![]() ![]() Bu stratejide öğrenciler yazılım mühendisliği yöntem ve tekniklerini oyun geliştirme projeleri vasıtasıyla deneyimlemektedir. Oyun geliştirmeye dayalı öğrenme stratejisi, öğrencilerin oyunlara karşı olan ilgilerini sıfırdan bir oyun geliştirmeye veya mevcut bir oyuna eklentiler yapmaya yönlendirerek programlamayı öğrenmelerini sağlamayı amaçlamaktadır. Although the results are promising, it is clear that refinements are necessary in order for the course to accomplish its learning objectives. Students evaluated positively the quality and organization of the course, considered its content interesting for their studies and the educational material sufficient. Students’ performance in the assignments and the exams, as well as in an anonymous questionnaire administered by the Quality Assurance unit of the University show that the course was well perceived by students. ![]() The course was offered for the first time as an elective course at an Informatics department during the academic year 2020–21, while 265 students attended and participated in the exams of the course. ![]() Specifically, the course aims at educating students, who are potential pre-service teachers, for teaching Informatics utilizing contemporary learning and digital technologies, educational environments and games, as well as students’ difficulties and representations mainly for programming and Computational Thinking. The course was designed taking into account relevant literature and aims at preparing undergraduate students of Informatics for teaching the subject at schools. This paper presents the design, deployment and evaluation of an undergraduate course on the Didactics of Informatics. These results closely match the findings obtained by the heuristic evaluation of Incre-IDLE from the experts: 83.3% of them rated it as “useful” or “very useful”, and only a 16.7% rated it as “useless”. The students also found the tool “motivating” (66.7%) or “very motivating” (33.3%). In terms of GUI, 83.3% considered the application interface “very simple” and the text, concepts, and icons “very understandable” by 66.7%. Concretely, the results show that 66.7% of the students could complete tasks easily and 100% of them found the GUI intuitive. These results suggest that Incre-IDLE has a simple interface, is easy to install and use, and does not have functional overload ( i.e., spend a considerable amount of time learning the tool). In addition to Code::Blocks evaluations, this paper reports the results of a heuristic and usability evaluation applied to first-year students at PUCV about functionalities provided by Incre-IDLE. Taking into account previous observations and state-of-the-art/practice of IDEs, a functional IDE prototype, named Incre-IDLE, is developed. Using these two findings, as well as recommendations given during these tests, we highlight the important aspects that an IDE for novice learners should have. Through a heuristic and usability evaluation, we found that Code::Blocks has a complex user interface and a functional overload. One of the IDE widely used for teaching programming courses is Code::Blocks, which is a tool for professional developers. The use of professional IDEs negatively affects the learning process of first-year students who face the development of the algorithms for the first time. This also affects the classrooms of the university “Pontificia Universidad Católica de Valparaíso (PUCV)” (Chile). The use of an Integrated Development Environment (IDE) makes the experience a complicated process because these IDEs focus on professional programmers and not on novice learners. Java is one of the most popular and powerful programming languag es in the world and is widely used in the finance industry, gam ing companies, and research institutions.Many factors influence the problems that currently exist in the learning-teaching process of programming. I hope that you too will be amazed with how much you can accomplish in a short amount of time. Through years of teaching this material, I have found that a project-based learning approach can quickly get students successfully programming and creating interesting games and applications. ![]() The topics presented in this book closely fo llow the ones I cover in my game design class. It enhances the learning process and improves knowledge retention. Project -based learning is a proven approach and becoming prominent in primary, secondary, and higher education. As you progress through the book, your programming skill and ab ility will grow a s you learn topics such as animatio n, collision detection, artificial intellige nce, and game design. Unlike other texts, which start with a detailed description of all aspects of a language or development platform, we will only cover exactly what is needed for the task at hand. This book is designed to help you learn how to program games and other interactive applications quickly using a learn-by-doing approach. ![]()
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