Introducing “Kodu” to Implement Cross Curricular Based Scenarios in English for K-12 Learners

  • Marianthi Batsila
  • Charilaos Tsihouridis
  • Anastasios Tsichouridis
Conference paper
Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 715)


In the present study the programming language of Kodu was used as a tool to implement a cross-curricular series of lessons combining the subjects of English and Computer Science. The purpose was to see the extent to which Kodu can be used as a creative and effective tool to enhance learners´ English language skills. A number of 74 Junior High School learners participated in the research, with a control group of 35, and an experimental group of 39 learners. The latter were introduced to the tool and implemented programming tasks with Kodu. A pre and post-test was delivered to the learners to detect their level before and after the intervention and informal discussions were conducted with them. The results revealed that Kodu made the lessons for the experimental group more vivid, creating a lively atmosphere which kept them active in class enhancing their use of English which they employed to follow the instructions, work with one another and implement the tasks assigned to them.


ICT Kodu Scenarios Cross-curricular 


  1. 1.
    Sharma, A., Gandhar, K., Sharma, S., Seema, S.: Role of ICT in the process of teaching and learning. J. Educ. Pract. 2(5), 1–5 (2011)Google Scholar
  2. 2.
    Wendy, M.: Not just tools: the role of E-technologies in culture of learning. Educ. Commun. Inf. 1(2), 229–235 (2001)Google Scholar
  3. 3.
    Korhonen, A., Malmi, L., Myllyselka, P., Scheinin, P.: Does it make a difference if students exercise on the web or in the classroom? In: Proceedings of the 7th Annual SIGCSE/SIGCUE Conference on Innovation and Technology in Computer Science Education, ITiCSE 2002, Aarhus, Denmark (2002)Google Scholar
  4. 4.
    Flecknoe, M.: How can ICT help us to improve education? Innov. Educ. Teach. Int. 39(4), 271–280 (2002)CrossRefGoogle Scholar
  5. 5.
    Kulik, J.: Effects of using instructional technology in elementary and secondary schools: what controlled evaluation studies say (Final Report No P10446.001). SRI International, Arlington (2003)Google Scholar
  6. 6.
    Shen, W.-M.: Autonomous Learning from the Environment Microelectronics and Computer Technology Corporation. Computer Science Press/W.H. Freeman and Company, New York (1994)Google Scholar
  7. 7.
    Jonnavithula, L., Kinshuk, D.: Exploring multimedia educational games: an aid to reinforce classroom teaching and learning. In: Uskov, V. (ed.) Proceedings of the 4th IASTED International Conference on Web-Based Education (WBE), Grindelwald, Switzerland, 21–23 February 2005, pp. 22–27. ACTA Press , Anaheim, CA, USA (2005) Google Scholar
  8. 8.
    Leutenegger, S., Edgington, J.: A games first approach to teaching introductory programming. ACM SIGCSE Bull. 39(1), 115–118 (2007)CrossRefGoogle Scholar
  9. 9.
    Prambudi, S.B., Sudarmilah, E., Nugroho, Y.S.: Enpowering Kodu game as a numeracy learning media for Kindergarten. Department of Informatics, Faculty of Communications and Informatics Universitas Muhammadiyah Surakarta, (2013). (it helped the children learn to count, children were interested to play motivated by the 3D graphics, it is easy (2013))Google Scholar
  10. 10.
    Shokouhi, S., Asefi, F. Sheikhi, B.: Children programming analysis; Kodu and story-telling. In: Third International Conference on Advance Information System, E-Education & Development (ICAISED 2013) – Singapore on 6–7 November (2013)Google Scholar
  11. 11.
    Touretzky, D.S., Gardner-McCune, C., Aggarwal, A.: Teaching “Lawfulness” with Kodu. In: SIGCSE 2016, 2–5 March, Memphis, TN, USA (2016)Google Scholar
  12. 12.
    Stolee, K.T., Fristoe, T.: Expressing computer science concepts through Kodu game lab. In: Proceedings of the 42nd ACM Technical Symposium on Computer Science Education, Dallas, TX, USA, 09–12 March, pp. 99–104 (2011)Google Scholar
  13. 13.
    Fristoe, T., Denner, J., MacLaurin, M., Mateas, M., Wardrip-Fruin, N.: Say it with systems: expanding Kodu’s expressive power through gender-inclusive mechanics. In: FDG 2011, 29 June–1 July, Bordeaux, France, pp. 227–234 (2011)Google Scholar
  14. 14.
    Fatiu, O.A.: Kodu game lab- a tool for ensuring quality teaching-learning for pupils in primary schools: case study (school in northern Finland). Master’s thesis in Education, Faculty of Education (2014)Google Scholar
  15. 15.
    Psomos, P., Kordaki, M.: Analysis of educational digital storytelling environments: the use of the “Dimension Star” model. In: Lytras, M.D., et al. (eds.) WSKS 2011, CCIS, vol. 278, pp. 317–322 (2012)Google Scholar
  16. 16.
    Fowler, A.: Enriching student learning programming through using Kodu. Paper presented at Third Annual Conference of Computing and Information Technology Research and Education New Zealand (CITRENZ 2012). In: Lopez, M., Verhaart, M. (eds.) 25th Annual Conference of the National Advisory Committee on Computing Qualifications, Christchurch, New Zealand, 8–10 October, pp. 33–39 (2012)Google Scholar
  17. 17.
    Mulder, M.: Interdisciplinarity and education: towards principles of pedagogical practice. J. Agric. Educ. Ext. 18(5), 437–442 (2012)CrossRefGoogle Scholar

Copyright information

© Springer International Publishing AG 2018

Authors and Affiliations

  1. 1.Directorate of Secondary Education, Ministry of EducationLarissaGreece
  2. 2.University of ThessalyVolosGreece
  3. 3.Democritus UniversityKomotiniGreece

Personalised recommendations