2019
Haaranen, Lassi
Game-related learning and exposure in computer science Väitöskirja
Tietotekniikka, Aalto-yliopisto, 2019, ISBN: 978-952-60-8386-5.
Abstract | Links | BibTeX | Avainsanat: achievement badges, computer science education, englanninkieliset väitöskirjat, game-related approaches, gamification, informal learning, interoperability, online learning management systems
@phdthesis{Haaranen2019,
title = {Game-related learning and exposure in computer science},
author = {Lassi Haaranen},
url = {http://urn.fi/URN:ISBN:978-952-60-8386-5},
isbn = {978-952-60-8386-5},
year = {2019},
date = {2019-01-01},
school = {Tietotekniikka, Aalto-yliopisto},
abstract = {Given the importance of computers, and by extension computer science (CS), in contemporary society, it is crucial to provide the best possible education in the field. This dissertation looks at two different game-related approaches in computer science education: how digital games and gaming communities expose people to CS concepts; and how game-related approaches can be used to improve computer science education (CSE) in universities.
In order to structure this dissertation as well as future research, we present a classification of game-related approaches focused specifically on CSE. We see three broad approaches with games and CS: gameful approaches (e.g. gamification), designing and programming games, and entertainment games with learning content.
Modern digital games are complex systems that the players need to learn and master. With certain games, programming and CS concepts can be used to enhance the playing experience. This provides a spark of interest in computing for some that might eventually lead to studying CS or related fields in a university. This phenomenon was studied by interviewing students as well as through reflection essays in which the students not only outlined how games had piqued their interest in computers and CS but also how game development as a career was appealing to some of them.
Modern games are not just played in isolation or with a group of friends on the same couch. Instead, there are online gaming communities in which games are discussed and the actual gameplay is also recorded and either broadcasted live to an audience or uploaded to a video sharing service. We investigated two different online gaming communities in which CS and programming were a part of the games featured. We did this by gathering data on the interactions between the audience members. Through the discussion that we analyzed, we found that these communities are places where people are exposed to CS and programming. Moreover, these communities are places where both experienced programmers and newcomers come and discuss CS topics.
Using games in formal education was researched with two approaches. Firstly, we implemented two software systems, Acos and Daechschen, to support gamification in online learning management systems. The core design principles behind these systems strive for interoperability and extensibility so that they continue to be relevant and used in fast pacing ecosystems of modern online learning tools. Secondly, we investigated implementing achievement badges on a course with Daechschen. We looked into students' reactions to the badges and found out that overall it was slightly positive with a large group of students being indifferent to them.},
keywords = {achievement badges, computer science education, englanninkieliset väitöskirjat, game-related approaches, gamification, informal learning, interoperability, online learning management systems},
pubstate = {published},
tppubtype = {phdthesis}
}
Given the importance of computers, and by extension computer science (CS), in contemporary society, it is crucial to provide the best possible education in the field. This dissertation looks at two different game-related approaches in computer science education: how digital games and gaming communities expose people to CS concepts; and how game-related approaches can be used to improve computer science education (CSE) in universities.
In order to structure this dissertation as well as future research, we present a classification of game-related approaches focused specifically on CSE. We see three broad approaches with games and CS: gameful approaches (e.g. gamification), designing and programming games, and entertainment games with learning content.
Modern digital games are complex systems that the players need to learn and master. With certain games, programming and CS concepts can be used to enhance the playing experience. This provides a spark of interest in computing for some that might eventually lead to studying CS or related fields in a university. This phenomenon was studied by interviewing students as well as through reflection essays in which the students not only outlined how games had piqued their interest in computers and CS but also how game development as a career was appealing to some of them.
Modern games are not just played in isolation or with a group of friends on the same couch. Instead, there are online gaming communities in which games are discussed and the actual gameplay is also recorded and either broadcasted live to an audience or uploaded to a video sharing service. We investigated two different online gaming communities in which CS and programming were a part of the games featured. We did this by gathering data on the interactions between the audience members. Through the discussion that we analyzed, we found that these communities are places where people are exposed to CS and programming. Moreover, these communities are places where both experienced programmers and newcomers come and discuss CS topics.
Using games in formal education was researched with two approaches. Firstly, we implemented two software systems, Acos and Daechschen, to support gamification in online learning management systems. The core design principles behind these systems strive for interoperability and extensibility so that they continue to be relevant and used in fast pacing ecosystems of modern online learning tools. Secondly, we investigated implementing achievement badges on a course with Daechschen. We looked into students' reactions to the badges and found out that overall it was slightly positive with a large group of students being indifferent to them.
In order to structure this dissertation as well as future research, we present a classification of game-related approaches focused specifically on CSE. We see three broad approaches with games and CS: gameful approaches (e.g. gamification), designing and programming games, and entertainment games with learning content.
Modern digital games are complex systems that the players need to learn and master. With certain games, programming and CS concepts can be used to enhance the playing experience. This provides a spark of interest in computing for some that might eventually lead to studying CS or related fields in a university. This phenomenon was studied by interviewing students as well as through reflection essays in which the students not only outlined how games had piqued their interest in computers and CS but also how game development as a career was appealing to some of them.
Modern games are not just played in isolation or with a group of friends on the same couch. Instead, there are online gaming communities in which games are discussed and the actual gameplay is also recorded and either broadcasted live to an audience or uploaded to a video sharing service. We investigated two different online gaming communities in which CS and programming were a part of the games featured. We did this by gathering data on the interactions between the audience members. Through the discussion that we analyzed, we found that these communities are places where people are exposed to CS and programming. Moreover, these communities are places where both experienced programmers and newcomers come and discuss CS topics.
Using games in formal education was researched with two approaches. Firstly, we implemented two software systems, Acos and Daechschen, to support gamification in online learning management systems. The core design principles behind these systems strive for interoperability and extensibility so that they continue to be relevant and used in fast pacing ecosystems of modern online learning tools. Secondly, we investigated implementing achievement badges on a course with Daechschen. We looked into students' reactions to the badges and found out that overall it was slightly positive with a large group of students being indifferent to them.
2015
Hakulinen, Lasse
Gameful approaches for computer science education: From gamification to alternate reality games Väitöskirja
Tietotekniikka, Aalto-yliopisto, 2015, ISBN: 978-952-60-6172-6.
Abstract | Links | BibTeX | Avainsanat: achievement badges, achievement goal orientation, alternate reality games, computer science education, englanninkieliset väitöskirjat, gameful, gamification, motivation, serious games
@phdthesis{Hakulinen2015,
title = {Gameful approaches for computer science education: From gamification to alternate reality games},
author = {Lasse Hakulinen},
url = {http://urn.fi/URN:ISBN:978-952-60-6173-3},
isbn = {978-952-60-6172-6},
year = {2015},
date = {2015-01-01},
school = {Tietotekniikka, Aalto-yliopisto},
abstract = {The main objective of this thesis is to enrich computer science education by studying two gameful teaching interventions: 1) achievement badges and 2) alternate reality games.
Gamification is the use of game design elements in non-game contexts, and achievement badges are one commonly used gamification method that can be used to provide optional challenges for students. We studied the use of achievement badges in a Data Structures and Algorithms course and found out that badges can be used to steer students' behavior even if they are not tied to tangible rewards such as course grades. Specifically, students used more time in the online learning environment, had more sessions in the system, and spent more time between exercise submissions when the badges were used. Furthermore, we found out that students' attitudes towards the badges varied. We also studied the use of badges in relation to achievement goal orientations that characterize students' preferences to different goals and outcomes. We found out that students who had high avoidance orientation were less motivated by the badges than other students. On the other hand, students who were the most motivated by the badges had higher mastery-intrinsic, mastery-extrinsic, and performance-approach orientations, and lower avoidance orientation. Furthermore, we compared the badge intervention with the use of heatmaps that provided feedback on one's behavior in a non-gameful way. An interest towards the badges correlated with mastery-extrinsic and performance-approach, whereas interest towards the heatmaps correlated with mastery-extrinsic and performance-avoidance orientations.
Alternate Reality Games (ARG), are games that blur the line between reality and fiction and typically they involve puzzles and an interactive narrative. We explored the use of ARGs for teaching computer science by organizing an ARG covering a wide range of computer science concepts. In the feedback collected after the game, participants reported learning several computer science concepts during the game. We also evaluated how authenticity, intrinsic motivation, and replayability were taken into account in the game design. Furthermore, we present an example of an educational ARG that was not part of any official curriculum and relied on voluntary participation. Based on the results, alternate reality games seem like a promising approach to be used in computer science education.
In addition to evaluating the two approaches, we provide support for applying them in education by describing the implementation of our badge systems and introducing a method for producing automatically assessed programming tasks that are suitable for ARGs.},
keywords = {achievement badges, achievement goal orientation, alternate reality games, computer science education, englanninkieliset väitöskirjat, gameful, gamification, motivation, serious games},
pubstate = {published},
tppubtype = {phdthesis}
}
The main objective of this thesis is to enrich computer science education by studying two gameful teaching interventions: 1) achievement badges and 2) alternate reality games.
Gamification is the use of game design elements in non-game contexts, and achievement badges are one commonly used gamification method that can be used to provide optional challenges for students. We studied the use of achievement badges in a Data Structures and Algorithms course and found out that badges can be used to steer students' behavior even if they are not tied to tangible rewards such as course grades. Specifically, students used more time in the online learning environment, had more sessions in the system, and spent more time between exercise submissions when the badges were used. Furthermore, we found out that students' attitudes towards the badges varied. We also studied the use of badges in relation to achievement goal orientations that characterize students' preferences to different goals and outcomes. We found out that students who had high avoidance orientation were less motivated by the badges than other students. On the other hand, students who were the most motivated by the badges had higher mastery-intrinsic, mastery-extrinsic, and performance-approach orientations, and lower avoidance orientation. Furthermore, we compared the badge intervention with the use of heatmaps that provided feedback on one's behavior in a non-gameful way. An interest towards the badges correlated with mastery-extrinsic and performance-approach, whereas interest towards the heatmaps correlated with mastery-extrinsic and performance-avoidance orientations.
Alternate Reality Games (ARG), are games that blur the line between reality and fiction and typically they involve puzzles and an interactive narrative. We explored the use of ARGs for teaching computer science by organizing an ARG covering a wide range of computer science concepts. In the feedback collected after the game, participants reported learning several computer science concepts during the game. We also evaluated how authenticity, intrinsic motivation, and replayability were taken into account in the game design. Furthermore, we present an example of an educational ARG that was not part of any official curriculum and relied on voluntary participation. Based on the results, alternate reality games seem like a promising approach to be used in computer science education.
In addition to evaluating the two approaches, we provide support for applying them in education by describing the implementation of our badge systems and introducing a method for producing automatically assessed programming tasks that are suitable for ARGs.
Gamification is the use of game design elements in non-game contexts, and achievement badges are one commonly used gamification method that can be used to provide optional challenges for students. We studied the use of achievement badges in a Data Structures and Algorithms course and found out that badges can be used to steer students' behavior even if they are not tied to tangible rewards such as course grades. Specifically, students used more time in the online learning environment, had more sessions in the system, and spent more time between exercise submissions when the badges were used. Furthermore, we found out that students' attitudes towards the badges varied. We also studied the use of badges in relation to achievement goal orientations that characterize students' preferences to different goals and outcomes. We found out that students who had high avoidance orientation were less motivated by the badges than other students. On the other hand, students who were the most motivated by the badges had higher mastery-intrinsic, mastery-extrinsic, and performance-approach orientations, and lower avoidance orientation. Furthermore, we compared the badge intervention with the use of heatmaps that provided feedback on one's behavior in a non-gameful way. An interest towards the badges correlated with mastery-extrinsic and performance-approach, whereas interest towards the heatmaps correlated with mastery-extrinsic and performance-avoidance orientations.
Alternate Reality Games (ARG), are games that blur the line between reality and fiction and typically they involve puzzles and an interactive narrative. We explored the use of ARGs for teaching computer science by organizing an ARG covering a wide range of computer science concepts. In the feedback collected after the game, participants reported learning several computer science concepts during the game. We also evaluated how authenticity, intrinsic motivation, and replayability were taken into account in the game design. Furthermore, we present an example of an educational ARG that was not part of any official curriculum and relied on voluntary participation. Based on the results, alternate reality games seem like a promising approach to be used in computer science education.
In addition to evaluating the two approaches, we provide support for applying them in education by describing the implementation of our badge systems and introducing a method for producing automatically assessed programming tasks that are suitable for ARGs.