Principles of a debugging-first puzzle game for computing education

Michael J. Lee, Faezeh Bahmani, Irwin Kwan, Jilian LaFerte, Polina Charters, Amber Horvath, Fanny Luor, Jill Cao, Catherine Law, Michael Beswetherick, Sheridan Long, Margaret Burnett (+1 others)
<span title="">2014</span> <i title="IEEE"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/fr4el5amwjgurnzfbga6pji4ue" style="color: black;">2014 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC)</a> </i> &nbsp;
Figure 1 . Gidget's level design mode (the Gidget character is circled). In this mode, learners design their own levels for others to solve. Players write code (left) that can include graphics (right), and see animated results (middle), and graphics for the level are on the right. Abstract-Although there are many systems designed to engage people in programming, few explicitly teach the subject, expecting learners to acquire the necessary skills on their own as they create programs from
more &raquo; ... We present a principled approach to teach programming using a debugging game called Gidget, which was created using a unique set of seven design principles. A total of 44 teens played it via a lab study and two summer camps. Principle by principle, the results revealed strengths, problems, and open questions for the seven principles. Taken together, the results were very encouraging: learners were able to program with conditionals, loops, and other programming concepts after using the game for just 5 hours.
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1109/vlhcc.2014.6883023">doi:10.1109/vlhcc.2014.6883023</a> <a target="_blank" rel="external noopener" href="https://dblp.org/rec/conf/vl/LeeBKLCHLCLBLBK14.html">dblp:conf/vl/LeeBKLCHLCLBLBK14</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/6njysz7eurev7djlfliiteiqea">fatcat:6njysz7eurev7djlfliiteiqea</a> </span>
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