Integrated Game-based Learning in an Informatics Secondary
Course: Is There a Difference between Girls’ and Boys’
Achievements?
Daniela Tuparova
1 a
, Emilia Nikolova
2 b
and Elena Tuparova
3 c
1
Department of Informatics, South-West University Neofit Rilski, 66 Ivan Mihaylov Str, Blagoevgrad, Bulgaria
2
High School for Mathematics and Natural Science, 4 Maritsa, Blagoevgrad, Bulgaria
3
Sirma AI trading as Ontotext, 135 Tsarigradsko Shose Bul, Sofia, Bulgaria
Keywords: Game based Education, Introductory in Programming, Secondary School, Boys and Girls Differences, K-8.
Abstract: Informatics subject is a compulsory course for Bulgarian high school students with specialisation in Computer
Science, Mathematics, and Natural sciences. The subject starts in 8
th
grade and in fact it is an introductory
course in programming. According to the national syllabus of the subject, teachers can choose one of the
following programming languages: C#, Visual Basic or Java. The content of the course is too abstract for the
14 years old students. To reduce the level of abstraction and to motivate the students we implemented
integrated game based model for teaching programming. The model is based on usage of educational
computer games for introduction of main concepts, experimenting with already developed games, usage of
“half baked” tasks and programming of games. Also, game based approach is combined with problem solving,
project based and e-learning approaches and technologies. The implementation of integrated game based
model was experimented with 126 8
th
graders at Mathematics and Natural Sciences High School. In this paper
we analyse and compare the achievements of the boys and girls that participated in experimental training.
Also the achievements of the students from the experimental group are compared with achievements of
students from the same school that have not been trained with the discussed approach. This group is used as
control group. Boys and girls that have been taught according to the proposed model show the same
achievements. The statistically significant difference exists between achievements of girls form experimental
and control group. Girls from experimental group demonstrate higher achievements in programming and
practical problem solving than girls from control group. Also the boys trained via integrated game based
approach have higher results than boys in control group. The obtained results show that the implementation
of integrated game-based learning influences the performance of both boys and girls in a positive manner.
1 INTRODUCTION
The rapid development in the technological area has
directly influenced not only the economy, but also
many other areas of everyday life. When it comes to
education, many countries have introduced some
changes to their school curricula, which allow them
to train much needed technologically qualified
specialists. Meanwhile another trend is also observed
students’ motivation and interest in studying
science and technology is constantly dropping. This
raises the need of active researching and developing
a
https://orcid.org/0000-0003-0358-0648
b
https://orcid.org/0000-0003-1969-5765
c
https://orcid.org/0000-0003-3222-4482
new education models that correspond with the
interests and requirements of the contemporary
students.
A lot of effort is put into growing young people’s
interest and abilities to succeed in the area of
computer science. Games are seen as tools for
introduction of basic programming skills (Gee &
Tran, 2015). Educational computer games provide a
safe environment, in which students can learn and
have fun, while playing.
In the article we present some experimental
results from implementing integrated game-based
702
Tuparova, D., Nikolova, E. and Tuparova, E.
Integrated Game-based Learning in an Informatics Secondary Course: Is There a Difference between Girls’ and Boys’ Achievements?.
DOI: 10.5220/0009818407020709
In Proceedings of the 12th International Conference on Computer Supported Education (CSEDU 2020), pages 702-709
ISBN: 978-989-758-417-6
Copyright
c
2020 by SCITEPRESS Science and Technology Publications, Lda. All rights reserved
learning in Informatics classes. The experimental
training was conducted with 8
th
-graders (14 year old
students). We compare the achievements of students
trained in integrated game-based learning (IGBL)
approach and those that were not trained in the game-
based learning (GBL). We focus the comparative
studies on the girls’ and boys’ achievements in both
cases – IGBL and non GBL. Students that were
trained in IGBL we call experimental group (EG) and
those that were not trained in GBL we call control
group (KG). In section two we present the current
status of education in Computer science in Bulgarian
schools. Section three deals with the model of
integrated game based learning in Informatics in
secondary school. A set of research questions
regarding differences in achievements of boys and
girls in both groups are outlined in section four. Also,
in section five comparative analysis and results are
discussed.
2 EDUCATION IN INFORMATICS
IN BULGARIAN SECONDARY
SCHOOLS AND HIGH
SCHOOLS
Bulgarian secondary schools have a long history in
education in Informatics. (Assenova, Nikolov,
Stanchev, & Koleva, 1996), (Azalov, 2019). First
courses in programming have been launched in late
1960s in some high schools with intensive study of
mathematics. From school year 1986/1987 on
Informatics has been involved as a compulsory course
in all upper secondary schools. “Bulgaria became the
fourth country in the world to introduce Informatics
as a compulsory subject.” (Garov & Tabakova-
Komsalova, 2017) During the years several changes
in number of classes per week and subject content
have been done.
Nowadays in Bulgarian schools there are two
subjects related to computer science Information
Technology and Informatics. Information technology
(IT) is a compulsory subject for students from 5
th
grade till 10
th
grade. Informatics is a compulsory
subject for students in 8
th
grade from 2017/2018
school year on and in 9
th
and 10
th
grades up until
2016/2017 school year. The subject Informatics is
focused on algorithms and programming languages
and data structures. The subject Information
technology deals with development of digital
competences using different software. It covers topics
like computer systems, operating systems, word-
processing, computer graphics, spreadsheets,
computer presentations, internet communication,
networks, internet safety, copyrights etc.
Currently programming is being taught in the
compulsory courses Informatics (in high school) and
Computer modelling (in primary school). Moreover,
every school can provide elective or extracurricular
courses related to the development of programming
skills. As of 2020 the Ministry of education has
started a new school programme called “Education
for tomorrow day”. It is directed towards developing
and increasing the digital skills of the students in the
secondary schools in Bulgaria.
As it was already mentioned, the school subject
Informatics is a compulsory course in 8
th
grade for all
high schools with specialisation in mathematics,
computer science, natural sciences, economics and
entrepreneurship.
The compulsory course Informatics for 8
th
grade
is an introductory course in programming; it is
planned for 72 hours (2 hours per week) and consists
of four modules according to the national syllabus
(Ministry of Education and Science, 2017):
“Fundamentals of Informatics” module
includes basic terms in Informatics/Computer
Science, computer representation of the
numbers, algorithms and programming
languages.
“Visual Programming Environments” module
with topics in application of integrated
development environment (IDE) for visual
programming, basic stages in designing and
running of computer program, and designing of
graphical user interface.
“Programming” module includes some
classical topics from introduction in
programming courses like data types,
programming structures for implementation of
branching and looping algorithms, data
structures like one-dimensional array, program
testing and verification.
“Development of a Software Project” module
includes simplified basic topics from software
engineering area – analysis of requirements,
design, implementation, verification and
testing of computer program, preparing of
documentation, team working and project
presentation.
According to the syllabus, teachers can choose
C#, Visual Basic, or Java as a programming language,
with an appropriate IDE, to implement the above
mentioned modules.
The content of the course is too complex, abstract
and difficult for students in 8
th
grade. Therefore, the
teacher needs to apply different approaches and
techniques to engage and motivate students more
Integrated Game-based Learning in an Informatics Secondary Course: Is There a Difference between Girls’ and Boys’ Achievements?
703
effectively and as a result to increase their
performance. To achieve this goal, a model for an
integrated game-based approach was developed and
applied.
3 INTEGRATED GAME-BASED
MODEL FOR TEACHING
INFORMACTICS IN
SECONDARY SCHOOL
The proposed model is based on the integration of
game-based learning, project-based learning,
problem-solving, and cross curricular links. The
course in programming is based on C# in Microsoft
Visual Studio 2017.
Game-based tasks gain more and more popularity
in computer science education, where the game
design is seen as a tool for introduction of basic
programming skills (Gee & Tran, 2015) (Sung,
2009), (Morrison & A. Preston, 2009). Game-based
learning is a possible solution to the problem with the
main difficulties students meet when studying
programming (Shabalina, Malliarakis, Tomos, &
Mozelius, 2017). Games motivate students to actively
participate in the educational process (Malliarakis,
Satratzemi, & Xinogalos, 2014) and to develop
problem-solving skills (Maraffi, Sacerdoti, & Paris,
2017).
In the papers of (Wolz, Barnes, & Parberry, 2006)
(Shabalina, Malliarakis, Tomos, & Mozelius, 2017)
the authors suggest two approaches for inclusion of
digital games in computer science curriculum.
In the current study the game-based approach in
Informatics classes is implemented by conducting the
following stages:
Using existing educational computer games
(ECG):
o for knowledge and skills acquiring,
motivation of learning activities,
development of algorithmic thinking;
o for experimenting with existing ECG to
inquire of game rules, interface elements
and their properties and events;
Designing and developing ECG including
mathematical model of the game, design of
graphical user interface (GUI); coding, testing
and verifying.
The games and tasks are related to well-known
games like “Rock, paper, scissors”, Guess the
number”; real-live everyday activities; cross
curricular content with maths, physics,
entrepreneurship, biology, etc.; quest-based games
related to different school subjects.
One example of a game that is used in the
beginning of the course for acquiring and assessment
of knowledge about numeral systems is the game NS
(Numeral systems) Fig.1.
Figure 1: Start of the game NS.
The learning objectives of the game are related to
the transformation of numbers from one numeral
system to another, and to the addition and subtraction
in binary numeral system. The game enables to be
implemented cross curricular relationships between
informatics, mathematics, and information
technology.
The NS game consists of 16 levels four levels
for numeral systems with bases 2, 3, 4 and 5. The
items in every level are four and are with an
increasing level of difficulty. All tasks use random
numbers in decimal numeral system: for level one the
number is in [0;63], for level two - [64;127], for level
three - [128;192], and for level four - [193;255]. In
case of wrong answer a new item with the same
difficulty level appears.
If the player has four errors, the game is over.
Level one is directed to the transformation from
decimal to binary numeral system. On the screen are
shown ten buttons (Fig. 2.) labeled with either 0 or 1.
When the player is clicking on the button, the label is
changed from 0 to 1 and from 1 to 0. Using the
buttons the player has to obtain the binary
representation of the decimal number in the task. As
a hint over every button is written the value of two to
the corresponding power.
Level two (Fig. 3.) is purposed for transformation
of a number from binary to decimal numeral system.
In this item the player should write the decimal
number in the text box.
Level three (Fig. 4.) is related to addition in
binary system.
Level four (Fig. 5.) is related to subtraction in
binary system. The next levels are similar but the base
of the numeral system is higher.
For each right answer, the player obtains one
point. Also, the game takes into account the time.
This could be used as an additional criteria in case of
knowledge evaluation.
New Game
How to Play?
Close
GonCPL 2020 - Special Session on Gamification on Computer Programming Learning
704
The game is developed using C# in MS Visual
Studio 2017.
The model of the game is used in the topics:
“Design of GUI” for creation of start screen
of the game;
“Programming construction for branching and
loops”.
The syllabus for 8
th
grade does not contain topics
related to processing of more forms. Therefore the
students do not join all game levels in one form.
Also the course is supported in the e-learning
environment Moodle, where students can find
additional learning content, examples, can upload
home works and projects, make self-assessment and
assessment.
At the end of the course students works on group
projects. In the frame of the final project students
have to develop game, prepare documentation and
present it. The projects are divided in two main
groups: Development of game from scratch and
development of game with a “template” given in the
tutorials at web site https://www.mooict.com/ .
In the first type of projects students have to:
propose game plot; model GUI; find pictures for
graphical design; develop appropriate algorithms;
code the game; prepare documentation and project
presentation.
In the second type of projects students have to:
develop a game following instructions in the tutorial
(it is not possible to use “copy-paste”); translate from
English to Bulgarian all directions for project
development suggested in the tutorial and to add
images from their own project; prepare project
presentation.
4 EMPIRICAL STUDY OF BOYS’
AND GIRLS’ ACHIVEMENTS
The model was empirically tested with 126 students
in 8
th
grade from High School for Math and Natural
Science, Blagoevgrad. We obtained data from a final
assessment Paper based test and Practical task, from
68 students in EG and 58 students in CG. Data was
analysed using RStudio.
The test consists of 17 items, of them items with
multiple choice are 13, open answer 4. The tasks
with open answer require finding errors in the code,
to predict results in given code. The practical task
requires students to describe steps to solve task, plan
user interface, name the objects in the form and
describe purpose of events and properties of the
objects in the form.
Figure 2: Level one.
Figure 3: Level two.
Figure 4: Level tree.
Figure 5: Level four.
Subtract the binary numbers.
Calculate the sum of the binary numbers.
Find the decimal number presented in the binary system.
Level
Errors
Points
Time
Check
Transform number 152 from decimal numeral sytem to number in
binary numeral system.
Integrated Game-based Learning in an Informatics Secondary Course: Is There a Difference between Girls’ and Boys’ Achievements?
705
We set the following research questions:
RQ1. Is there a statistically significant difference
between the results from Test in CG and EG?
RQ2. Is there a statistically significant difference
between the results from Practical task in CG and
EG?
RQ3. Is there a statistically significant difference
between boys’ and girls’ results from Test in EG?
RQ4. Is there a statistically significant difference
between boys’ and girls’ results from Practical task in
EG?
RQ5. Is there a statistically significant difference
between boys’ and girls’ results from Test in CG?
RQ6. Is there a statistically significant difference
between boys’ and girls’ results from Practical task in
CG?
RQ7. Is there a statistically significant difference
between girls’ results from Test in CG and EG?
RQ8. Is there a statistically significant difference
between girls’ results from Practical task in CG and
EG?
RQ9. Is there a statistically significant difference
between boys’ results from Test in CG and EG?
RQ10. Is there a statistically significant
difference between boys’ results from Practical task
in CG and EG?
We used the following statistical methods:
Descriptive statistics, including mean, median,
mode, standard deviation and variance. As in
R’s standard library there is no function for
computing mode, the following method was
implemented for the purpose:
getMode <- function(values)
{uniqueValues <- unique(values)
uniqueValues[which.max(tabulate
(match(values, uniqueValues)))]
}
Determining the type of the distributions of the
analyzed samples. Given that knowledge we
can choose a suitable statistical test for sample
comparison. A Shapiro-Wilcoxon test with null
hypothesis “The distribution is normal”,
alternative hypothesis “The distribution is not
normal” and level of significance p=0.05 is
applied.
The already set research questions require
comparison of independent sample. If both
samples are normally distributed, we conduct
one-tailed t-test for comparison of the means.
If at least one of the samples is not normally
distributed, we conduct nonparametric Mann-
Whitney-Wilcoxon test.
For the purpose of the study the data is divided
into separate R data frames, as follows:
datasetEG data about all students in EG;
datasetCG – data about all students in CG;
datasetEGFemale – data about girls in EG;
datasetEGMale – data about boys in EG;
datasetCGFemale – data about girls in CG;
datasetCGMale – data about boys in CG.
5 RESULTS
Descriptive statistics of all analysed groups for the
achievements from Test are presented in table 1, and
from Practical task in table 2.
Table 1: Descriptive statistics for achievements from Test.
Sample
Mean
Median
Mode
Standard
deviation
Variation
datasetEG
$TestPoints
24.88
25 23
5.532089
30.60401
datasetCG
$TestPoints
21.14
21 21
7.651887
58.55138
datasetEGFemale
$TestPoints
23.94
24 23
5.77491
33.34958
datasetEGMale
$TestPoints
25.85
27.5
28
5.176476
26.7959
datasetCGFemale
$TestPoints
20.40
21 18
8.087308
65.40456
datasetCGMale
$TestPoints
21.8
21 21
7.312719
53.47586
Table 2: Descriptive statistics for achievements from
Practical task.
Sample
Mean
Median
Mode
Standard
deviation
Variation
datasetEG$Practical
TaskPoints
6.45
6 14
4.98095
24.8098
datasetCG$Practical
TaskPoints
2.86
0 0
4.87500
23.7657
datasetEGFemale$P
racticalTaskPoints
5.6 5 0
4.8215
23.2471
datasetEGMale$Pra
cticalTaskPoints
7.32
6.5
14
5.06156
25.6194
datasetCGFemale$P
racticalTaskPoints
2.26
0 0
4.39923
19.3533
datasetCGMale$Pra
cticalTaskPoints
3.4
0.5
0
5.28237
27.9035
GonCPL 2020 - Special Session on Gamification on Computer Programming Learning
706
For determining the type of the distribution of
each sample a Shapiro-Wilcoxon test with null
hypothesis “The distribution is normal”, alternative
hypothesis “The distribution is not normal” and level
of significance p=0.05 is conducted. The built-in
function shapiro.test(values) is used.
Given p >= 0.05 we accept the null hypothesis,
otherwise we discard the null hypothesis and accept
the alternative. Table 3 and Table 4 show the results
from conducting the test on the studied data and the
conclusions whether the given sample is normally
distributed.
Table 3: Type of distribution of test points.
Sample p-value
Normal
distribution
datasetEG
$TestPoints
0.177
Yes
datasetCG
$TestPoints
0.045
No
datasetEGFemale$TestPoints
0.2381 Yes
datasetEGMale$TestPoints 0.04586
No
datasetCGFemale
$TestPoints
0.2149
Yes
datasetCGMale$TestPoints 0.4601 Yes
Table 4:Type of distribution of practical task points.
Sample p-value
Normal
distribution
datasetEG$PracticalTask
Points
3.016E-05
No
datasetCG$PracticalTask
Points
7.093E-11
No
datasetEGFemale$Practic
alTaskPoints
0.002242 No
datasetEGMale$Practical
TaskPoints
0.003763 No
datasetCGFemale$Practic
alTaskPoints
1.09E-07 No
datasetCGMale$Practical
TaskPoints
3.699E-07
No
RQ1. Is there a statistically significant difference
between the results from Test in CG and EG?
The data distribution in EG is normal, but in CG
it is not, so we conduct the nonparametric Mann-
Whitney-Wilcoxon test for comparison of
independent samples.
We use the built-in function wilcox.test(). The
results are: W = 1287, p-value = 0.0008587.
We can conclude that there is a statistically
significant difference between the two samples. The
students in EG show higher results (median = 25) in
comparison to the students in CG (median = 21).
RQ2. Is there a statistically significant difference
between the results from Practical task in CG and
EG?
Both distributions are not normal. In that case we
conduct the nonparametric Mann-Whitney-Wilcoxon
test for comparison of independent samples.
The results are: W = 1007, p-value = 1.567E-06
Accordingly there is a statistically significant
difference between the two samples. The students in
EG show higher results (median = 6) in comparison
to the students in CG (median = 0).
RQ3. Is there a statistically significant difference
between boys’ and girls’ results from Test in EG?
The distribution of girls’ results from Test is
normal, but that of boys’ results is not, therefore we
conduct the nonparametric Mann-Whitney-Wilcoxon
test for comparison of independent samples.
The results are: W = 450.5, p-value = 0.08306
We can conclude that there is no statistically
significant difference between the two samples. Both
boys and girls that have been taught according to the
proposed model show the same results from Test.
RQ4. Is there a statistically significant difference
between boys’ and girls’ results from Practical task in
EG?
Both distributions are not normal, therefore we
conduct the nonparametric Mann-Whitney-Wilcoxon
test for comparison of independent samples.
The results are: W = 475, p-value = 0.1489
We can conclude that there is no statistically
significant difference between the two samples. Both
boys and girls that have been taught according to the
proposed model show the same results from Practical
task.
RQ5. Is there a statistically significant difference
between boys’ and girls’ results from Test in CG?
Both distributions are normal, so we conduct a
one-tailed t-test for mean comparison. We use the
built-in function t.test().
The results are: t = -0.67912, df = 52.74,
p-value = 0.25
We can conclude that there is no statistically
significant difference between means of Test results
of boys and girls in CG. Both boys and girls achieve
equal results.
RQ6. Is there a statistically significant difference
between boys’ and girls’ results from Practical task in
CG?
Both distributions are not normal, therefore we
conduct the nonparametric Mann-Whitney-Wilcoxon
test for comparison of independent samples.
Integrated Game-based Learning in an Informatics Secondary Course: Is There a Difference between Girls’ and Boys’ Achievements?
707
The results are: W = 348, p-value = 0.3138
We can conclude that there is no statistically
significant difference between means of Practical task
results of boys and girls in CG.
RQ7. Is there a statistically significant difference
between girls’ results from Test in CG and EG?
Both distributions are normal, so we conduct a
one-tailed t-test for mean comparison.
The results are: t = -1.9244, df = 45.137,
p-value = 0.03031
Accordingly there is a statistically significant
difference between the two samples. Girls from EG
score higher (mean = 23.94286) in Test than girls in
CG (mean = 20.40741).
RQ8. Is there a statistically significant difference
between girls’ results from Practical task in CG and
EG?
Both distributions are not normal, therefore we
conduct the nonparametric Mann-Whitney-Wilcoxon
test for comparison of independent samples.
The results are: W = 230.5, p-value = 0.0004194
Accordingly there is a statistically significant
difference between the two samples. Girls in EG
score higher in Practical task than girls in CG.
RQ9. Is there a statistically significant difference
between boys’ results from Test in CG and EG?
The distribution in CG is normal, but that in EG
is not, so we conduct the nonparametric Mann-
Whitney-Wilcoxon test for comparison of
independent samples.
The results are: W = 324, p-value = 0.01238
We can conclude that there is a statistically
significant difference between the two samples.
RQ10. Is there a statistically significant
difference between boys’ results from Practical task
in CG and EG?
Both distributions are not normal. Therefore we
conduct the nonparametric Mann-Whitney-Wilcoxon
test for comparison of independent samples.
The results are: W = 266.5, p-value = 0.0008828
Accordingly there is a statistically significant
difference between the two samples.
5 CONCLUSIONS
The article discusses a model for teaching
programming to students in 8
th
grade (14-year olds).
The model lies on the integration of game-based
learning with project-based learning, problem-based
learning, cross curricular links and e-learning
technologies.
The results from the conducted experimental
study show that the proposed model allows both girls
and boys to accomplish higher achievements. Boys
and girls that have been taught according to the
proposed model show the same achievements. The
statistical significant difference exists between
achievements of girls form experimental and control
group. Girls from experimental group demonstrate
higher achievements in programming and practical
problem solving than girls form control group. Also
the boys trained via integrated game based approach
have higher results than boys in control group. The
obtained results show that the implementation of
integrated game-based learning influences the
performance of both boys and girls in a positive
manner.
ACKNOWLEDGEMENTS
The study is supported by Bulgarian National
Scientific Fund under contract DN 05/10, 2016
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