Abstract
Games have been used by teachers as a support tool to engage students in learning tasks. As they often record student’s performance as learning progresses, it interesting and useful to discuss how that information can be used to assess learning and to improve the learning experience. For instance, teachers can use that information to give personalized attention in classes. In computer programming learning, games can provide an alternative way to introduce concepts and, mainly, to practice them. This paper proposes a model to identify the students’ progress considering their performance in programming tasks. The model is demonstrated by an implementation in a casual computer programming serious game.
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Acknowledgments
AV acknowledges the doctoral scholarship supported by CNPq/CAPES – Programa Ciência sem Fronteiras – CsF (6392-13-0) and authorized retirement by UDESC (688/13). We also want to thank the students that played the game and their teachers that allowed us to try it with them.
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© 2017 ICST Institute for Computer Sciences, Social Informatics and Telecommunications Engineering
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Vahldick, A., Mendes, A.J., Marcelino, M.J. (2017). Learning Analytics Model in a Casual Serious Game for Computer Programming Learning. In: Vaz de Carvalho, C., Escudeiro, P., Coelho, A. (eds) Serious Games, Interaction and Simulation. SGAMES 2016. Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, vol 176. Springer, Cham. https://doi.org/10.1007/978-3-319-51055-2_6
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DOI: https://doi.org/10.1007/978-3-319-51055-2_6
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