Game-Based Learning
Game-based learning is an innovative educational approach that uses game mechanics to enhance engagement, conceptual understanding, and problem-solving skills. At the Faculty of Science and Engineering (FSE), we explore game-based learning for mathematics and programming education through various projects.
Game-Based Learning (GBL)
The Computing Sciences Education (CSE) Research Group at the Department of Advanced Computing Sciences (DACS) is currently involved in various projects related to game-based learning, Ludodidactics, and gamification. Here, we want to highlight three recent projects:
- Code Golf
- Constructive Alignment Game
Code Golf for Programming Education (EDLAB Education Innovation Grant)
Programming education is crucial for computer science students, but many struggle to connect theory with practice. It feels like students often relied on lecture examples like "recipes" rather than understanding the concepts, leading to poor coding performance. To address this, the EDLAB project utilizes Code Golf, a game where students solve programming problems using the fewest characters possible. This is hoped to encourage deeper learning of algorithms and code efficiency. The project aims to create an educational framework for integrating Code Golf into lectures, with input from senior students and lecturers.
Contact: Bastian Küppers, b.kuppers@maastrichtuniversity.nl
Constructive Alignment Game (EDLAB Education Innovation Grant)
The Constructive Alignment Game is a collaborative board game designed to help teachers and students better understand Constructive Alignment (CoAl)—the integration of Intended Learning Outcomes (ILOs), Teaching and Learning Activities (TLAs), and Assessment in curriculum design.
Using Ludodidactical principles, the game transforms learning about CoAl into an interactive and engaging experience, moving beyond traditional lecture-based formats. Players take turns placing and aligning concept cards, collaboratively building a course structure while discussing and refining their choices.
The game will be tested in University Teaching Qualification (UTQ) sessions, course co-creation workshops, and student-led learning sessions, evaluating its impact on understanding, usability, and engagement. Expected results include improved confidence, enhanced curriculum alignment, and a more engaging learning experience.
Deliverables include printed copies of the game, a promotional video, and an open-access scientific paper detailing its development and findings.
Contact: Martijn Boussé, m.bousse@maastrichtuniversity.nl.