Please use this identifier to cite or link to this item: https://ruomo.lib.uom.gr/handle/7000/749
Title: PY-RATE ADVENTURES: A 2D Platform Serious Game for Learning the Basic Concepts of Programming With Python
Authors: Sideris, Grigorios
Xinogalos, Stelios
Type: Article
Subjects: FRASCATI::Natural sciences::Computer and information sciences
FRASCATI::Social sciences::Educational sciences::Education, general (including: training, pedagogy,didactics)
Keywords: educational games
learning programming
perceived player experience
serious games
Issue Date: 2019
Source: Simulation & Gaming
Volume: 50
Issue: 6
First Page: 754
Last Page: 770
Abstract: Background. Learning programmingis a cognitively demanding field of study accompanied with various difficulties. Although there is a high demand in the market for programmers, software analysts and engineers, a high dropout rate is recorded in relevant fields of study. Serious games are a promising means of engaging students in learning programming by giving them more incentives and making the process of learning programming concepts and languages more entertaining. Aim. This article introduces a new serious gamecalled PY-RATE ADVENTURES, which aims to assist young students in their introduction to the basic programming conceptsusing Python. The game does not have any prerequisites and is suitable for players with no previous knowledge of programming. This article aims to present important information regarding the analysis, designand pilot evaluationof PY-RATE ADVENTURES. Method. The game was evaluated by 31 people that had recently graduated or were students of an Interdepartmental Programme of Postgraduate Studies in Information Systems. The participants voluntarily played the game and answered a questionnaire based on the MEEGA+model, after their hands on experience with the game. This questionnaire’s purpose was to evaluate PYRATE ADVENTURES in terms of perceived player experienceand shortterm learning. Results. The participants positively evaluated the game almost in all the elements of player experience. Furthermore, the majority of the users consider that the game helped them to learn basic programming concepts in Python and stated that they would prefer to learn programming with this game rather than other teaching methods. Conclusion. The positive results of the pilot evaluation give us the motivation to proceed and evaluate the game with students in secondary education, in order to extract stronger and generalisable conclusions regarding the impact of the game as an educational tool for learning programming concepts.
URI: https://doi.org/10.1177/1046878119872797
https://ruomo.lib.uom.gr/handle/7000/749
ISSN: 1046-8781
1552-826X
Other Identifiers: 10.1177/1046878119872797
Appears in Collections:Department of Applied Informatics

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