Improving Programming Skills in Engineering Education Through Problem-Based Game Projects With Scratch

dc.authorid Cagiltay, Nergiz/0000-0003-0875-9276
dc.authorscopusid 55698308700
dc.authorscopusid 16237826800
dc.authorwosid Cagiltay, Nergiz/O-3082-2019
dc.contributor.author Topalli, Damla
dc.contributor.author Cagiltay, Nergiz Ercil
dc.contributor.other Information Systems Engineering
dc.contributor.other Software Engineering
dc.date.accessioned 2024-07-05T15:27:47Z
dc.date.available 2024-07-05T15:27:47Z
dc.date.issued 2018
dc.department Atılım University en_US
dc.department-temp [Topalli, Damla] Atilim Univ, Comp Engn Dept, Ankara, Turkey; [Cagiltay, Nergiz Ercil] Atilim Univ, Software Engn Dept, Ankara, Turkey en_US
dc.description Cagiltay, Nergiz/0000-0003-0875-9276 en_US
dc.description.abstract Nowadays, programming skills are receiving widespread attention for different age groups alongside occupational education programs to better prepare individuals for their future careers. However, introducing programming concepts in an appropriate manner is a challenge in higher education. The main assumption of this study is that enhancing the classical introduction to programming courses through real-life problem-based game development with Scratch programming environment potentially improves the learners' programming skills and motivation. Accordingly, in this study, during one academic semester period, the Introduction to Programming course for engineering students is enriched up to a certain level through real-life game development projects with Scratch. The students are followed within a four-year period starting from freshman until their graduation. The progress of the students who have taken the Introduction to Programming course in enriched or classical form in the fourth year Senior-project course are evaluated. The results show that by slightly improving the course curriculum through real-life game development projects in the Scratch environment, students' performance on the graduation projects improved significantly. As a conclusion, game-based learning, problem-based learning, visual programming and projects are technologies that can potentially help learners to perform better in the introduction to programming course, in turn affecting their performances in projects. en_US
dc.identifier.citationcount 128
dc.identifier.doi 10.1016/j.compedu.2018.01.011
dc.identifier.endpage 74 en_US
dc.identifier.issn 0360-1315
dc.identifier.issn 1873-782X
dc.identifier.scopus 2-s2.0-85041485237
dc.identifier.startpage 64 en_US
dc.identifier.uri https://doi.org/10.1016/j.compedu.2018.01.011
dc.identifier.uri https://hdl.handle.net/20.500.14411/2724
dc.identifier.volume 120 en_US
dc.identifier.wos WOS:000428002300005
dc.identifier.wosquality Q1
dc.institutionauthor Topallı, Damla
dc.institutionauthor Çağıltay, Nergiz
dc.language.iso en en_US
dc.publisher Pergamon-elsevier Science Ltd en_US
dc.relation.publicationcategory Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı en_US
dc.rights info:eu-repo/semantics/closedAccess en_US
dc.scopus.citedbyCount 174
dc.subject Programming and programming languages en_US
dc.subject Improving classroom teaching en_US
dc.subject Teaching/learning strategies en_US
dc.subject Computer games en_US
dc.subject Scratch en_US
dc.title Improving Programming Skills in Engineering Education Through Problem-Based Game Projects With Scratch en_US
dc.type Article en_US
dc.wos.citedbyCount 130
dspace.entity.type Publication
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