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Pedagogical Mini-Games Integrated into Hybrid Course to Improve Understanding of Computer Programming: Skill Building Without the Coding Constraints

Pedagogical Mini-Games Integrated into Hybrid Course to Improve Understanding of Computer Programming: Skill Building Without the Coding Constraints

Walter Nuninger, Jean-Marie Châtelet
Copyright: © 2020 |Pages: 44
ISBN13: 9781799804208|ISBN10: 1799804208|EISBN13: 9781799804215
DOI: 10.4018/978-1-7998-0420-8.ch061
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MLA

Nuninger, Walter, and Jean-Marie Châtelet. "Pedagogical Mini-Games Integrated into Hybrid Course to Improve Understanding of Computer Programming: Skill Building Without the Coding Constraints." Learning and Performance Assessment: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2020, pp. 1305-1348. https://doi.org/10.4018/978-1-7998-0420-8.ch061

APA

Nuninger, W. & Châtelet, J. (2020). Pedagogical Mini-Games Integrated into Hybrid Course to Improve Understanding of Computer Programming: Skill Building Without the Coding Constraints. In I. Management Association (Ed.), Learning and Performance Assessment: Concepts, Methodologies, Tools, and Applications (pp. 1305-1348). IGI Global. https://doi.org/10.4018/978-1-7998-0420-8.ch061

Chicago

Nuninger, Walter, and Jean-Marie Châtelet. "Pedagogical Mini-Games Integrated into Hybrid Course to Improve Understanding of Computer Programming: Skill Building Without the Coding Constraints." In Learning and Performance Assessment: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 1305-1348. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-0420-8.ch061

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Abstract

To improve learning efficiency in Computer Programming courses, a voluntary decision was to fully integrate different learner-centered pedagogical devices. The result is the development of a set of pedagogical serious mini-Games (mGs) in synchronous time in the classroom for a decided scenario of the hybrid course. Supported by a Learning Management System, the innovation results in a common flexible and modular framework for mGs, taking into account a really short duration and higher constraints of the training. The expected outcome is to make future end users (who will not be IT developers) aware of the potential of the underlying transversal skills developed while building up universal algorithms, stressing functional analysis regardless of specific expertise required for a given coding. The challenge is to make their knowledge ownership easier, to prevent rejection, to incent involvement and collective intelligence and further Agile method adoption with a concern for quality.

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