Wong Yoke Seng1, Khoo Li Jing2
1,2KDU University College, Utropolis Glenmarie Shah Alam, Malaysia
1[email protected], 2[email protected]
Keywords: Computer Game, learning programming, Object-oriented programming, Game-based learning, Computational thinking, higher education
Introduction
Object-oriented programming is a required fundamental skillset for all computer science or ICT students[1]. However, teaching object-oriented programming to undergraduate year one students is challenging and academics need to use different approached to find suitable methods to enhance student understanding, self-interest and self- experimentation. This is because most of the Malaysia student without object-oriented programming concept prior enrolls to any programming courses [2]. The proposed game is a simple role-playing game named ZTECH that motivates users to learn Object-Oriented programming in an easy and interaction environment. Players will play along the flow of each game quests and they will learn and pick up the object-oriented programming paradigm easily. A group of 60 students in the first year of Bachelor of Computer Science were offered to test out the game. The result obtained from the respondents show that more than 65% of the student agreed the proposed game to be efficient as learning tool to help them better understand the object-oriented programming paradigm. Thus the invention of this role-playing game is for those novice or beginner learners to learn object-oriented programming is necessary.
The classroom based learning and teaching methods are insufficient to support the learners or students especially learning programming related subject [3]. A game-based learning approach could be an efficient way for the students to learn object-oriented programming. Mainly because the empirical evidence that validates computer games are efficient tools for learning object-oriented programming is still absent from the literature [4]. Thus the objective of this project is to develop a propriety game-based learning game to learn object-oriented programming paradigm. In the proposed game, several relevant theories such as cognitive apprenticeship [5], self-determination theory [6], flow theory [7], ARCS theory of motivation[8], distributed practice[9], episodic memory [10], operant conditioning [11] and the taxonomy of intrinsic motivations for learning [12] are included to ensure the entire learning process is motivating and easy to learn.
ZTECH is a propriety game-based learning game that motivates student to learn Object-Oriented programming in an easy and interaction environment. Players will play along the flow of the program step-by-step and they will learn to grow their characters (ZTECH). To enhance the learning process, this game possesses an attractive storyline, pleasant game environment, nice and suitable sound effects, elegant character design and appealing animations. When the game starts, the main character will have the navigation system that allows it to travel around the game world, the game world is divided to 3 environments. In order to become stronger and more powerful, it has to fight with enemies who are the terrorists. By defecting those enemies, player able to gain experience and gold. The purpose of the experience is for the level in order to gain more attack skill, while the use of money is for trading purpose with the in game trading shop. Some NPCs will help the character by providing it with some missions and some of them are the guidance for the player which delivering the learning content to the player. Moreover, when the character finished the mission, it can earn rewards, either increasing experience or improving current abilities by obtaining new equipment. As the player are having fun with the game, they are actually learning the object- oriented knowledge. Besides that, ZTECH is a stand-alone game in which each player will play and learn in his or her own application. This is because saving function is provided with 5 saving slots. The game guides player to understand the concept of object-oriented. The gaming part aims to increase and foster users’ interest to learn the knowledge.
The game provides users with all the basic object-oriented concepts like encapsulation, inheritance and polymorphism. In addition, the game includes some basic programming concepts which could improve users’
understanding. Five (5) game levels are featured with basic programming knowledge through 8 quests. With these features, ZTECH could be a catalyst to smoothen the path of learning object-oriented.
This game consists of 8 quests for the main character. First, the basic knowledge of object-oriented approach is introduced to players. They should pass through the first level after going through the objects and classes test. In level two, players are guided to learn about the control statement like if…else and switch… case as well as the structure of the method declaration. In the third level, the players are led to learn about the array and three types of looping statements. Quests are assigned to the players to ensure they comprehend the concepts behind the knowledge. By completing the quest, players can proceed to the next level. In the fourth level, players start to learn
DeTAR Putra, Universiti Malaysia Sarawak
69 about the main principle of object-oriented. They are exposed to the concept of encapsulation and inheritance.
Examples are provided to bolster their understanding. At last level, the game guides the players to learn about polymorphism principle. The game ends when players defeat the boss, called Virus. From time to time, players are rewarded for their learning enthusiasm, in which they are encouraged to continue to learn new knowledge and skills.
In order to ensure the learning outcome can achieved via the gameplay and in game mechanic, it is necessary to align the learning outcome and in game mechanic appropriately. The alignment of learning content with game- based learning approach can be achieved by adapting Biggs’ [23] constructive alignment. There are two major ideas from constructive alignment, as shown below:
• how to get students engage in learning activities that are likely to enable them to attain intended outcomes
• how to set up a learning environment that supports the learning activities
In game-based learning perspective, the player is engaged in the game world, and searching it difficult to escape without learning what he or she is intended to learn [24]. According to Prensky [25], in order to achieve constructive alignment the intended learning outcome (observable behavior, degree of attainment and conditions of attainment) should be aligned to structural elements (rule, goal and feedback) of games proposed. Tables below are showing constructive alignment of intended LO and game elements of the proposed game.
Construction Alignment Sample
Figure1: Quest 1 Quest 1 Outcome of extraction and alignment
Extracting components of LO
Observable behavior:
Identify and remember …
Condition of attainment:
… all basic object-oriented programming keywords …
Degree of Attainment
… to collect required number of programming keywords
Setting elements of game
Goal:
Collecting the right programming keyword
Rules of play:
… by collecting the right programming keywords, e.g.
moving to the left and right;
collect the required number of programming keywords
Feedback:
Victory – show debrief that explains attainment
Mission fail – try again
Alignment of LO
components
& game elements
Intended observable behavior that abide rules of play:
moving avatar to right and left direction to collect the right programming keyword
avoid incorrect keyword, if collect the wrong keyword, game end
player need to obtain 400 score
Victory debriefing:
Collecting the required number of programming keywords can be achieved based on the speed of the player and the ability of recognition of the player.
Background of the innovation
Compared with other game for learning programming such as Alice 2D [13], Greenfoot [14], Darwin [15] and, CodeCombat [16], the proposed game focus on the game play and game mechanic to carry out the learning objective (no coding exercise type of game play needed). Player actually learning the object-oriented programming paradigm which without learning what he or she is intended to learn. Most of the existing games for learning programming are required coding practice type of game mechanics. For example, CodeCombat [17] required player to use script languages such as javascript, Lua, phyton as in order to progress through a small story or compete against other players. Alice is a 3-dimentional interactive animation program visualization environment. Novice programmer builds animated 3-D movies and authors’ games at they learn introductory OOP concepts. The new version of Alice, Alice 3 will enable the typing of Java code to build Alice world [18]. Another example, Greenfoot [19]
is an educational development environment highly specialized for the development of interactive, graphical application, it is based on Java programming. The use of text-based programming based on Java makes very sophisticated applications possible, matching students high expectations and prepare them for progression to more general programming environment [20] .Besides that, another example Darwin, is a game that features artificial intelligence creatures competing to either control a map or be the first to complete a task and it teaches
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70 programming by creating creature in java [21]. Most of the programming game mentioned are required coding exercise, thus it is necessary to develop a propriety game-based learning games to learn Object-oriented programming.
Objective:
to reduce the complexity of learning object-oriented programming for first year computer science degree student to increase the efficiency of learning object-oriented programming via game-based learning approach
to visualize objects in a role-playing game to increase the interaction between learners and the game Value Added:
Developed according to game-based learning approach, where adequate learning content is well structured with in-game mechanics.
Feedback and responses are presented to the learner via appropriate dialogues.
8 puzzle quests are provided to construct efficient learning experience for the learner.
Usefulness
increase learner interest, courage, and determination in learning and understanding object-oriented programming suitable for novice learners whose first time learning object-oriented programming
no syntax memorizing and coding exercises required
Linking learners’ interest and motivation to the game-based learning context Key features of ZTech de Object-Oriented
• Learning Object-Oriented Programming concept in fun and effective way
• no programming or coding background needed
• interactive and interesting game story
• fun and challenging mini puzzles
• can play and learn any time
The impact of this game toward teaching and learning:
• foster and gain interest toward learning object-oriented programming
• able to overcome the learning obstacles
• learners can decide their own learning pace
The prototype of the game will be available for free download from Google Drive however there will be advertisement attached to it. The beta version of this game will be bundle as part of the learning tool for any university which offering computer science programmes.
Acknowledgement
This study has been supported financially and technically by KDU University College, Sultan Idris Education University and Taylors University Malaysia. The researcher would like to extend the gratitude to all the parties that participated in this study
References
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