research-article

Teaching Programming with Gamified Semantics

Authors:

Cheng-Yao Wang,

Andrew C. Myers,

François GuimbretièreAuthors Info & Claims

CHI '17: Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems

Pages 4911 - 4923

https://doi.org/10.1145/3025453.3025711

Published: 02 May 2017 Publication History

Abstract

Dominant approaches to programming education emphasize program construction over language comprehension. We present Reduct, an educational game embodying a new, comprehension-first approach to teaching novices core programming concepts which include functions, Booleans, equality, conditionals, and mapping functions over sets. In this novel teaching strategy, the player executes code using reduction-based operational semantics. During gameplay, code representations fade from concrete, block-based graphics to the actual syntax of JavaScript ES2015. We describe our design rationale and report on the results of a study evaluating the efficacy of our approach on young adults (18+) without prior coding experience. In a short timeframe, novices demonstrated promising learning of core concepts expressed in actual JavaScript. We also present results from an online deployment. Finally, we discuss ramifications for the design of future computational thinking games.

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Cited By

Korkut J(2023)A Proof Tree Builder for Sequent Calculus and Hoare LogicElectronic Proceedings in Theoretical Computer Science10.4204/EPTCS.375.5375(54-62)Online publication date: 10-Mar-2023
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Teaching Programming with Gamified Semantics

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CHI '17: Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems

May 2017

7138 pages

ISBN:9781450346559

DOI:10.1145/3025453

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Gloria Mark
University of California Irvine
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Cornell University
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University of Michigan
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m.c. schraefel
University of Southampton
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Juan Pablo Hourcade
University of Iowa
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Caroline Appert
Université Paris-Sud
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Daniel Wigdor
University of Toronto

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https://doi.org/10.4204/EPTCS.375.5
Grey SGordon N(2023)Motivating Students to Learn How to Write Code Using a Gamified Programming TutorEducation Sciences10.3390/educsci1303023013:3(230)Online publication date: 22-Feb-2023
https://doi.org/10.3390/educsci13030230
Chiarelli VMarkova NMuldner K(2023)Evaluating the Utility of Notional Machine Representations to Help Novices Learn to Code TraceProceedings of the 2023 ACM Conference on International Computing Education Research - Volume 110.1145/3568813.3600119(314-328)Online publication date: 7-Aug-2023
https://dl.acm.org/doi/10.1145/3568813.3600119
Lewis C(2023)Examples of Unsuccessful Use of Code Comprehension Strategies: A Resource for Developing Code Comprehension PedagogyProceedings of the 2023 ACM Conference on International Computing Education Research - Volume 110.1145/3568813.3600116(15-28)Online publication date: 7-Aug-2023
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Chatterjee PKalita PLahiri SMuduli SSingh VTakhar GRoy S(2023)An Integrated Program Analysis Framework for Graduate Courses in Programming Languages and Software Engineering2023 38th IEEE/ACM International Conference on Automated Software Engineering (ASE)10.1109/ASE56229.2023.00101(598-610)Online publication date: 11-Sep-2023
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