Development of Serious Games as A Programming Learning Platform for Informatics Students

Noven Indra Prasetya, Shofiya Syidada, Lestari Retnawati

Abstract


This study aims to develop DolananCoding, a programming learning platform based on serious games designed for informatics students. The research employed the waterfall software development methodology, encompassing requirements analysis, system design, implementation, testing, and dissemination. The study participants consisted of second- and fourth-semester students from the Department of Informatics at Universitas Wijaya Kusuma Surabaya, totaling 264 students. The research instrument used is the end-user computing satisfaction (EUCS) questionnaire with a 5-point Likert scale to evaluate user satisfaction with the platform. Data analysis was conducted using descriptive statistics to assess user satisfaction across five dimensions: accuracy, ease of use, content, timeliness and format. The results indicated that the DolananCoding platform was validated and has received positive responses from students, achieving a user satisfaction score of 4.3 out of 5.0. This platform is expected to enhance students' motivation and engagement in programming learning while equipping them with the programming skills required to compete in the professional job market.


Keywords


Serious Game; Game-Based Learning; Programming Learning; Learning Platform; Programming.

Full Text:

PDF

References


Abba, S., Wadumi Namkusong, J., Lee, J.-A., & Liz Crespo, M. (2019). Design and Performance Evaluation of a Low-Cost Autonomous Sensor Interface for a Smart IoT-Based Irrigation Monitoring and Control System. Sensors, 19(17), Article 17. https://doi.org/10.3390/s19173643

Abt, C. C. (1987). Serious Games. University Press of America.

Almeida, F., & Simoes, J. (2019). The Role of Serious Games, Gamification and Industry 4.0 Tools in the Education 4.0 Paradigm. Contemporary Educational Technology, 10(2), 120–136. https://doi.org/10.30935/cet.554469

Caserman, P., Hoffmann, K., Müller, P., Schaub, M., Straßburg, K., Wiemeyer, J., Bruder, R., & Göbel, S. (2020). Quality Criteria for Serious Games: Serious Part, Game Part, and Balance. JMIR Serious Games, 8(3), e19037. https://doi.org/10.2196/19037

Connolly, T. M., Boyle, E. A., MacArthur, E., Hainey, T., & Boyle, J. M. (2012). A systematic literature review of empirical evidence on computer games and serious games. Computers & Education, 59(2), 661–686. https://doi.org/10.1016/j.compedu.2012.03.004

Ekohariadi, E., Anistyasari, Y., Putra, R., & Kurniawan, I. (2018). Assessing Computational Thinking using Pseudocode Programming Instrument. 134–138. https://doi.org/10.2991/aptekindo-18.2018.30

Jones, B. D. (2020). Motivating and Engaging Students Using Educational Technologies. In M. J. Bishop, E. Boling, J. Elen, & V. Svihla (Eds.), Handbook of Research in Educational Communications and Technology: Learning Design (pp. 9–35). Springer International Publishing. https://doi.org/10.1007/978-3-030-36119-8_2

Ma, L., Ferguson, J., Roper, M., & Wood, M. (2011). Investigating and improving the models of programming concepts held by novice programmers. Computer Science Education, 21(1), 57–80. https://doi.org/10.1080/08993408.2011.554722

Mishra, A., Ercil Cagiltay, N., & Kilic, O. (2007). Software engineering education: Some important dimensions. European Journal of Engineering Education, 32(3), 349–361. https://doi.org/10.1080/03043790701278607

Piwek, P., Wermelinger, M., Laney, R., & Walker, R. (2019). Learning to program: From problems to code. Proceedings of the 3rd Conference on Computing Education Practice, 1–4. https://doi.org/10.1145/3294016.3294024

Pradana, F., Setyosari, P., Ulfa, S., & Hirashima, T. (2023). Development of Gamification-Based E-Learning on Web Design Topic. International Journal of Interactive Mobile Technologies (iJIM), 17(03), Article 03. https://doi.org/10.3991/ijim.v17i03.36957

Purwanto, & Hedin, P. B. D. (2020). Measurement of user satisfaction for web-base academic information system using end-user computing satisfaction method. IOP Conference Series: Materials Science and Engineering, 909(1), 012044. https://doi.org/10.1088/1757-899X/909/1/012044

Putra, D. A. T. B., Adisusilo, A. K., & Prasetya, N. I. (2022). Optimasi Aset dan Karakter Permainan 3D Berbasis Tematik Sekolah Dasar. Journal of Information System,Graphics, Hospitality and Technology, 4(01), 1–6. https://doi.org/10.37823/insight.v4i01.165

Rahman, Md. M., & Watanobe, Y. (2023). ChatGPT for Education and Research: Opportunities, Threats, and Strategies. Applied Sciences, 13(9), 5783. https://doi.org/10.3390/app13095783

Salvador-Ullauri, L., Acosta-Vargas, P., Gonzalez, M., & Luján-Mora, S. (2020). Combined Method for Evaluating Accessibility in Serious Games. Applied Sciences, 10(18), 6324. https://doi.org/10.3390/app10186324

Selby, C. C. (2015). Relationships: Computational thinking, pedagogy of programming, and Bloom’s Taxonomy. Proceedings of the Workshop in Primary and Secondary Computing Education, 80–87. https://doi.org/10.1145/2818314.2818315

Sophan, M. K., & Kurniawati, A. (2018). Perancangan Aplikasi LEARNING BY DOING INTERAKTIF untuk Mendukung Pembelajaran Bahasa Pemrograman. Jurnal Teknologi Informasi Dan Ilmu Komputer, 5(2), 163–170. https://doi.org/10.25126/jtiik.201852608

Thorat, S. A., & Kshirsagar, D. P. (2021). Developing Logic Building, Problem Solving, and Debugging Programming Skills Among Students. Journal of Engineering Education Transformations, 34(0), 402–406. https://doi.org/10.16920/jeet/2021/v34i0/157188

Topalli, D., & Cagiltay, N. E. (2018). Improving programming skills in engineering education through problem-based game projects with Scratch. Computers & Education, 120, 64–74. https://doi.org/10.1016/j.compedu.2018.01.011

Vaca-Cárdenas, L. A., Bertacchini, F., Tavernise, A., Gabriele, L., Valenti, A., Olmedo, D. E., Pantano, P., & Bilotta, E. (2015). Coding with Scratch: The design of an educational setting for Elementary pre-service teachers. 2015 International Conference on Interactive Collaborative Learning (ICL), 1171–1177. https://doi.org/10.1109/ICL.2015.7318200

Zhao, D., Muntean, C. H., Chis, A. E., & Muntean, G.-M. (2021). Learner Attitude, Educational Background, and Gender Influence on Knowledge Gain in a Serious Games-Enhanced Programming Course. IEEE Transactions on Education, 64(3), 308–316. https://doi.org/10.1109/TE.2020.3044174

Zhao, D., Muntean, C. H., Chis, A. E., Rozinaj, G., & Muntean, G.-M. (2022). Game-Based Learning: Enhancing Student Experience, Knowledge Gain, and Usability in Higher Education Programming Courses. IEEE Transactions on Education, 65(4), 502–513. https://doi.org/10.1109/TE.2021.3136914




DOI: https://doi.org/10.33394/jp.v12i1.12915

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 The Author(s)

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jurnal Paedagogy

ISSN: 2722-4627 (Online)

Published by Fakultas Ilmu Pendidikan dan Psikologi (FIPP)

Universitas Pendidikan Mandalika (UNDIKMA)

Email: [email protected]

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.