Learning from Designing a Board Game for Policy Thinking in Computer Science

Authors

DOI:

https://doi.org/10.34190/ecgbl.18.1.2709

Keywords:

game-based learning, serious game assessment, educational board game, non-digital game, policy thinking, computer science education

Abstract

Technology does not exist in a vacuum, but is influenced by society and at the same time shaping it. In order to educate future computer scientists to be able to assess and create technology in a conscious and responsible manner, we provide first-year Computer Science (CS) students with an introductory course on different ways of thinking about CS by offering them a transdisciplinary view of the field. As we continuously strive to use engaging teaching methods to foster long-lasting interest for the topics of the course, as well as enhancing students’ learning experiences, we have introduced a unique game-based learning pipeline: In a game design course, advanced CS students design non-digital games that address various topics from the introductory course. These games are later played by first-year CS students, who are reflecting on the content and their experience as a part of their course assignments. In order to learn from the first iteration of this process, we analyse one of the games created, in particular its design and the educational objectives intended by the game designers, including the students’ feedback. We found that the game was perceived to be good in achieving learning outcomes; however, it scored even higher in terms of being an interesting and entertaining game. Overall, we conclude that the game was successful in creating an engaging learning experience, demonstrating the potential for game-based learning with non-digital games. This case study also highlights the importance of creating a suitable environment for game-based learning approaches to enhance the educational effects and utilise individual strengths of educational games, providing inspiration and groundwork for future research.

Author Biographies

Shuyin Zheng, TU Wien

Shuyin Zheng is a game developer and student in Media and Human-Centered Computing at TU Wien. Her work focuses on game design for (non-)digital games, and game-based learning in higher education.

Victoria Fischer, TU Wien

Victoria Fischer just finished her BSc in Media Informatics and Visual Computing at TU Wien. Among other things, she focuses on game design and recently took part in a global game jam.

Naemi Luckner, TU Wien

Naemi Luckner is a Senior Lecturer at the Human Computer Interaction group at TU Wien. Her research interests include game-based approaches to teaching and learning, game and level design, educational technology and the interplay between technology and society.

Peter Purgathofer, TU Wien

Peter Purgathofer is associate professor at TU Wien. His research focusses on aspects of design and technology, especially the interactions between engineering and design methodologies, design and technology ethics, and epistemological questions of informatics/computer science. He is coordinator of the informatics master program »Media and Human-Centered Computing«.

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Published

2024-10-07