Evaluación de aplicación web para la creación de juegos que fomentan el aprendizaje de la lógica de programación.
Resumen
El artículo presenta la evaluación de una aplicación web para crear juegos que fomentan el aprendizaje de la lógica de programación. El objetivo de los juegos creados es mover un personaje por un tablero utilizando programación basada en bloques para recolectar todos los objetos que se colocan en el tablero. La aplicación web fue diseñada para dos tipos de usuarios: profesores, quienes pueden crear juegos, especificando la distribución de los tableros; y alumnos, quienes juegan los juegos, especificando la secuencia de comandos para recolectar todos los objetos del tablero. Para la evaluación de la aplicación web se diseñaron instrumentos de evaluación para profesores y alumnos, tomándose en cuenta tres aspectos: el diseño estético, la usabilidad y la funcionalidad.
Citas
Baily, S. (2020). Bobby Duke Case Study. Bobby Duke Middle School. https://codecombat.com/images/pages/impact/pdf/CodeCombat_CaseStudy_BobbyDukeMS.pdf
Bain, G., Barnes, I. (2014). Why is programming so hard to learn? Proceedings of the 2014 Innovation and Technology in Computer Science Education Conference (ITICSE '14), Uppsala, Sweden. http://dx.doi.org/10.1145/2591708.2602675
Bau, D., Gray, J., Kelleher, C., Sheldon, J., Turbak, F. (2017). Learnable programming: blocks and beyond. Communications of the ACM, 6 (6). https://doi.org/10.1145/3015455
Caccuri, V. (2013). Educación con TICs. 1st ed. Buenos Aires: REDusers. https://issuu.com/redusers/docs/educacion-con-tics
Code Combat (2020). The most interesting game to learn programming. https://codecombat.com
Code Karts. A fun app to develop observation, concentration and logic. https://montessori.edokiacademy.com/en/our-games/discovery/car-game
Coding Adventure (2020). Teach text-based coding by helping a monkey to catch bananas. https://www.codemonkey.com/coding-adventure/
Egenfeldt-Nielsen, S. (2005). Beyond Edutainment Exploring the Educational Potential of Computer Games. PhD Thesis, IT-University of Copenhagen, Copenhangen, Dinamarca.
Erazo-Palacios, J., Jaimez-González, C. R., García-Mendoza, B. (2022). Towards a Web Generator of Programming Games for Primary School Children. International Journal of Engineering Pedagogy (iJEP), 12 (4), pp. 98-114. https://doi.org/10.3991/ijep.v12i4.17335
Fatourou, E., Zygouris, N. C., Loukopoulos, T., Stamoulis, G. I. (2018). Teaching Con-current Programming Concepts Using Scratch in Primary School: Methodology and Evaluation. International Journal of Engineering Pedagogy (iJEP), 8(4), pp. 89–105. https://doi.org/10.3991/ijep.v8i4.8216
Fudale, K. (2016). Case Studies for CodeMonkey. Ohio, USA: Edsurge. https://www.edsurge.com/product-reviews/codemonkey/educator-case-studies
INEGI. (2019). En México hay 74.3 millones de usuarios de Internet y 18.3 millones de hogares con conexión a este servicio: ENDUTIH 2018.
Jaimez-González, C. R., Castillo-Cortes, M. (2020). Web Application to Support the Learning of Programming Through the Graphic Visualization of Programs. International Journal of Emerging Technologies in Learning, 15 (6), pp. 33-49. https://doi.org/10.3991/ijet.v15i06.12157
Jaimez-González, C.R., Erazo-Palacios, J., García-Mendoza, B. (2023). BlockCode: A Web Application to Create Games that Support the Learning of Computer Programming Logic. International Journal of Emerging Technologies in Learning (iJET), 18(15), pp. 240–257. https://doi.org/10.3991/ijet.v18i15.40901
Jana, C. (2016). Teacher Review for Lightbot: Programming Puzzles. Commonsense. https://www.commonsense.org/app/lightbot-programming-puzzles-teacher-review/4132306
Keller, L., John, I. (2020). Motivating Female Students for Computer Science by Means of Robot Workshops. International Journal of Engineering Pedagogy (iJEP), 10(1), pp. 94–108. https://doi.org/10.3991/ijep.v10i1.11661
Liao, Y. K. C., Bright, G. W. (1991). Effects of Computer Programming on Cognitive Outcomes: A Meta-Analysis. Journal of Educational Computing Research, 7 (3), pp. 251-268. https://doi.org/10.2190/E53G-HH8K-AJRR-K69M
Lightbot (2020). Puzzle game based on coding. Available: https://lightbot.com
Long, J. (2007). Just for Fun: Using Programming Games in Software Programming Training and Education - A Field Study of IBM Robocode Community. Journal of Information Technology Education, vol. 6, pp. 279-290. https://doi.org/10.28945/216
Luna-Ramírez, W. A., Jaimez-González, C. R. (2014). Supporting Structured Programming Courses Through a Set of Learning Objects. Proceedings of the IEEE International Conference on Information Society (i-Society 2014), pp. 124-128, London, UK. https://doi.org/10.1109/i-Society.2014.7009024
Maloney, J. H., Peppler, K., Kafai, Y., Resnick, M., Rusk, N. (2008). Programming by choice: urban youth learning programming with Scratch. Proceedings of the 39th ACM Technical Symposium on Computer Science Education (SIGCSE '08), 40 (1), pp. 367-371. https://doi.org/10.1145/1352322.1352260
Mladenović, M., Krpan, D., Mladenović, S. (2017). Learning programming from Scratch. Proceedings of the International Conference on New Horizons in Education 2017, Berlin, Germany.
Pereira, J., Frango, I. (2020). A Systematic Review on Open Educational Games for Programming Learning and Teaching. International Journal of Emerging Technologies in Learning, 15 (9), pp. 156-172. https://doi.org/10.3991/ijet.v15i09.12437
Reichert, R., Nievergelt, J., Hartmann, W. (2001). Programming in schools - why, and how? In C. Pellegrini, A. Jacquesson (Eds.): Enseigner l'informatique, pp. 143-152.
Rogozhkina, I., Kushnirenko, A. (2011). PiktoMir: teaching programming concepts to preschoolers with a new tutorial environment. Procedia - Social and Behavioral Sciences, vol.28, pp. 601-605. https://doi.org/10.1016/j.sbspro.2011.11.114
Sosa, E., Salinas, J., Benito, B. (2017). Emerging Technologies (ETs) in Education: A Systematic Review of the Literature Published between 2006 and 2016. International Journal of Emerging Technologies in Learning, 12 (5), pp. 128-149. https://doi.org/10.3991/ijet.v12i05.6939
Spritebox (2020). A full-blown adventure game that gets you coding. Available: https://spritebox.com
Steinmaurer, A., Pirker, J., Gütl, C. (2019). sCool – Game-Based Learning in Computer Science Class: A Case Study in Secondary Education. International Journal of Engineering Pedagogy (iJEP), 9(2), pp. 35–50. https://doi.org/10.3991/ijep.v9i2.9942
Vazquez-Peñaloza, F., Jaimez-González, C. R. (2019). Towards a Web Application to Create Flowcharts for Supporting the Teaching-Learning Process of Structured Programming Courses. American Journal of Educational Research, 7 (12), pp. 976-982. http://www.sciepub.com/education/abstract/11332
Weintrop, D., Wilensky, U. (2015). Using Commutative Assessments to Compare Conceptual Understanding in Blocks-based and Text-based Programs. Proceedings of the 11th International Conference on International Computing Education Research (ICER'15), pp. 101-110. https://doi.org/10.1145/2787622.2787721
Yadin, A. (2011). Reducing the dropout rate in an introductory programming course. ACM Inroads, vol. 2 (4), pp. 71-76. https://doi.org/10.1145/2038876.2038894
Zaharija, G., Mladenović, S., Boljat, I. (2013). Introducing basic Programming Concepts to Elementary School Children. Procedia – Social and Behavioral Sciences, vol. 106, pp. 1575-1584. https://doi.org/10.1016/j.sbspro.2013.12.178
