Impact of Adaptive Feedback on Learning Programming with a Serious Game in High Schools' Classes
Résumé
This study evaluates the impact of an adaptive feedback system in Pyrates, a programming serious game designed to ease the transition from block-based to text-based programming in high school classes. The adaptive feedback system was implemented to support student learning and lessen teachers' intervention workload in the classroom. To assess its effectiveness, a field user study was conducted with 190 high school students across two institutions. Results show that students progressed significantly further in the game when using the adaptive feedback system, as compared to playing without feedback, although it did not affect learning gains. We discuss the implications of these results for the design of adaptive feedback in programming serious games.
• Applied computing → Interactive learning environments; • Computing methodologies → Supervised learning by classification; • Human-centered computing → Field studies.
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