Pedagogical Mini-Games Integrated into Hybrid Course to Improve Understanding of Computer Programming
Walter Nuninger, Jean-Marie Châtelet · Advances in game-based learning book series · 2016
To improve learning efficiency in Computer Programming courses, a voluntary decision was to fully integrate different learner-centered pedagogical devices. The result is the development of a set of pedagogical serious mini-Games (mGs) in synchronous time in the classroom for a decided scenario of the hybrid course. Supported by a Learning Management System, the innovation results in a common flexible and modular framework for mGs, taking into account a really short duration and higher constraints of the training. The expected outcome is to make future end users (who will not be IT developers) aware of the potential of the underlying transversal skills developed while building up universal algorithms, stressing functional analysis regardless of specific expertise required for a given coding. The challenge is to make their knowledge ownership easier, to prevent rejection, to incent involvement and collective intelligence and further Agile method adoption with a concern for quality.