Loading...
Description
Digitalization is advancing rapidly around the globe. Sufficient training in programming, computer science, and IT should be provided to ensure that upcoming generations do not just experience digitalization but rather actively participate in the process. One emergent educational approach aimed to lower educational barriers and increase the engagement of children and teenagers in programming is game development based learning (GDBL). In this study, we conduct a systematic literature review of empirical papers applying GDBL within programming and computer science courses. The attributes and learning outcomes of GDBL courses for various educational settings are reported and discussed. The results suggest that GDBL in computer science and programming education is an effective approach. We conclude with implications for future research and practice.
Recommended Citation
Bewer, Nikolaj and Gladkaya, Margarita, "Game Development Based Approach for Learning to Program: A Systematic Literature Review" (2022). Wirtschaftsinformatik 2022 Proceedings. 3.
https://aisel.aisnet.org/wi2022/digital_education/digital_education/3
Game Development Based Approach for Learning to Program: A Systematic Literature Review
Digitalization is advancing rapidly around the globe. Sufficient training in programming, computer science, and IT should be provided to ensure that upcoming generations do not just experience digitalization but rather actively participate in the process. One emergent educational approach aimed to lower educational barriers and increase the engagement of children and teenagers in programming is game development based learning (GDBL). In this study, we conduct a systematic literature review of empirical papers applying GDBL within programming and computer science courses. The attributes and learning outcomes of GDBL courses for various educational settings are reported and discussed. The results suggest that GDBL in computer science and programming education is an effective approach. We conclude with implications for future research and practice.