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Contribution: This article compares the effectiveness for online software engineering education of video-based learning and game-based learning using teacher-authored educational video games created by using authoring tools. Background: Although substantial research has evaluated the impact of video-based and game-based learning versus traditional teaching approaches, little research has been done comparing the effectiveness of video-based learning and video game-based learning. Furthermore, the few studies that performed this comparison did not compare the effectiveness for online education or examined teacher-authored video games. Research Questions: Is game-based learning using teacher-authored video games more effective than video-based learning in terms of knowledge acquisition for software engineering students in online settings? Is game-based learning using teacher-authored video games more effective than video-based learning in terms of motivation for software engineering students in online settings? Methodology: A quasi-experimental design with control and experimental groups and pre- and post-tests was employed. A total of 180 software engineering students participated in this study, 81 of which belonged to the control group while the other 99 were part of the experimental group. The students in the control group took an online lesson in which they learned exclusively by watching videos, whereas the students in the experimental group took the same lesson but learned exclusively by playing an educational video game created by a teacher through an authoring tool. Findings: The results show that game-based learning using teacher-authored educational video games was more effective than video-based learning in terms of both knowledge acquisition and motivation. [ABSTRACT FROM AUTHOR]

Contributions: This article presents a large-scale study which investigates students’ reaction to game-based learning as part of programming courses. The study focuses on knowledge acquisition, learner experience, and game usability. Background: Despite the rapid growth of the information and communication technologies (ICTs) sector, the lack of engagement with science, technology, engineering, and mathematics (STEM) subjects and high dropout rates in computer science and engineering majors is linked directly to the large number of unfilled vacancies in the ICT employment market. To tackle one of the underlying causes for this crisis, (i.e., traditional teaching paradigms struggle to attract students to rather abstract and difficult STEM subjects such as programming), innovative technology-enhanced learning solutions are sought. Intended Outcomes: A set of serious games were proposed and designed to promote students’ understanding of programming concepts, improve their confidence, stimulate their interest in STEM and increase engagement with the courses through vivid and appealing scenarios. Application Design: Targeting undergraduate and postgraduate students, the games focused on several key programming topics. They were designed to visualize the programming concepts in illustrative and entertaining scenarios. A comprehensive assessment methodology which includes surveys, observations, and interviews was employed to investigate the impact of the games. Findings: The results show that by using the games in the teaching and learning process all the students have benefited, although differently based on their location, educational backgrounds, and game played. The impact of detailed demographic aspects, such as participants’ use of technology, their initial attitude toward school, and learning STEM on the results needs further study. [ABSTRACT FROM AUTHOR]

Contribution: Research has shown that computer science (CS) students who start programming assignments (PAs) early generally receive higher grades. This article presents and evaluates a gamification approach that utilizes software engineering tools to motivate CS students to start and finish PAs earlier. Background: CS can be difficult to learn because students often struggle with errors and how to properly test their code. For these reasons, it is essential that students start their PAs early. Furthermore, software engineering tools, such as version control and unit testing, are increasingly important for students to learn early in their career. Intended Outcomes: This gamification approach aims to motivate CS students to start and complete PAs earlier, as well as instill software engineering best practices. Application Design: To motivate students to start and finish assignments early, an open-source gamification system called the Leaderboard was developed. Using gamified points, the Leaderboard rewards students who pass PA unit tests well before the assignment is due. The system is fully automated using Github Classroom, a build server, and the Moodle learning management system. Findings: Results indicate students who used the Leaderboard did not start assignments significantly earlier; however, they finished assignments earlier, committed code more frequently, and passed more unit tests. The students found the Leaderboard to be motivating and passing unit tests was exciting for them. [ABSTRACT FROM AUTHOR]