arXiv:2407.03860v1 Announce Type: new
Abstract: Prior research has explored potential applications of video games in programming education to elicit computational thinking skills. However, existing approaches are often either too general, not taking into account the diversity of genres and mechanisms between video games, or too narrow, selecting tools that were specifically designed for educational purposes. In this paper we propose a more fundamental approach, defining beneficial connections between individual design patterns present in video games and computational thinking skills. We argue that video games have the capacity to elicit these skills and even to potentially train them. This could be an effective method to solidify a conceptual base which would make programming education more effective.
Exploring the Relationship Between Video Games, Design Patterns, and Computational Thinking Skills
In recent years, there has been growing interest in exploring the use of video games as a means to enhance programming education and develop computational thinking skills. While previous research has touched upon this topic, the approaches thus far have been either too general or too narrow to fully capture the potential of video games in this context. However, a more fundamental approach that focuses on the connections between design patterns present in video games and computational thinking skills shows promise.
The field of multimedia information systems encompasses the study of various forms of media, including video games, animations, artificial reality, augmented reality, and virtual realities. By examining the multidisciplinary nature of these concepts, we can gain a deeper understanding of how they relate to programming education and computational thinking.
Design patterns in video games refer to the recurring solutions to common problems that game developers employ to create engaging gameplay experiences. These patterns can vary widely depending on the genre and mechanics of the game. By identifying and analyzing these design patterns, we can begin to uncover the cognitive processes and problem-solving skills that video games tap into.
Computational thinking skills, on the other hand, are a set of cognitive abilities that enable individuals to solve problems using computer science principles. These skills include algorithmic thinking, pattern recognition, decomposition, abstraction, and logical reasoning. The goal of programming education is to cultivate these skills in students, enabling them to become effective programmers and problem solvers.
By establishing connections between specific design patterns in video games and computational thinking skills, this research opens up new possibilities for using video games as educational tools. By immersing students in gameplay experiences that require the use of these skills, programming education can become more engaging and effective.
The use of video games to train computational thinking skills not only holds potential for formal education settings but also for self-study and informal learning. With the increasing popularity of gaming platforms and the accessibility of video games, this approach has the potential to reach a wider audience and make programming education more accessible to those who may not have access to traditional educational resources.
Furthermore, considering the wider field of multimedia information systems, this research highlights the importance of interdisciplinary approaches. The study of video games and their connections to computational thinking skills brings together concepts from computer science, education, psychology, and game design. This interdisciplinary perspective allows for a richer exploration of the potential benefits of leveraging video games for programming education.
The Future of Video Games and Programming Education
Looking ahead, there are several exciting directions for future research in this field. One avenue to explore is the development of specific video game-based interventions that target the cultivation of computational thinking skills. By designing games that intentionally incorporate and reinforce these skills, educators can create purpose-built learning experiences that go beyond the incidental learning that may occur when playing existing games.
Another area of interest is the evaluation of the effectiveness of video game-based interventions in programming education. Researchers can design experiments and studies to measure the impact of these interventions on students’ computational thinking abilities, coding proficiency, and overall motivation and engagement with programming. Such empirical evidence can help inform the design of future interventions and provide insights into the optimal integration of video games in programming curricula.
Finally, as technology continues to advance, new opportunities arise for the development of immersive and interactive virtual reality experiences. By harnessing the power of virtual reality, educators can create simulated environments that bring complex programming concepts to life. These VR experiences can provide hands-on learning opportunities that bridge the gap between theory and practice, further enhancing students’ understanding and mastery of programming principles.
In conclusion, the exploration of the relationship between video games, design patterns, and computational thinking skills opens up exciting possibilities for the future of programming education. By recognizing the multidisciplinary nature of multimedia information systems and leveraging video games as educational tools, we can create more engaging and effective learning experiences. As the field continues to evolve, it is crucial to prioritize interdisciplinary research and collaboration to fully tap into the potential of this approach.