A large-scale pilot study on game-based learning and blended learning methodologies in undergraduate programming courses

In this paper, we present a large-scale pilot of the NEWTON project, in which both technologyenhanced learning materials and innovative pedagogical approaches are introduced into programming courses in 3 universities across Europe. This large-scale covered a 12 weeks’ period, with more than 150 participants. Aiming at making the otherwise difficult and abstract programming concepts more appealing to students, we designed and developed four serious games that target different topics, namely variable declaration; loops; functions; and data structures. In each serious game, the programming knowledge and key concepts are presented in an interactive and concrete way to stimulate students’ engagement and interests in the learning process and improve their learning outcomes. This pilot also employs student-centered pedagogy and blended learning methodology in one of the topics, i.e. the array. Instead of directly attending lecture sessions, students participate in flipped classroom, i.e., watch video lessons prepared by the lecturer through the online NEWTON project platform and prepare their questions which are then discussed in the lecture session. In the lab session afterwards, students further acquire knowledge and practice their problem solving and programming skills through working in group of three on an open-ended problem related to array. During this process, as opposed to traditional education approach where the teacher is the center of the lesson, students are taking initiatives and have more control over their learning progress. Questionnaires covering demographic questions and affective state questions are given to participants prior to the pilot, which help us to learn their background and general attitude and motivation towards the subject. To evaluate the effectiveness of the piloted contents and methodology, pre-tests and posttests that include several single choice questions related to the topics before and after each serious game and video content are conducted. Additionally, a usability questionnaire is employed following each game and video to measure participants’ satisfaction. In this paper, the results of the aforementioned questionnaires are analyzed. The results show that the technology enhanced learning materials help to clarify abstract concepts and therefore enabling students to overcome the difficulties when learning STEM subjects. The results show that 54% of the mature students and 74% of the young students would like to use more technology in the classroom when learning STEM subjects.