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.