Lecture Notes in Computer Science- P47 pptx

Development of Contents Improving the Effectiveness of Self Learning 219

of sorts and the states of the performed sorts. The student can study them to see when
and how the most proper algorithm is applied.
3 Conclusion and Future Works
With the emergence of the web, learning can be done via indirect interaction between
teacher and student, using multiple methods of communication free from constraints
of time and space. Traditional learning methods are not needed because of the rapid
development of computer networks. Students can easily use the internet for learning,
whenever and wherever they choose. Much content to use the web is developed, and
is from main teaching materials or secondary teaching materials. We developed con-
tent about how to use C language programming functions, quiz problems to check the
concepts, statement understanding and a scenario to understand problems in depth by
the visual expression of the algorithmic process. We created content about how to use
the C language standard functions with only text, and how to use animations to in-
clude the phonetics of a language using flash. We created a scenario to enable stu-
dents to understand concepts more easily, and changed it into animations. We made a
quiz to check the level of understanding of C language statements. Students can study
algorithms such that we implemented an action process, each a staged process, which
can aid in understanding algorithms more easily. To handle content like this on web,
we implemented with FLASH and JAVA.
A further extension of this study will be constructed by using multiple scenarios of
algorithms, and implemented with applet and flash animations, to understand both the
C language and algorithms.
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© Springer-Verlag Berlin Heidelberg 2008

Introductory C Programming Language Learning with
Game-Based Digital Learning
Wen-Chih Chang and Yu-Min Chou
707, Sec.2, WuFu Rd., Deparment of Information Management, Chung Hua University
Hsinchu, Taiwan, R.O.C.
,
Abstract. Educational game, motivates learners, is full of entertaining. Learners
can practice and challenge themselves in an interactive game. In order to be-
come formal tools in everyday teaching/learning process, we create Bomber-
man game which is included most concepts in introductory C programming
language. It brings modern education concept in concert with the classical
teaching and laboratory work. Learners can view the learning materials, read-
ing/writing C codes, solving problems with C codes to control the movement of
the Bomberman accompany with game music. Bomberman game combines
continuous challenge, interesting storyline, fun and realism. This vivid learning
environment can engage students spending their precious time for extensive
practice since students have highly motivation to win the game. We hope that
we have shown a new method for educational practice with game-based digital
learning for teaching C programming course.
1 Introduction
Game-based digital learning (GBL) assists teachers use games to make learning fun
and live up learning environment. Game-based digital learning applies competitive
exercises, getting them to challenge themselves in order to motivate them to learn
better even pitting the students against each other. In order to attract learners in GBL,
learning activity often has fantastic characteristics and glorious treasure. Game and
education is different. The instructor needs to make sure that learning the material is
essential to scoring and winning in educational game. Why Use game-based digital
learning? The reasons why we use game-based digital learning are learning motivates
learners, learning more effectively when they immerse in the learning material and
encouraging them learn from their mistakes. Amory et al. [1] tested first- and second-

year university students play four kinds of games: an educational simulation game, a
strategy game, a narrative-driven adventure game, and a first-person shooter. Students
preferred the adventure and strategy games to the other games. The authors concluded
that the most important elements which motivated the learners are logic, memory,
visualization, and problem-solving. Lepper and Cordova [2] discovered that some
games intended to be educational do not include useful learning. Game designer has
to set the learning goals as necessary for winning the game otherwise the learning
222 W C. Chang and Y M. Chou
material would be neglected. Beck and Jacobsen [3] discovered that about half of the
teachers are interested in trying games and simulations in class. More and more re-
search focused on educational games ([1], [4), [5]). Game has potential to provide
experienced platform, constructivist approach and learning behavior tracking envi-
ronment. Learners are engaged with the learning material in game environment.
Game-based virtual learning environments provide possible opportunities for learners
to participate with authentic contexts while solving authentic problems [6]. Problem
solving brings learners unique experiences which empower participants by providing
learning opportunities. Some traditional teaching devices can’t motivate learners [6].
Even e-learning provides less and less learning enthusiasm to learners.
The real issue of the first computer language is not what language to teach first
but how to approach the teaching of the language [8]. The syntax and language con-
structs are really only a very small part of programming. The programming courses
aim at building an effective foundation for the development of programming skills
by emphasizing problem solving, logical thinking and programming process [9].
Problem solving and logical thinking involve a series of mental operations directed
toward some goal [10] while programming process involves a series of computer
operations. However, many students have become so weak in the development of
learning strategies since their elementary education, especially for problem solving
and logical thinking. Therefore, the challenge of the instructors faced is that a sig-
nificant number of their students are not highly motivated to learn the programming
language.

Computer games have become an integral part of the popular culture in modern so-
cieties. Moreover, “game-based programming” is the latest buzz word in the computer
science educational curriculum. Research [11] shows that students today have a totally
different way of learning – react more to interactive learning. If they are not entertained
while they learn, the instructor has lost them. However, much of content that needs to be
learned by students today lacks of motivation to them. The word “boring”, “dry” and
“too technical” often crosses their lips [12]. Finally, it leads to frustration. A good game
helps students to enhance their learning techniques, such as learning by doing, learning
from mistakes, goal-oriented learning, discovery learning, task-based learning, question-
led learning, and etc [13]. Although game-based learning has been made a good pro-
gress in academic research [14], using computer games for educational purposes has
been rather uncommon. Although learning by playing has been reported to education
[15], nevertheless, it is still less popular in post-elementary education.
In this paper a new approach to the student activities that supplements the ordinary
auditorium lectures is proposed. We apply a computer game, called Bomberman, to
develop a C programming language course. Bomberman is a strategic maze-based
computer game originally developed by Hudson Soft [16]. The original game was
published in 1983 and new games in the series are still being published in this day.
The current version is the fifth generation called “Bomberman Land”. In this
approach, students explore the problem in the form of games. The games-based ap-
proach provides an enriched interactive learning environment by asking students to
come up with appropriate solutions to solve problems. The rest of paper is organized

Introductory C Programming Language Learning with Game-Based Digital Learning 223
as follows. Section 2 describes how we teach introductory c programming language
course in the past. Section 3 outlines the software design of the proposed Bomberman
game-based teaching/learning tools. Section 4 shows some implementations of our
tool. Section 5 compares our tool to other similar tools. Then, we conclude with dis-
cussion of current and future work.
2 Software Design

In order to design a flexible and practical architecture, we use web based server-client
architecture. In Fig. 1. System architecture, learners can access the learning and teach-
ing tool from client. Server will collect learner’s learning record after he/she complete
the test. Learner may also see the learning progress from the web server. For the
teachers, they may realize how many students are failed in the test to support learners
some necessary teaching strategies.

Fig. 1. System architecture
From the opinion of Din [13], a successful education game has the following five
main factors:
(1) The game itself must be immersive.
(2) The playability of the game must be elevated.
(3) The game must be attractive, challenging, and competitive.
(4) The game should offer a goal or several goals for players to achieve.
(5) The game should allow players to track and manage their progress.
Based on the aforementioned characteristics and successful factors, we design our
Bomberman teaching/learning tool. There are six components in the proposed tool
shown as follows:
(1) Road Map – an overview of the teaching plan of selected chapters from the text
book over the semester.
(2) Presentation – provide a platform for reading the teaching materials.