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Teaching Problem Solving Skills using an Educational Game in a Computer Programming Course.

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Title: Teaching Problem Solving Skills using an Educational Game in a Computer Programming Course.
Authors: MATHEW, Roy1 roy@buc.edu.om, MALIK, Sohail Iqbal1 sohail@buc.edu.om, TAWAFAK, Ragad Moufaq1 raghad@buc.edu.om
Source: Informatics in Education. 2019, Vol. 18 Issue 2, p359-373. 15p.
Subject Terms: *Computer programming, *Problem solving, *Student interests, Educational computer games, Semi-structured interviews
Abstract: Problem solving skills are considered an important component in learning to program in an introductory programming (IP) course for novices. This study introduced a PROSOLVE game to enhance problem solving skills of novice programmers in the introductory programming course. The game is based on pseudo-code technique. A survey was employed to collect students' feedback and semi-structured interviews were organized to collect instructors' opinion about the game. The results show that the game helped most of the students in understanding the programming concepts, structures and problem solving strategies. Moreover, the game supports students' cognitive engagement, gains, and affective engagement in the IP course. Instructors appreciated the game and considered it as an additional supporting teaching tool in the IP course. Moreover, they considered the game as good alternative of traditional pen and paper learning approach in attracting students' interest in the programming domain. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Problem solving skills are considered an important component in learning to program in an introductory programming (IP) course for novices. This study introduced a PROSOLVE game to enhance problem solving skills of novice programmers in the introductory programming course. The game is based on pseudo-code technique. A survey was employed to collect students' feedback and semi-structured interviews were organized to collect instructors' opinion about the game. The results show that the game helped most of the students in understanding the programming concepts, structures and problem solving strategies. Moreover, the game supports students' cognitive engagement, gains, and affective engagement in the IP course. Instructors appreciated the game and considered it as an additional supporting teaching tool in the IP course. Moreover, they considered the game as good alternative of traditional pen and paper learning approach in attracting students' interest in the programming domain. [ABSTRACT FROM AUTHOR]
ISSN:16485831
DOI:10.15388/infedu.2019.17