1 University of South Wales (UNITED KINGDOM)
2 Volgograd State Technical University (RUSSIAN FEDERATION)
3 University of Macedonia (GREECE)
4 Cardiff University (UNITED KINGDOM)
5 Stockholm University (SWEDEN)
About this paper:
Appears in: EDULEARN17 Proceedings
Publication year: 2017
Pages: 6726-6735
ISBN: 978-84-697-3777-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2017.2534
Conference name: 9th International Conference on Education and New Learning Technologies
Dates: 3-5 July, 2017
Location: Barcelona, Spain
Creativity is an action and has its roots embedded within the human beings. It follows that creativity is also a human capability. Furthermore, teachers are required to use creativity and teaching methods in a creative manner. This paper will approach teacher creativity and student creativity in learning programming through game-based learning. Game-based learning itself involves high order skills such as: problem solving, critical thinking and creativity. Computer programming is a very difficult subject and students face challenges in learning programming. There are a few strategies used in programming courses in Higher Education: learning to program by playing games, learning programming through game development and learning to program by development of games for learning programming. This study conducted a comparative analysis. Further, data was collected by course evaluation and discussions with students and teachers. Findings indicate that the three approaches are beneficial for learning programming and have also a beneficial impact on student academic performance and increase in motivation. The authors, recommended a combination of these three approaches with a traditional design for students enrolled on programming course. Finally, the authors designed a model of learning for the students enrolled on programming courses.
Creativity, Programming Education, Game-based Learning, Motivation.