Jump to ContentJump to Main Navigation
Show Summary Details
In This Section

Open Computer Science

Editor-in-Chief: van den Broek, Egon

1 Issue per year

Open Access
See all formats and pricing
In This Section

Learning object-oriented paradigm by playing computer games: concepts first approach

Jakub Livovský
  • Department of Computers and Informatics, Technical University of Košice, Letná 9, 042 00, Košice, Slovakia
  • Email:
/ Jaroslav Porubän
  • Department of Computers and Informatics, Technical University of Košice, Letná 9, 042 00, Košice, Slovakia
  • Email:
Published Online: 2014-10-01 | DOI: https://doi.org/10.2478/s13537-014-0209-2


Since the beginning of teaching object-oriented programming at universities in the mid 90’s, university teachers are trying to come up with more effective ways of teaching. Number of researches has been made in this area. They are trying to identify errors teachers are making in learning process. These researches suggest different teaching methodologies and tools, which should help them to avoid these mistakes.

The subject of this paper is to present a solution we developed to teach and illustrate basic concepts of object oriented paradigm through playing of computer game. In this approach, we are teaching basic principles, such as class, objects and relationship between them in the beginning of object oriented programming (OOP) course and postpone learning of specific objective language to later time. Also we are taking advantage of attractiveness of computer games to increase students motivation, which should lead to improved learning performance of students.

Keywords: game-based learning; object oriented programming; concepts first approach

  • [1] A. Robins, J. Rountree, N. Rountree, Learning and Teaching Programming: A Review and Discussion, Comput. Sci. Educ. 13(2), 137–172, 2003 http://dx.doi.org/10.1076/csed. [Crossref]

  • [2] J. Bennedsen, C. Schulte, What Does “Objects-first” Mean?: An International Study of Teachers’ Perceptions of Objects-first, Proceedings of the Seventh Baltic Sea Conference on Computing Education Research — Volume 88, Koli Calling’ 07 (Australian Computer Society, Inc., Australia, 2007) 21–29

  • [3] N. Liberman, C. Beeri, Y. Ben-David Kolikant, Difficulties in Learning Inheritance and Polymorphism, ACM T. Comput. Educ. 11(1), 1–23, 2011 http://dx.doi.org/10.1145/1921607.1921611 [Crossref]

  • [4] N. Ragonis, M. Ben-Ari, On understanding the statics and dynamics of object-oriented programs, ACM SIGCSE Bulletin 37(1), 226, 2005 http://dx.doi.org/10.1145/1047124.1047425 [Crossref]

  • [5] M. Pasa Uysal, The Effects of Objects-First and Objects-Late Methods on Achievements of OOP Learne, J. Software Eng. Appl. 5(10), 816–822, 2012 http://dx.doi.org/10.4236/jsea.2012.510094 [Crossref]

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

  • [7] M. Papastergiou, Digital Game-Based Learning in high school Computer Science education: Impact on educational effectiveness and student motivation, Computers & Education 52(1), 1–12, 2009 http://dx.doi.org/10.1016/j.compedu.2008.06.004 [Crossref]

  • [8] B. Meyer, Reality: a cousin twice removed [object technology], Computer 29(7), 96–97, 1996 http://dx.doi.org/10.1109/2.511974 [Crossref]

  • [9] K. Sanders, J. Boustedt, A. Eckerdal, R. McCartney, J.E. Moström, L. Thomas, C. Zander, Student Understanding of Object-oriented Programming As Expressed in Concept Maps, Proceedings of the 39th SIGCSE Technical Symposium on Computer Science Education, SIGCSE’ 08 (ACM, New York, NY, USA, 2008) 332–336 http://dx.doi.org/10.1145/1352135.1352251 [Crossref]

  • [10] S. Georgantaki, S. Retalis, Using educational tools for teaching object oriented design and programmin, Journal of Information Technology Impact 7(2), 111–130, 2007

  • [11] C. Linehan, B. Kirman, S. Lawson, G. Chan, Practical, Appropriate, Empirically-validated Guidelines for Designing Educational Games, Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, CHI ′11 (ACM, New York, USA, 2011) 1979–1988

  • [12] M.P.J. Habgood, The Effective Integration of Digital Games and Learning Content, University of Nottingham, Nottingham, 2007

  • [13] M. Kölling, B. Quig, A. Patterson, J. Rosenberg, The BlueJ System and its Pedagogy, Comput. Sci. Educ. 13(4), 249–268, 2003 http://dx.doi.org/10.1076/csed. [Crossref]

  • [14] M. Kölling, The Greenfoot Programming Environment, Trans. Comput. Educ. 10(4), 1–21, 2010 http://dx.doi.org/10.1145/1868358.1868361 [Crossref]

  • [15] W. Dann, D. Cosgrove, D. Slater, D. Culyba, S. Cooper, Mediated Transfer: Alice 3 to Java, Proceedings of the 43rd ACM Technical Symposium on Computer Science Education, SIGCSE ′12, (ACM, New York, USA, 2012) 141–146 http://dx.doi.org/10.1145/2157136.2157180 [Crossref]

  • [16] M. Muratet, P. Torguet, J.-P. Jessel, F. Viallet, Towards a Serious Game to Help Students Learn Computer Programming, Int. J. Comput. Games Technol. 2009, 1–12 (2009) http://dx.doi.org/10.1155/2009/470590 [Crossref]

About the article

Published Online: 2014-10-01

Published in Print: 2014-09-01

Citation Information: Open Computer Science, ISSN (Online) 2299-1093, DOI: https://doi.org/10.2478/s13537-014-0209-2. Export Citation

© 2014 Versita Warsaw. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License. (CC BY-NC-ND 3.0)

Comments (0)

Please log in or register to comment.
Log in