Abstract:

The ability to manage and query data remains a foundational pillar of computer science education and data literacy, also reflected in school and university curricula and competency frameworks worldwide. Structured Query Language (SQL), in particular, remains a central element for teaching data-related competencies. In several European countries, e.g., Germany and Austria, upper-secondary computer science curricula, vocational programs, and introductory university courses commonly introduce relational data modeling and basic SQL querying. Across these contexts, educators need practical, classroom-ready options to introduce and practice SQL.

At the same time, a diverse ecosystem of browser-based, playful SQL learning tools has emerged. For teachers, this abundance is both an opportunity and a burden: while the tools promise engagement and immediate practice, selecting an appropriate tool for a given class under constraints, such as limited setup time, school IT policies, and no payment, is not easy. The research literature offers evaluations of individual tools, often comparing a single platform against traditional instruction or reporting case studies in specific courses. However, comparative evidence across multiple tools from the perspective of the target users (students) remains scarce. This is mainly due to the high time requirements and limited practicality of such comparisons in regular classroom settings. The paper addresses that gap through an exploratory, student-centered comparative case study. We focus on the school context (but it is also sufficient for university beginner courses on databases): which tools are available and accessible, how do students perceive them, and which design attributes do students find helpful or hindering.

A short literature and web-based review identified eight relevant tools: aDBenture, SQL-Island, SQL Noir, SQL Murder Mystery, Lost at SQL, SQL Squid Game, SQL Police Department (free parts), and the fictional social network Instahub. All of them comply with predefined criteria such as being freely accessible (no pay), installation-free (completely online, no local setup required), suitable for beginner or intermediate learners, and employing a game-based, narrative, or otherwise playful framing. The comparison study was conducted with five upper-secondary students (some from technical schools) during a summer internship, enabling sufficient time-on-task for all eight selected tools. The students independently examined all eight selected tools. After an initial unstructured exploration, students co-constructed a questionnaire to capture aspects they deemed important. It contained questions on UI/UX, task clarity, feedback quality, perceived difficulty, narrative interest, authenticity, motivation, and drawbacks, and concluded with an overall rating for each tool. Four students provided usable structured ratings (one student's questionnaires had to be excluded for reasons), alongside qualitative comments and group discussions, which supplemented the data. Our mixed-methods analysis combines structured ratings and qualitative feedback.

Subsequently, the paper provides qualitative insights into students’ perspectives and highlights the strengths and limitations of the tools. The findings provide valuable insights for developers of such tools, guidance for educators selecting SQL learning tools, and insights for education researchers (in the fields of computer science and game-based learning).

Keywords:

Computer Science education, game-based learning, online learning tools, SQL.