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Imagine the following scenario: It is the 18th century and you are a traveling merchant, planning to sell your goods in a number of cities. Travel is costly and time-consuming, so you want to visit all relevant cities on a round trip while having to travel the shortest possible distance overall. This challenge has written history under the name of Traveling Salesperson Problem (henceforth TSP). Nowadays, the TSP is not only a combinatorial problem central to theoretical computer science, but also highly relevant for human endeavours as vastly diverse as holiday planning, economic supply chain management, and even DNA sequencing. With the goals of enabling players to (a) explore this fascinating problem and (b) develop intuitive as well as algorithmic solution strategies, we created the educational board game “On the Trails of the Traveling Merchant”, which can be played in two different versions: cooperative or competitive. To empirically evaluate and compare both versions with regard to relevant aspects of gamefulness and enjoyability, we conducted a user experience study with 12 participants. Using a paper-pencil version of the Game Experience Questionnaire (GEQ) including the Social Presence Game Questionnaire (SPGQ) module, we assessed participants’ game experience along the seven general dimensions of (i) immersion, (ii) tension, (iii) competence, (iv) flow, (v) negative affect, (vi) positive affect, and (vii) challenge, as well as the three social dimensions of (viii) empathy, (ix) negative feelings, and (x) behavioural involvement. Additionally, we assessed players’ perception of the game as a learning and playing experience, and their rating of the game materials. The present article concludes that players report an overall positive game experience for both the cooperative and competitive version of the game. Furthermore, results indicate that players are in the zone of proximal development while familiarizing themselves with the TSP and coming up with strategies for solving the problem. [ABSTRACT FROM AUTHOR]

Game-based approaches can be a motivating and engaging way of teaching and learning, in particular for younger students. To evaluate the suitability of game-based approaches for teaching programming in primary school, we conducted a field study on Computational Thinking (CT). CT can be characterized as the ability to understand, formulate, and systematically solve complex problems, which typically requires abstraction, generalization, parameterization, algorithmization, and partitioning as processes of CT, which are also vital to programming. The employed CT course focused on fostering students' conceptual understanding of computational thinking independent of specific technological applications and was based on course material from code.org. Lessons primarily addressed algorithms as a core CT concept and used game-based learning material to increase students' understanding of algorithmic CT concepts such as sequences, loops, branches, and events. These concepts were first introduced through unplugged game-based activities using tangible everyday objects (e.g. pencils, playing cards, etc.) instead of abstract code. In more advanced lessons, students' conceptual understanding was applied and deepened through plugged-in programming exercises. The 18 sessions (45 minutes each) of the course were taught to 33 3rd and 4th grade primary school students. At the end of unplugged lessons, students' understanding of newly introduced CT concepts was assessed by short tests. Students' interest in and motivation for programming education was measured with pre- and post-course self-assessment questionnaires. Results indicated benefits of the unplugged game-based approach for teaching CT concepts. In particular, we observed (a) for all but one of the CT concepts, students reached on average 82% of the learning objectives or more, and (b) students rated their learning experience in the course positively and reported high levels of interest in learning more about computation-related topics. In addition, qualitative analyses indicated part of the curriculum was very complex for the target group (e.g. nested conditionals). This finding is of particular interest for the development and evaluation of future programming courses for primary school students. [ABSTRACT FROM AUTHOR]