Abstract:

Programming logic is a challenging STEM skill that many undergraduate non-computer-science majors increasingly face in fields like engineering, data analysis, and the natural sciences. However, basic concepts such as loops, conditionals, and data flow are often taught mainly through textual explanations or static code examples, which can cause confusion and make understanding difficult for learners.

To address this challenge, we present PuzzlePlay, a simple, game-based activity that helps make essential programming logic more tangible through engaging, visual problem-solving. In PuzzlePlay, learners work through increasingly complex challenges by organizing logic blocks that depict loops, conditionals, and data transfer within a program. Every action by the learner results in instant visual feedback, enabling students to see how their choices impact the code program's control flow and data movement in real time.

A user study involving 30 undergraduate students not majoring in CS but enrolled in STEM courses was carried out. Participants engaged with PuzzlePlay during a guided learning session and completed pre- and post-questionnaires, which assessed their understanding of concepts, perceived difficulty, and confidence in reasoning about programming logic. The results revealed a notable reduction in perceived ambiguity around loops and conditionals, along with an increase in self-assessed understanding of control flow and data movement. Additionally, qualitative feedback highlighted that the game’s instant feedback and tangible visualizations helped learners relate abstract logic to practical programming behavior.

Based on these findings, we conclude that simple, interactive game-based approaches, such as PuzzlePlay, can effectively supplement traditional instruction for non-CS learners by supporting conceptual understanding, reducing cognitive barriers, and encouraging active learning. This work emphasizes the importance of educational games for introducing programming logic across various STEM programs.

Keywords:

Non-CS majors, game-based learning, engagement, programming logic.