the end of this work, we notice that there are many benefits of using this learning game. Particularly, students found that the use of the game makes the programming subject more interesting and they are highly motivated with the idea of using games for their learning. In addition, the use of this learning game allows students to interact with the material, instead of simply being presented in classroom and follow teacher. For that reason, we can consider that learning games are an effective tools for engaging students in the lesson. Future works will check the relations between genres of games and learning styles. As an example of possible relations, we cite the relation between the learning style sequential and the learning games based on puzzle. In fact, learners who have sequential learning style prefer learning step by step. Similarly, puzzle learning games assume that learners benefit from each achieved step in order to do the current step. VI. [1]
The table III shows that IRPG game includes the majority of functionalities. In fact, The IRPG game contributes in the creation of the Learner Model. In particular, this model retains the information about the learners’ misconceptions and mistakes and transforms them to appropriate help. Contrariwise, the other learning games are not involved in this field. In addition, IRPG game is available online (at http://affectationgame.hebergratuit.com/) with the possibility to write comments which contribute to the improvement of this learning game. On the contrary, the other learning games are available only in the classroom. The third functionality is the immediate feedbacks that help learners and challenge them to construct program correctly and get a good score. This functionality varies from one game to another. For example the IRPG game gives feedback after each
REFERENCES
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