Document Open Access Logo

A Gamified Educational Escape Rooms' Framework for Computer Programming Classes (Short Paper)

Authors Ricardo Queirós , Carla Pinto , Mário Cruz , Daniela Mascarenhas

PDF
Thumbnail PDF

File

OASIcs.ICPEC.2023.6.pdf
  • Filesize: 0.56 MB
  • 8 pages

Document Identifiers

Author Details

Ricardo Queirós
  • School of Media Arts and Design, Polytechnic Institute of Porto, Portugal
  • CRACS - INESC TEC, Porto, Portugal
Carla Pinto
  • School of Engineering & CMUP, Polytechnic Institute of Porto, Portugal
Mário Cruz
  • School of Education & inED, Polytechnic Institute of Porto, Portugal
Daniela Mascarenhas
  • School of Education & inED, Polytechnic Institute of Porto, Portugal

Funding

This work of M. Cruz and D. Mascarenhas is funded by National Funds through the FCT - Fundação para a Ciência e a Tecnologia, I.P., under the scope of the project UIDB/05198/2020 (Centre for Research and Innovation in Education, inED). The author C. Pinto was partially supported by CMUP, which is financed by national funds through FCT – Fundação para a Ciência e a Tecnologia, I.P., under the project with reference UIDB/00144/2020. All authors would like to thank Erasmus + MATH-DIGGER project, ref 2021-1-PT01-KA220-HED-000032234.

Cite AsGet BibTex

Ricardo Queirós, Carla Pinto, Mário Cruz, and Daniela Mascarenhas. A Gamified Educational Escape Rooms' Framework for Computer Programming Classes (Short Paper). In 4th International Computer Programming Education Conference (ICPEC 2023). Open Access Series in Informatics (OASIcs), Volume 112, pp. 6:1-6:8, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2023)
https://doi.org/10.4230/OASIcs.ICPEC.2023.6

Abstract

This paper presents a study on the use of gamified educational escape rooms to foster the teaching-learning process of computer programming, based on an user type taxonomy. The ultimate goal of this work is to identify and validate the most suitable gamification elements and mechanics for each user profile, providing case studies that illustrate their implementation. The main contribution of this work is to guide the design process of educational escape rooms in any domain, by considering the needs, preferences, and motivations of different user types.

Subject Classification

ACM Subject Classification
  • Social and professional topics → Computer science education
Keywords
  • Escape Room
  • Gamification
  • Computer Programming
  • User Type Taxonomy

Metrics

  • Access Statistics
  • Total Accesses (updated on a weekly basis)
    0
    PDF Downloads
    0
    Metadata Views

References

  1. Richard A Bartle. Hearts, clubs, diamonds, spades: Players who suit muds. Journal of MUD research, 1(1), 1996. Google Scholar
  2. Ashwin Basawapatna, Ashish Tewari, and Thomas Moher. Identifying and addressing misconceptions about programming: A review of programming knowledge and student errors. Computer Science Education, 27(2-3):78-114, 2017. Google Scholar
  3. Wei Cai, Xiao Ma, and Chin-Lung Lai. Gamification in education: A systematic review. Journal of Educational Technology Development and Exchange (JETDE), 13(1):1-22, 2020. Google Scholar
  4. Yu-kai Chou. Actionable gamification: Beyond points, badges, and leaderboards. Octalysis Media, 2015. Google Scholar
  5. Edward L Deci and Richard M Ryan. Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology/Psychologie canadienne, 49(3):182-185, 2008. Google Scholar
  6. Sebastian Deterding, Dan Dixon, Rilla Khaled, and Lennart Nacke. From game design elements to gamefulness: Defining "Gamification". In Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, pages 9-15. ACM, 2011. Google Scholar
  7. Fernando Gamboa-Rodríguez, Juan Nicolás García-Sánchez, Eloy García-Sánchez, and Arturo Córdoba-Rangel. Educational Escape Rooms in Higher Education: A Systematic Literature Review. Education Sciences, 11(3):114, 2021. URL: https://doi.org/10.3390/educsci11030114.
  8. Lewis R Goldberg. The structure of phenotypic personality traits. American psychologist, 48(1):26-34, 1993. Google Scholar
  9. Chin-Lung Lai, Gwo-Dong Chen, and Rong-Chi Shih. Applying the escape room game approach to course design: A case study of a university english course. Computers & Education, 150:103839, 2020. Google Scholar
  10. Andrzej Marczewski. User types. Retrieved from https://www.gamified.uk/user-types/, 2015.
  11. John D. McCarthy, Kevin McCarthy, and Barry Smyth. User Type Taxonomies for Personalised Interactive Systems. In Proceedings of the 2022 CHI Conference on Human Factors in Computing Systems. ACM, 2022. URL: https://doi.org/10.1145/3450439.3480504.
  12. Nidhi Niyati, Pranav Awati, Neelam V Alai, and Ritu Jain. Escape rooms as an interactive learning tool: A systematic review. International Journal of Emerging Technologies in Learning (iJET), 16(5):223-240, 2021. Google Scholar
  13. Ricardo Alexandre Queiros, Mário Pinto, Alberto Simões, and Carlos Filipe Portela. A primer on gamification standardization. In Filipe Portela and Ricardo Queirós, editors, Next-Generation Applications and Implementations of Gamification Systems, pages 1-13. IGI Global, 2022. URL: https://doi.org/10.4018/978-1-7998-8089-9.ch001.
  14. Brittany Shapiro and Joshua Levine. The gamification of learning: A meta-analysis. Journal of Educational Psychology, 111(5):757-772, 2019. Google Scholar
  15. Joke Voogt, Ola Erstad, Chris Dede, and Punya Mishra. Challenges to learning and schooling in the digital networked world of the 21st century. Journal of Computer Assisted Learning, 32(3):200-213, 2016. Google Scholar
Questions / Remarks / Feedback
X

Feedback for Dagstuhl Publishing


Thanks for your feedback!

Feedback submitted

Could not send message

Please try again later or send an E-mail
© 2023-2024 Schloss Dagstuhl – LZI GmbH Imprint Privacy Contact