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13th International European Conference on Games Based Learning (ECGBL)

作者： Spieler, Bernadette Grandl, Maria Ebner, Martin Slany, Wolfgang Graz Univ Technol Inst Software Technol Graz Austria Graz Univ Technol Inst Interact Syst & Data Sci Graz Austria Graz Univ Technol Dept Educ Technol Graz Austria

ISBN: (纸本)9781912764372

Knowledge in Computer Science (CS) is essential, and companies have increased their demands for CS professionals. Despite this, many jobs remain unfilled. Furthermore, employees with computational thinking (CT) skills are required, even if they are not actual technicians. Moreover, the gender disparity in technology related fields is a serious problem. Even if companies want to hire women in technology, the number of women who enter these fields is remarkably low. In high schools, most teenagers acquire only low-level skills in CS. Thus, they may never understand the fundamental concepts of CS, have unrealistic expectations or preconceptions, and are influenced by stereotype-based expectations. Consequently, many teenagers exclude computing as a career path. In this research study, we present two promising concepts to overcome these challenges. First, we consider alternative paths to enter the field of CS. In 2018, a voluntary lecture "Design your own app" at the University of Graz for students of all degree programs was introduced. In total, 202 students participated. We applied a Game Development-Based Learning (GDBL) approach with the visual coding tool pocket code, a mobile app developed at Graz University of Technology. The students were supposed to create simple games directly on smartphones. The course received positive evaluations and led to our second concept;In January 2019, we started to design a MOOC (Massive Open Online Course) with the title "Get FIT in Computer Science". The MOOC will be launched in August 2019 on the platform *** and will provide a general introduction to the field of CS. For exercises and the final submission, the students need to apply game design strategies by using pocket code. The MOOC has several target groups. First, this course can be used to encourage young women who have little to no previous knowledge in CS. Second, it should help all teenagers to get a more realistic picture of CS to its basic concepts. Third, teache

关键词： computer science education digital literacy technology enhanced learning MOOC pocket code

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Evaluation of the Create@School Game-Based Learning-Teaching Approach

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SENSORS 2019年第15期19卷 3251-3251页

作者： Gaeta, Eugenio Eugenia Beltran-Jaunsaras, Maria Cea, Gloria Spieler, Bernadette Burton, Andrew Isabel Garcia-Betances, Rebeca Fernanda Cabrera-Umpierrez, Maria Brown, David Boulton, Helen Arredondo Waldmeyer, Maria T. Univ Politecn Madrid LifeSTech Dept Photon & Bioengn Escuela Tecn Super Ingenieros Telecomunicac Ave Complutense 30Ciudad Univ E-28040 Madrid Spain Graz Univ Technol Inst Software Technol Inffeldgasse 13-V A-8010 Graz Austria Nottingham Trent Univ 50 Shakespeare St Nottingham NG1 4FQ England

The constructivist approach is interested in creating knowledge through active engagement and encourages students to build their knowledge from their experiences in the world. Learning through digital game making is a constructivist approach that allows students to learn by developing their own games, enhancing problem-solving skills and fostering creativity. In this context two tools, Create@School App and the Project Management Dashboard (PMD), were developed to enable students from different countries to be able to adapt their learning material by programming and designing games for their academic subjects, therefore integrating the game mechanics, dynamics, and aesthetics into the academic curriculum. This paper focuses on presenting the validation context as well as the evaluation of these tools. The Hassenzahl model and AttrakDiff survey were used for measuring users' experience and satisfaction, and for understanding emotional responses, thus providing information that enables testing of the acceptability and usability of the developed apps. After two years of usage of code-making apps (i.e., Create@School and its pre-design version pocket code), the pupils processed knowledge from their academic subjects spontaneously as game-based embedded knowledge. The students demonstrated creativity, a practical approach, and enthusiasm regarding making games focused on academic content that led them to learning, using mobile devices, sensors, images, and contextual information. This approach was widely accepted by students and teachers as part of their everyday class routines.

关键词： education coding Apps coding STEM pocket code Create@School mobile sensors LEGO (R) sensors

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Reinforcing Gender Equality by Analysing Female Teenagers' Performances in Coding Activities: A Lesson Learned 18

Reinforcing Gender Equality by Analysing Female Teenagers' P...

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4th Conference on Gender and IT (GenderIT)

作者： Spieler, Bernadette Graz Univ Technol Inst Software Technol Graz Austria

ISBN: (纸本)9781450353465

The number of women in technical fields is far below the average number of males, especially in developed countries and across academic levels. Gender differences in STEM are already present in students aged 12 to 15 years. To address this gender bias at an early stage, a goal of the European project No One Left Behind included integrating the app pocket code, into different school lessons, thus making the study of STEM more accessible and attractive to young females. Data was collected over a period of two years through, e.g., submitted programs. The programs have been analysed to gauge the level of achievement of the learning goal defined by the teachers beforehand. With a focus on female teenagers, significant dependencies between whether or not the learning goal had been achieved could be seen based on the different ages of the students, the group constellation, and which teaching approach was used.

关键词： pocket code gender game design gender inclusive STEM programming mobile learning

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Enabling Teenagers to Create and Share Apps

Enabling Teenagers to Create and Share Apps

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IEEE Conference on Open Systems (ICOS)

作者： Mueller, Matthias Schindler, Christian Luhana, Kirshan Kumar Slany, Wolfgang Graz Univ Technol Inst Software Technol Graz Austria

ISBN: (纸本)9781538666661

Visual coding frameworks and block-based languages became an essential resource for computer science education. Applied in different courses and subjects they foster computational thinking, collaboration, and knowledge-sharing. Furthermore, sharing the outcomes promote the development of an open mindset and teaches the principles of open source. In our work, we present pocket code, a mobile open source visual coding framework. We describe how this integrated development environment enables young users to program apps in a block-based manner directly on their mobile devices. We discuss how teenagers can share their projects via the app's sharing platform or as an Android application package file. The presented case illustrates how teenagers can collaboratively drive co-creative communities and foster open source and innovation by creating and sharing mobile apps.

关键词： Mobile Applications Open Source Development FLOSS Visual Programming Block Based Programming Computer Science Education Catrobat pocket code

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Game Development-Based Learning Experience: Gender Differences in Game Design 12

Game Development-Based Learning Experience: Gender Differenc...

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12th European Conference on Games Based Learning (ECGBL)

作者： Spieler, Bernadette Slany, Wolfgang Graz Univ Technol Dept Software Technol Graz Austria Graz Univ Technol Graz Austria

ISBN: (纸本)9781912764006

Learning theories emphasize the importance of intrinsic and extrinsic motivators in curricula, and games are a promising way to provide both while constructing the game and presenting or sharing it in public or with a community. New technologies and the emerging mobile gaming sector further the case that learning should be promoted everywhere and anytime. What seems to be a promising opportunity for all pupils to learn coding in an entertaining way raises the question of whether such game based concepts also help to fix the gender gap of women in IT related fields. Gender differences are already present in secondary schools. These are the years where first career choices but also low levels of participation in technical subjects occur. To address this gender bias, a goal of the European project No One Left Behind (NOLB) was to integrate pocket code, an app developed by Catrobat, a free open source non-profit project at the University of Technology in Graz/Austria, into different school subjects, thus making coding more accessible and attractive to female pupils. During the period of this project (2015-2017), teachers were supported to guide their pupils in the learning processes by constructing ideas and realizing them through game design. Furthermore, teachers were trained to teach good game design and game production by sticking to an agile game design approach (research, design, development, testing, sharing), and the Mechanics, Dynamics, and Aesthetics framework, as well as other techniques, like the use of storyboards, and "ceremonies". This is especially important for girls;according to the literature, they are less likely to play games. For this paper an analysis of submitted programs according to their game design has been performed. In detail, the evaluation considered formal game elements, gaming structures, and used graphics, as well as pocket code specific aspects. The program's analysis showed commonly used design patterns by genders and suggests prefer

关键词： pocket code game design gender design gender mobile learning coding

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Evaluation of Game Templates to Support Programming Activities in Schools 11

Evaluation of Game Templates to Support Programming Activiti...

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11th European Conference on Game-Based Learning (ECGBL)

作者： Spieler, Bernadette Schindler, Christian Slany, Wolfgang Mashkina, Olena Beltran, Maria Eugenia Boulton, Helen Brown, David Graz Univ Technol Dept Software Technol Graz Austria Graz Univ Technol Graz Austria INMARK Europa Madrid Spain Nottingham Trent Univ Nottingham England

ISBN: (纸本)9781911218579;9781911218562

Game creation challenges in schools potentially provide engaging, goal-oriented, and interactive experiences in classes;thereby supporting the transfer of knowledge for learning in a fun and pedagogic manner. A key element of the ongoing European project No One Left Behind (NOLB) is to integrate a game-making teaching framework (GMTF) into the educational app pocket code. pocket code allows learners to create programs in a visual Lego (R) - style way to facilitate learning how to code at secondary high schools. The concept of the NOLB GMTF is based on principles of the Universal Design for Learning (UDL) model. Its focus lies on three pillars of learning: the what, how, and why. Thereby, the NOLB GMTF is a common set of concepts, practices, pedagogy, and methods. This framework provides a coherent approach to learning and teaching by integrating leisure oriented gaming methods into multi-discipline curricula. One output of this framework is the integration of game-based methods via game templates that refer to didactical scenarios that include a refined set of genres, assets, rules, challenges, and strategies. These templates allows: 1) teachers to start with a well-structured program, and 2) pupils to add content and adjust the code to integrate their own ideas. During the project game genres such as adventure, action, and quiz, as well as rewards or victory point mechanisms, have been embedded into different subjects, e.g., science, mathematics, and arts. The insights gained during the class hours were used to generate 13 game templates, which are integrated in Create@School (a new version of the pocket code app which targets schools). To test the efficiency of these templates, user experience (UX) tests were conducted during classes to compare games created by pupils who used templates and those who started to create a game from scratch. Preliminary results showed that these templates allow learners to focus on subject-relevant problem solving activities rather t

关键词： pocket code game templates UDL game design programming mobile learning

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