Effects of a computer programming learning environment based on video game development on student’s learning motivation
DOI:
https://doi.org/10.24310/ijtei.112.2025.21281Keywords:
Game Development-Based Learning (GDBL), learning motivation, computer programming learning, self-regulated learningAbstract
The present study assesses the effects of Game Development-Based Learning (GDBL) on students' motivation to learn computer programming in an Object-Oriented Programming (OOP) course. Initially, a selection process of a Game Development Framework (GDF) that had an academic focus and adequate performance was carried out, selecting Python Arcade. Subsequently, an educational intervention was designed by adapting the course schedule and materials to implement a GDBL-based learning environment. The study employed a mixed sequential explanatory approach, with the participation of 33 students. The quantitative analysis of student motivation was conducted using the MSLQ-Colombia questionnaire, administered before and after the intervention, while the qualitative analysis was facilitated through a perception survey administered at the conclusion of the course. While the quantitative analysis revealed no significant changes in motivation, the qualitative analysis indicated effects on intrinsic motivation, learning control, self-efficacy expectations, and a reduction in anxiety. However, some participants indicated limitations of the GDBL, including a perceived lack of applicability in various areas of computer programming. Conversely, students expressed satisfaction with aspects such as game design, customization, and the final product. These findings suggest that GDBL has the potential to enhance motivational aspects and promote autonomy in the learning process. It is recommended that future research attention be paid to the integration of GDBL within the curriculum and compare it with traditional methods to evaluate its effectiveness.
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