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Evaluating Design Elements for Digital Educational Games on Programming: a Pilot Study

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Evaluating Design Elements for Digital Educational Games on Programming: a Pilot Study Evaluating Design Elements for Digital Educational Games on Programming: A Pilot Study Stephanie Heintz Effie Lai-Chong Law Department of Computer Science Department of Computer Science University of Leicester University of Leicester Leicester, LE1 7RH, UK Leicester, LE1 7RH, UK [email protected] [email protected] Digital educational games (DEGs) are increasingly recognized as a promising tool for learning. To deepen the understanding of how two key components - content and player - of DEG contribute to learning effects, we developed a model on game elements. It informed the creation of a mini-game on programming, which was evaluated with 50 computer science undergraduates as a pilot study. Data were collected with questionnaires on background, domain-specific knowledge as well as user perception and with a screen cast recorder. Results show that most of the design requirements derived from the model were met. Pre-knowledge was found to be a significant factor influencing user perception. Implications to future work on implementing design elements such as feedback are drawn. Digital educational games, Programming, Design elements, Design requirements, Learning effect 1. INTRODUCTION preferred game types for teaching is applicable to DEGs. Another related research study on learners’ Digital educational games (DEGs), given their perception of game types was undertaken by Chong potential of motivating and engaging players, are and associates (2005). They focussed on different regarded as a promising tool for learning. This learning styles with reference to entertainment supposition is substantiated by an increasing number games. Furthermore, Prensky (2005) studied the of research studies in the field of HCI and relationship between learning content and learning technology-enhanced learning (TEL) (e.g. Svingby, activities in the context of DEGs. However, his 2011; Dondlinger, 2007) arguments are more on a theoretical rather than an empirical basis. Rapeepisarn and associates Despite the progress, there is still a lack of a (2008) combined Chong et al’s and Prensky’s work clear understanding how the components of a DEG to derive a set of possible connections between contribute to learning efficacy. In this paper we focus contents, games and learners. Frazer and associates on two key components, namely the learning content (2008) analysed the educational affordances of to be delivered through a DEG and learner whom different gaming genres with a set of requirements it is directed to. To maximise the impact of a DEG, adopted as well as adapted from the evaluation of it is necessary to understand how the learning and learning environments. Their finding might be used gaming part can seamlessly be integrated and how as guidance on what game could be chosen for a the game is perceived by learners. certain type of learning content, but the work was based on the analysis of entertainment games and Some research studies on the two game components did not consider learners’ perception. have been conducted. For instance, Amory and associates (1999) examined learners’ preferences In summary, the number of research studies for different game types for educational purposes analysing the learners’ perception of the key by evaluating their perception of a game in terms elements of DEGs as well as the design decisions of its elements such as sound, graphics, and based on them is limited. To address this gap, it story. However, their study was on entertainment entails the development of a design model comprising games and therefore it is unclear if the finding about critical game elements of DEGs. Such a model © The Authors. Published by BISL. 245 Proceedings of the BCS HCI 2012 People & Computers XXVI, Birmingham, UK Evaluating Design Elements for Digital Educational Games on Programming: A Pilot Study Heintz • Law may enable different games to be compared at Gaming the element level. Moreover, if the design concepts built upon the game elements are perceived in the way they are intended to and can impart significant enjoy / Game Learner / learning effects, the model can serve as the reference engage in Player framework for developing DEGs that meet their basic requirements for learning and gaming. construct integrate Based on the review of the related literature, albeit knowledge Learning limited, we have developed a preliminary version of a DEG Learning design model for DEGs (Figure 2). To validate the Content model, we have implemented a pilot study which serves as a preparation for a larger study comparing different DEGs with different game elements. The pilot study has several objectives: Figure 1: A conceptual framework of basic components of digital educational games. • to understand the relationship between certain characteristics of the target group and their perceptions of a DEG; game and content can be combined in a way that it meets learners’ needs. The second step is to • to evaluate how the design decisions made analyse learners’ perception of the game and verify if about the intended perception of the DEG, the design elements are perceived as intended. The based on the game elements, are actually final step is to examine the actual learning outcome. perceived; These three steps have been conducted in a pilot • to determine the learning outcome based on the study and some main results will be presented in pre-knowledge of the participants. the subsequent sections. When designing a DEG, content and target group are usually known and the In the ensuing text, we describe this model and the game should fit these components, which define the pilot study in detail. context of the game. For our pilot study, the domain from which the content 2. DESIGN OF AN EDUCATIONAL GAME is derived is computer programming. The selection is driven by the observation that a number of university When creating an educational game from scratch that students find learning programming difficult as well is supposed to teach knowledge useful for its player as boring and tend to give it up. We assume that the in real life, how to integrate such knowledge into motivational effect of DEGs can provide a solution to the game is the main design challenge. Specifically, this issue. a conceptual framework (Figure 1) and a design model (Figure 2) are introduced which can be University students with some basic knowledge in used to identify and define requirements for the Java have been chosen as the target group of the implementation of such a game considering its study. Specifically, first-year undergraduates from entertaining as well as its educational nature. the computer science department of a university in the UK were recruited as participants and a topic 2.1. Context of an Educational Game from their Java course was selected to serve as learning content. This topic was a framework helping Understanding an educational game as a combina- the students understand how lists are processed tion of gaming and learning enables us to identify key and trees are accessed through recursion. The factors influencing the success of the game. Gaming functionality of the framework is to handle a string needs at least a player and a game to take place and as a list of characters, by trapping it in an infinite learning involves a learner and learning content. It loop, which repetitively processes the first character is necessary to combine both components to build of the string and takes it off until the string is empty. an educational game: content and game need to be To understand the role of pre-knowledge in the user integrated while learner and player become one (see perception as well as in the learning effect of the Figure 1). game, a second group of students from another For an educational game to be successful the content university were also recruited; they had a similar level needs to be part of the game and delivered through of Java knowledge, but not yet learned the use of this the game to the learner in such a way that the framework during their course (see Section 3). game is enjoyable and the content gets extracted at the same time. The first step is to identify how 246 Evaluating Design Elements for Digital Educational Games on Programming: A Pilot Study Heintz • Law 2.2. Game Elements be played with a computer, a mouse is used for drag & drop activities and clicking on buttons to evoke the According to Rollings and Adams (2003), a game functionality assigned to them. The visual feedback comprises a number of elements such as Challenges, was given through the computer screen and no audio Gameplay, Setting, Interaction Model, Perspective, was included due to the fact that the study was Modes and Structure. By integrating most of these undertaken with multiple students simultaneously in elements and others derived from other resources the same room with no headsets available. (e.g. Dondlinger, 2007; Prensky, 2001; Fullerton, 2008), we have compiled a model representing the The gameplay was directly derived from the tasks architecture of a game (Figure 2). students had to solve to practise the topic described earlier. They were supposed to become familiar with Game (Multiple) Modes the use of lists by enhancing a given framework Mode for processing strings character-wise and to develop Audio/Visual Perspective Setting/World methods that do simple checks on the string such Feedback Structure Player as counting the number of letters it consists of. This Gameplay (Story) Interaction Actions Challenges Goals Rewards was associated with the use of common programming (Tasks) (Victory concepts such as counter or flags. These tasks were Condition) directly used as challenges in the game. With the Rules given framework, students were asked to count all or only defined letters in the string, check via flags Figure 2: Model of the elements a game consists of.
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