Abstract
Programming has become an important and popular skill in our economy. However, the digital age affects not only our economy but our daily lives, our free time, our habits, and our education systems as well. The way we perceive and especially access information has changed drastically in the last 20 years. IT-based learning has become a widespread approach to educate anyone who wants to learn, regardless of gender, age, or cultural background. Many new approaches have been made possible by the technological advancement in latest years. One of these approaches is the playful approach. As a part of self-regulated and personalized learning strategies, it focuses on the student’s interaction with the subject. In this contribution, we connect the engagement students experience in video games with the educational content of standard curricula. By the means of a case study, we provide a scientific basis for future playful learning approaches.
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Acknowledgements
The authors would like to express special thanks to the upper vocational schools at Bavaria represented by Günter Liebl, Werner Maul, Konrad Maurer, and Thomas Ondak.
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Utesch, M.C., Seifert, V., Prifti, L., Heininger, R., Krcmar, H. (2018). The Playful Approach to Teaching How to Program: Evidence by a Case Study. In: Auer, M., Guralnick, D., Simonics, I. (eds) Teaching and Learning in a Digital World. ICL 2017. Advances in Intelligent Systems and Computing, vol 715. Springer, Cham. https://doi.org/10.1007/978-3-319-73210-7_61
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