Learning IS Child’s Play: Game-Based Learning in Computer Science Education
Abstract
Game-based learning has received significant attention in educational pedagogy as an effective way of increasing student motivation and engagement. The majority of the work in this area has been focused on digital games or games involving technology. We focus on the use of traditional game design in improving student engagement and perception of learning in teaching computer science concepts in higher education. In addition, as part of an interdisciplinary effort, we discuss the interplay between game-based learning in higher education and disciplinary cultures, addressing the lack of empirical evidence on the impact of game design on learning outcomes, engagement, and students’ perception of learning.
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When used in a student-centered and gameful way, digital technologies can assist the teaching and learning of computer science in both K-12 and higher education settings.
“when used in a student-centered and gameful way, digital technologies can assist the teaching and learning of computer science in both K-12 [8] and higher education settings [9].”
From Integrating Augmented Reality, Gamification, and Serious Games in Computer Science Education (2023) · cites this paper as [9]
Cites
Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions
Ryan, R. M., & Deci, E. L. (2000) · Contemporary Educational Psychology · doi:10.1006/ceps.1999.1020 · Cited by 18,666 · cited 2× · see citing works
“On the other hand, intrinsic motivations result in high-quality learning and creativity [34], and games can engage learners through psychological arousal and engaging them in “enjoyable” activities.”
BackgroundDoes Active Learning Work? A Review of the Research
Prince, M. (2004) · Journal of Engineering Education · doi:10.1002/j.2168-9830.2004.tb00809.x · Cited by 7,334 · cited 1× · see citing works
“Since then, numerous experimental studies have proved the effectiveness of active learning methods in engaging students and promoting mastery over their traditional counterparts in various disciplines and levels of education [1, 14, 22, 31].”
BackgroundPapastergiou, M. (2009) · Computers & Education · doi:10.1016/j.compedu.2008.06.004 · Cited by 1,689 · see citing works
Peer interaction and learning in small groups
Webb, N. M. (1989) · International Journal of Educational Research · doi:10.1016/0883-0355(89)90014-1 · Cited by 1,050 · see citing works
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Integrating Augmented Reality, Gamification, and Serious Games in Computer Science Education
Lampropoulos, G., Keramopoulos, E., Diamantaras, K., & Evangelidis, G. (2023) · Education Sciences · doi:10.3390/educsci13060618 · Cited by 94 · see citing works
- Authors
- Hosseini, H., Hartt, M., & Mostafapour, M.
- Affiliations
- Rochester Institute of Technology (US)
- Cardiff University (GB)
- University of Waterloo (CA)
- Venue
- ACM Transactions on Computing Education
- Published
- 2019-01-16
- Volume
- 19
- Issue
- 3
- Pages
- 1-18
- ISSN
- 1946-6226 (ISSN-L)
- OpenAlex
- W2910048617
- Cited by
- 50
- References
- 4
- Citations by year
- 2026: 6 · 2025: 3 · 2024: 10 · 2023: 11 · 2022: 7 · 2021: 7 · 2020: 3 · 2019: 3
- FWCI
- 9.36
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- ACM Transactions on Computing Education (publishedVersion)
- ORCA Online Research @Cardiff (Cardiff University) (acceptedVersion)
- ORCA Online Research @Cardiff (Cardiff University) (submittedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
- Physical Sciences › Computer Science › Computer Science Applications › Teaching and Learning Programming
- Social Sciences › Education › Problem and Project Based Learning
- Keywords
- game-based learning, traditional games, game design, student engagement, student motivation, computer science education, higher education, disciplinary culture, perceptions of learning, learning outcomes
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