Skip to main content

Advertisement

SpringerLink
Log in

Influence of problem-based learning games on effective computer programming learning in higher education

  • Development Article
  • Published:
Educational Technology Research and Development Aims and scope Submit manuscript

Abstract

Gaming is a part of today’s society, especially for younger generations. Therefore, game-based approaches are unsurprisingly used for learning achievement. In this study, a game-based learning courseware was implemented using a problem-based strategy. For this purpose, a game known as ‘Programmer Adventure Land’ was designed and developed. A group of college students were asked to play the game to improve their knowledge of computer programming. Results indicated that the problem-based learning approach of the game can enhance the satisfaction, enjoyment, motivation, and user interface for the problem-based game learning courseware. The main finding of this study is that Problem-based games provide teachers with an effective approach for enhancing students’ learning satisfaction in difficult subjects, such as computer programming.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4
Fig. 5
Fig. 6
Fig. 7
Fig. 8

Similar content being viewed by others

Data availability

The datasets used and/or analyzed during the current study are available from the authors on reasonable request.

References

  • Abdul Jabbar, A. I., & Felicia, P. (2015). Gameplay engagement and learning in game-based learning: A systematic review. Review of Educational Research, 85(4), 740–779.

    Google Scholar 

  • Adams, N. E. (2015). Bloom’s taxonomy of cognitive learning objectives. Journal of the Medical Library Association: JMLA, 103(3), 152.

    Google Scholar 

  • Bogdanova, D., & Snoeck, M. (2017). Domain modelling in bloom: Deciphering how we teach it. In IFIP working conference on the practice of enterprise modeling (pp. 3–17). Springer, Cham.

  • Braghirolli, L. F., Ribeiro, J. L. D., Weise, A. D., & Pizzolato, M. (2016). Benefits of educational games as an introductory activity in industrial engineering education. Computers in Human Behaviour, 58, 315–324.

    Google Scholar 

  • Cain, J., & Piascik, P. (2015). Are serious games a good strategy for pharmacy education? American Journal of Pharmaceutical Education, 79(4), 1–6.

    Google Scholar 

  • Chang, C. C., Liang, C., Chou, P. N., & Lin, G. Y. (2017). Is game-based learning better in flow experience and various types of cognitive load than non-game-based learning? Perspective from multimedia and media richness. Computers in Human Behaviour, 71, 218–227.

    Google Scholar 

  • Charles, D., Charles, T., McNeill, M., Bustard, D., & Black, M. (2011). Game-based feedback for educational multi-user virtual environments. British Journal of Educational Technology, 42(4), 638–654.

    Google Scholar 

  • Chen, N. S., & Hwang, G. J. (2014). Transforming the classrooms: Innovative digital game-based learning designs and applications. Educational Technology Research and Development, 62(2), 125–128.

    Google Scholar 

  • Cheng, Y. M., Lou, S. J., Kuo, S. H., & Shih, R. C. (2013). Investigating elementary school students' technology acceptance by applying digital game-based learning to environmental education. Australasian Journal of Educational Technology, 29(1), 96–110.

    Google Scholar 

  • Cheng, M. T., She, H. C., & Annetta, L. A. (2014). Game immersion experience: Its hierarchical structure and impact on game-based science learning. Journal of Computer Assisted Learning, 31, 232–253.

    Google Scholar 

  • Choi, E., Lindquist, R., & Song, Y. (2014). Effects of problem-based learning vs. traditional lecture on Korean nursing students' critical thinking, problem-solving, and self-directed learning. Nurse Education Today, 34(1), 52–56.

    Google Scholar 

  • Cicchino, M. I. (2015). Using game-based learning to foster critical thinking in student discourse. Interdisciplinary Journal of Problem-Based Learning, 9(2), 4.

    Google Scholar 

  • Clark, D. B., Tanner-Smith, E. E., & Killingsworth, S. S. (2016). Digital games, design, and learning: A systematic review and meta-analysis. Review of Educational Research, 86(1), 79–122.

    Google Scholar 

  • Cowden, C. D., & Santiago, M. F. (2015). Interdisciplinary explorations: Promoting critical thinking via problem-based learning in an advanced biochemistry class. Journal of Chemical Education, 93(3), 464–469.

    Google Scholar 

  • Codish, D., & Ravid, G. (2014). Academic course gamification: The art of perceived playfulness. Interdisciplinary Journal of E-Learning and Learning Objects, 10, 131–151.

    Google Scholar 

  • Dabbagh, N., Benson, A. D., Denham, A., Joseph, R., Al-Freih, M., Zgheib, G., et al. (2016). Game-based learning. Learning technologies and globalization (pp. 31–35). New York: Springer.

    Google Scholar 

  • Davis, K., Sridharan, H., Koepke, L., Singh, S., & Boiko, R. (2018). Learning and engagement in a gamified course: Investigating the effects of student characteristics. Journal of Computer Assisted Learning, 34, 492–503.

    Google Scholar 

  • de Freitas, S. (2018). Are games effective learning tools? A review of educational games. Journal of Educational Technology & Society, 21(2), 74–84. Retrieved March 20, 2019 from http://www.jstor.org/stable/26388380.

  • Delaney, Y., Pattinson, B., McCarthy, J., & Beecham, S. (2017). Transitioning from traditional to problem-based learning in management education: The case of a frontline manager skills development programme. Innovations in Education and Teaching International, 54(3), 214–222.

    Google Scholar 

  • Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in education: A systematic mapping study. Journal of Educational Technology & Society, 18(3), 75–88.

    Google Scholar 

  • Dickey, M. D. (2005). Engaging by design: How engagement strategies in popular computer and video games can inform instructional design. Educational Technology Research and Development, 53(2), 67–83.

    Google Scholar 

  • Dolmans, D. H., Loyens, S. M., Marcq, H., & Gijbels, D. (2016). Deep and surface learning in problem-based learning: A review of the literature. Advances in Health Sciences Education, 21(5), 1087–1112.

    Google Scholar 

  • Dolmans, D. H. (2019). How theory and design-based research can mature PBL practice and research. Advances in Health Sciences Education, 24, 879–891.

    Google Scholar 

  • Domínguez, A., Saenz-De-Navarrete, J., De-Marcos, L., Fernández-Sanz, L., Pagés, C., & Martínez-Herráiz, J. J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380–392.

    Google Scholar 

  • dos Santos, A. L., Mauricio, R. D. A., Figueiredo, E., & Dayrell, M. (2018). Game elements for learning programming: A mapping study. In Proceedings of the 10th international on computer supported education, CSEDU (2), 89–101.

  • Ebner, M., & Holzinger, A. (2007). Successful implementation of user-centered game based learning in higher education: An example from civil engineering. Computers & education, 49(3), 873–890.

    Google Scholar 

  • Eseryel, D., Law, V., Ifenthaler, D., Ge, X., & Miller, R. (2014). An investigation of the interrelationships between motivation, engagement, and complex problem solving in game-based learning. Journal of Educational Technology & Society, 17(1), 42–53. Retrieved March 20, 2019 from http://www.jstor.org/stable/jeductechsoci.17.1.42.

  • Gaydos, M. (2015). Seriously considering design in educational games. Educational Researcher, 44(9), 478–483.

    Google Scholar 

  • Gholami, M., Moghadam, P. K., Moamadipoor, F., Tarahi, M. J., Sak, M., Toulabi, T., et al. (2016). Comparing the effects of problem-based learning and the traditional lecture method on critical thinking skills and metacognitive awareness in nursing students in a critical care nursing course. Nurse Education Today, 45, 16–21.

    Google Scholar 

  • Hair, J. F., Jr., Hult, G. T. M., Ringle, C., & Sarstedt, M. (2016). A primer on partial least squares structural equation modeling (PLS-SEM). Thousand Oaks: Sage publications.

    Google Scholar 

  • Hamari, J., & Koivisto, J. (2015). Why do people use gamification services? International Journal of Information Management, 35(4), 419–431. https://doi.org/10.1016/j.ijinfomgt.2015.04.006.

    Article  Google Scholar 

  • Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behaviour, 54, 170–179.

    Google Scholar 

  • Herreid, C., & Schiller, N. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62–66.

    Google Scholar 

  • Hong, T. Y., & Chu, H. C. (2017). Effects of a situated 3D Computational Problem-Solving and Programming Game-Based Learning Model on Students' Learning Perception and Cognitive Loads. In 2017 6th IIAI international congress on advanced applied informatics (IIAI-AAI) (pp. 596–600).

  • Huang, B., & Hew, K. F. (2018). Implementing a theory-driven gamification model in higher education flipped courses: Effects on out-of-class activity completion and quality of artifacts. Computers & Education, 125, 254–272.

    Google Scholar 

  • Jin, J., & Bridges, S. M. (2014). Educational technologies in problem-based learning in health sciences education: A systematic review. Journal of Medical Internet Research, 16(12), e251.

    Google Scholar 

  • Juhary, J. (2014). Perceived usefulness and ease of use of the learning management system as a learning tool. International Education Studies, 7(8), 23. https://doi.org/10.5539/ies.v7n8p23.

    Article  Google Scholar 

  • Ke, F. (2016). Designing and integrating purposeful learning in game play: A systematic review. Educational Technology Research and Development, 64(2), 219–244.

    Google Scholar 

  • Khoiriyah, U., Roberts, C., Jorm, C., & Van der Vleuten, C. P. M. (2015). Enhancing students’ learning in problem based learning: Validation of a self-assessment scale for active learning and critical thinking. BMC Medical Education, 15(1), 140.

    Google Scholar 

  • Koivisto, J., & Hamari, J. (2014). Demographic differences in perceived benefits from gamification. Computers in Human Behavior, 35, 179–188. https://doi.org/10.1016/j.chb.2014.03.007.

    Article  Google Scholar 

  • Kong, L. N., Qin, B., Zhou, Y. Q., Mou, S. Y., & Gao, H. M. (2014). The effectiveness of problem-based learning on development of nursing students’ critical thinking: A systematic review and meta-analysis. International Journal of Nursing Studies, 51(3), 458–469.

    Google Scholar 

  • Lämsä, J., Hämäläinen, R., Aro, M., Koskimaa, R., & Äyrämö, S. M. (2018). Games for enhancing basic reading and maths skills: A systematic review of educational game design in supporting learning by people with learning disabilities. British Journal of Educational Technology, 49(4), 596–607.

    Google Scholar 

  • Lee, M. J., Nikolic, S., Vial, P. J., Ritz, C. H., Li, W., & Goldfinch, T. (2016). Enhancing project-based learning through student and industry engagement in a video-augmented 3-D virtual trade fair. IEEE Transactions on Education, 59(4), 290–298.

    Google Scholar 

  • Loyens, S. M., Jones, S. H., Mikkers, J., & van Gog, T. (2015). Problem-based learning as a facilitator of conceptual change. Learning and Instruction, 38, 34–42.

    Google Scholar 

  • Mann, B. D., Eidelson, B. M., Fukuchi, S. G., Nissman, S. A., Robertson, S., & Jardines, L. (2002). The development of an interactive game-based tool for learning surgical management algorithms via computer. The American Journal of Surgery, 183(3), 305–308.

    Google Scholar 

  • Marín, B., Frez, J., Cruz-Lemus, J., & Genero, M. (2018). An empirical investigation on the benefits of gamification in programming courses. ACM Transaction on Computing Education, 19(1), 1–22.

    Google Scholar 

  • Mathrani, A., Shelly, C., & Ponder-Sutton, A. (2016). PlayIT: Game based learning approach for teaching programming concepts. Journal of Educational Technology & Society, 19(2), 5–17. Retrieved March 20, 2019 from http://www.jstor.org/stable/jeductechsoci.19.2.5.

  • Munguatosha, G. M., Muyinda, P. B., & Lubega, J. T. (2011). A social networked learning adoption model for higher education institutions in developing countries. On the Horizon, 19(4), 307–320. https://doi.org/10.1108/10748121111179439.

    Article  Google Scholar 

  • Merritt, J., Lee, M. Y., Rillero, P., & Kinach, B. M. (2017). Problem-based learning in K–8 mathematics and science education: A Literature review. Interdisciplinary Journal of Problem-Based Learning, 11(2), 3.

    Google Scholar 

  • Nargundkar, S., Samaddar, S., & Mukhopadhyay, S. (2014). A guided problem-based learning (PBL) Approach: Impact on critical thinking. Decision Sciences Journal of Innovative Education, 12(2), 91–108.

    Google Scholar 

  • Ninaus, M., Moeller, K., McMullen, J., & Kiili, K. (2017). Acceptance of game-based learning and intrinsic motivation as predictors for learning success and flow experience. International Journal of Serious Games, 4(3), 15–30.

    Google Scholar 

  • Pasin, F., & Giroux, H. (2011). The impact of a simulation game on operations management education. Computers & Education, 57, 1240–1254.

    Google Scholar 

  • Papastergiou, M. (2009). Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation. Computers & Education, 52(1), 1–12.

    Google Scholar 

  • Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of game-based learning. Educational Psychologist, 50(4), 258–283.

    Google Scholar 

  • Procci, K., Singer, A. R., Levy, K. R., & Bowers, C. (2012). Measuring the flow experience of gamers: An evaluation of the DFS-2. Computers in Human Behaviour, 28(6), 2306–2312.

    Google Scholar 

  • Qian, M., & Clark, K. R. (2016). Game-based learning and 21st century skills: A review of recent research. Computers in Human Behaviour, 63, 50–58.

    Google Scholar 

  • Ravyse, W. S., Blignaut, A. S., Leendertz, V., & Woolner, A. (2017). Success factors for serious games to enhance learning: A systematic review. Virtual Reality, 21(1), 31–58.

    Google Scholar 

  • Ringle, C. M., & Sarstedt, M. (2016). Gain more insight from your PLS-SEM results: The importance-performance map analysis. Industrial Management & Data Systems, 116(9), 1865–1886.

    Google Scholar 

  • Ronimus, M., Kujala, J., Tolvanen, A., & Lyytinen, H. (2014). Children's engagement during digital game-based learning of reading: The effects of time, rewards, and challenge. Computers & Education, 71, 237–246.

    Google Scholar 

  • Rovers, S. F., Clarebout, G., Savelberg, H. H., & van Merrienboer, J. J. (2018). Improving student expectations of learning in a problem-based environment. Computers in Human Behaviour, 87, 416–423.

    Google Scholar 

  • Royle, K. (2008). Game-based learning: A different perspective. Innovate: Journal of Online Education, 4(4). Retrieved March 20, 2019 from https://nsuworks.nova.edu/innovate/vol4/iss4/4..

  • Sailer, M., Hense, J. U., Mayr, S. K., & Mandl, H. (2017). How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Computers in Human Behaviour, 69, 371–380.

    Google Scholar 

  • Savery, J. R. (2015). Overview of problem-based learning: Definitions and distinctions. Essential Readings in Problem-based Learning: Exploring and Extending the Legacy of Howard S Barrows, 9, 5–1. Retrieved March 20, 2019 from https://pdfs.semanticscholar.org/528c/d93681d4ee49e7ac5a9bce5e5cfc843fcaf3.pdf.

    Google Scholar 

  • Seaborn, K., & Fels, D. I. (2015). Gamification in theory and action: A survey. International Journal of Human-Computer Studies, 74, 14–31. https://doi.org/10.1016/j.ijhcs.2014.09.006.

    Article  Google Scholar 

  • Şendağ, S., & Odabaşı, H. F. (2009). Effects of an online problem based learning course on content knowledge acquisition and critical thinking skills. Computers & Education, 53(1), 132–141.

    Google Scholar 

  • Shen, J., & Eder, L. B. (2009). Intentions to use virtual worlds for education. Journal of Information Systems Education, 20(2), 225–233.

    Google Scholar 

  • Shi, Y. R., & Shih, J. L. (2015). Game factors and game-based learning design model. International Journal of Computer Games Technology, 1, 1–11.

    Google Scholar 

  • Shoukry, L., Sturm, C., & Galal-Edeen, G. H. (2015). Pre-MEGa: A proposed framework for the design and evaluation of preschoolers’ mobile educational games. Innovations and advances in computing, informatics, systems sciences, networking and engineering (pp. 385–390). New York: Springer.

    Google Scholar 

  • Slussareff, M., Braad, E., Wilkinson, P., & Strååt, B. (2016). Games for learning. Entertainment computing and serious games (pp. 189–211). New York: Springer.

    Google Scholar 

  • Stefanescu, C., Chirita, V., Chirita, R., & Chele, G. (2007). Network identity, the internet addiction and Romanian teenagers. In Proceedings of the 4th WSEAS/IASME international conference on engineering education, pp. 24–26.

  • Subhash, S., & Cudney, E. A. (2018). Gamified learning in higher education: A systematic review of the literature. Computers in Human Behavior, 87, 192–206.

    Google Scholar 

  • Tobias, S., Fletcher, J. D., & Wind, A. P. (2014). Game-based learning. In J. Spector, M. Merrill, J. Elen, & M. Bishop (Eds.), Handbook of research on educational communications and technology. New York: Springer.

    Google Scholar 

  • Topalli, D., & Cagiltay, N. E. (2018). Improving programming skills in engineering education through problem-based game projects with Scratch. Computers & Education, 120, 64–74.

    Google Scholar 

  • Tsai, C. W., & Chiang, Y. C. (2013). Research trends in problem-based learning (PBL) research in e-learning and online education environments: A review of publications in SSCI-indexed journals from 2004 to 2012. British Journal of Educational Technology, 44(6), E185–E190.

    Google Scholar 

  • Venkatesh, V., Thong, J. Y. L., & Xu, X. (2012). Consumer acceptance and use of information technology: Extending the unified theory of acceptance and use of technology. MIS Quarterly, 36(1), 157–178.

    Google Scholar 

  • Wang, S. Y., Chang, S. C., Hwang, G. J., & Chen, P. Y. (2018). A microworld-based role-playing game development approach to engaging students in interactive, enjoyable, and effective mathematics learning. Interactive Learning Environments, 26(3), 411–423.

    Google Scholar 

  • Widyatiningtyas, R., Kusumah, Y. S., Sumarmo, U., & Sabandar, J. (2015). The impact of problem-based learning approach to senior high school students' mathematics critical thinking ability. Indonesian Mathematical Society Journal on Mathematics Education, 6(2), 30–38.

    Google Scholar 

  • Wijnia, L., Loyens, S. M., Derous, E., & Schmidt, H. G. (2015). How important are student-selected versus instructor-selected literature resources for students’ learning and motivation in problem-based learning? Instructional Science, 43(1), 39–58.

    Google Scholar 

  • William, L., Wu, L., & de Souza, R. (2019). Effectiveness of supply chain games in problem-based learning environment. Game-based assessment revisited (pp. 257–280). Cham: Springer.

    Google Scholar 

  • Wouters, P., & Van Oostendorp, H. (2013). A Meta-analytic review of the role of instructional support in game-based learning. Computers & Education, 60(1), 412–425.

    Google Scholar 

  • Wouters, P., Van Nimwegen, C., Van Oostendorp, H., & Van Der Spek, E. D. (2013). A Meta-analysis of the cognitive and motivational effects of serious games. Journal of Educational Psychology, 105(2), 249–265.

    Google Scholar 

  • Yew, E. H., & Goh, K. (2016). Problem-based learning: An overview of its process and impact on learning. Health Professions Education, 2(2), 75–79.

    Google Scholar 

  • Zhang, Y., Dang, Y., & Amer, B. (2016). A large-scale blended and flipped class: Class design and investigation of factors influencing students' intention to learn. IEEE Transactions on Education, 59(4), 263–273.

    Google Scholar 

  • Zhao, D., Chis, A. E., Muntean, G. M., & Muntean, C. H. (2018). A Large-scale Pilot Study on game-based learning and blended learning methodologies in undergraduate programming courses. In 10th annual international conference on education and new learning technologies (EDULEARN). Palma de Mallorca, Spain, pp. 3716–3724.

Download references

Acknowledgements

The authors would like to thank the anonymous reviewers’ valuable feedback. We also thank Jui-Fa Chen for his assistance with game development and Ting-Lun Kuo for his assistance with data collection.

Funding

This work was supported by the National Science Council of the Republic of China (Taiwan), under Contract No. MOST 103-2511-S-032-006-MY2.

Author information

Authors and Affiliations

  1. Department of Educational Technology, Tamkang University, New Taipei, Taiwan, ROC

    Chiung-Sui Chang & Chih-Hung Chung

  2. Program of Educational Leadership and Technology Management, Tamkang University, New Taipei, Taiwan, ROC

    Julio Areck Chang

Authors
  1. Chiung-Sui Chang
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Chih-Hung Chung
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Julio Areck Chang
    View author publications

    You can also search for this author in PubMed Google Scholar

Contributions

CS Chang conceived the research idea and designed the research framework. CHC analyzed data. CSC, CHC and JAC equally contributed to prepared, revised and approved the manuscript. All three authors read and approved the final manuscript.

Corresponding author

Correspondence to Chiung-Sui Chang.

Ethics declarations

Conflict of interest

The authors have declared that they have no conflicts of interest.

Informed consent

Informed consent was obtained from all individual participants included in the study.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Chang, CS., Chung, CH. & Chang, J.A. Influence of problem-based learning games on effective computer programming learning in higher education. Education Tech Research Dev 68, 2615–2634 (2020). https://doi.org/10.1007/s11423-020-09784-3

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11423-020-09784-3

Keywords

Search

Navigation