Introductory C Programming Language Learning with

Game-Based Digital Learning

Wen-Chih Chang and Yu-Min Chou

707, Sec.2, WuFu Rd., Deparment of Information Management, Chung Hua University
Hsinchu, Taiwan, R.O.C.
earnest@chu.edu.tw, yuminchou@gmail.com

Abstract. Educational game, motivates learners, is full of entertaining. Learners

can practice and challenge themselves in an interactive game. In order to be-
come formal tools in everyday teaching/learning process, we create Bomber-
man game which is included most concepts in introductory C programming
language. It brings modern education concept in concert with the classical
teaching and laboratory work. Learners can view the learning materials, read-
ing/writing C codes, solving problems with C codes to control the movement of
the Bomberman accompany with game music. Bomberman game combines
continuous challenge, interesting storyline, fun and realism. This vivid learning
environment can engage students spending their precious time for extensive
practice since students have highly motivation to win the game. We hope that
we have shown a new method for educational practice with game-based digital
learning for teaching C programming course.

1 Introduction

Game-based digital learning (GBL) assists teachers use games to make learning fun
and live up learning environment. Game-based digital learning applies competitive
exercises, getting them to challenge themselves in order to motivate them to learn
better even pitting the students against each other. In order to attract learners in GBL,
learning activity often has fantastic characteristics and glorious treasure. Game and
education is different. The instructor needs to make sure that learning the material is
essential to scoring and winning in educational game. Why Use game-based digital
learning? The reasons why we use game-based digital learning are learning motivates
learners, learning more effectively when they immerse in the learning material and
encouraging them learn from their mistakes. Amory et al. [1] tested first- and second-
year university students play four kinds of games: an educational simulation game, a
strategy game, a narrative-driven adventure game, and a first-person shooter. Students
preferred the adventure and strategy games to the other games. The authors concluded
that the most important elements which motivated the learners are logic, memory,
visualization, and problem-solving. Lepper and Cordova [2] discovered that some
games intended to be educational do not include useful learning. Game designer has
to set the learning goals as necessary for winning the game otherwise the learning

F. Li et al. (Eds.): ICWL 2008, LNCS 5145, pp. 221 – 231, 2008.
© Springer-Verlag Berlin Heidelberg 2008
222 W.-C. Chang and Y.-M. Chou

material would be neglected. Beck and Jacobsen [3] discovered that about half of the
teachers are interested in trying games and simulations in class. More and more re-
search focused on educational games ([1], [4), [5]). Game has potential to provide
experienced platform, constructivist approach and learning behavior tracking envi-
ronment. Learners are engaged with the learning material in game environment.
Game-based virtual learning environments provide possible opportunities for learners
to participate with authentic contexts while solving authentic problems [6]. Problem
solving brings learners unique experiences which empower participants by providing
learning opportunities. Some traditional teaching devices can’t motivate learners [6].
Even e-learning provides less and less learning enthusiasm to learners.
The real issue of the first computer language is not what language to teach first
but how to approach the teaching of the language [8]. The syntax and language con-
structs are really only a very small part of programming. The programming courses
aim at building an effective foundation for the development of programming skills
by emphasizing problem solving, logical thinking and programming process [9].
Problem solving and logical thinking involve a series of mental operations directed
toward some goal [10] while programming process involves a series of computer
operations. However, many students have become so weak in the development of
learning strategies since their elementary education, especially for problem solving
and logical thinking. Therefore, the challenge of the instructors faced is that a sig-
nificant number of their students are not highly motivated to learn the programming
language.
Computer games have become an integral part of the popular culture in modern so-
cieties. Moreover, “game-based programming” is the latest buzz word in the computer
science educational curriculum. Research [11] shows that students today have a totally
different way of learning – react more to interactive learning. If they are not entertained
while they learn, the instructor has lost them. However, much of content that needs to be
learned by students today lacks of motivation to them. The word “boring”, “dry” and
“too technical” often crosses their lips [12]. Finally, it leads to frustration. A good game
helps students to enhance their learning techniques, such as learning by doing, learning
from mistakes, goal-oriented learning, discovery learning, task-based learning, question-
led learning, and etc [13]. Although game-based learning has been made a good pro-
gress in academic research [14], using computer games for educational purposes has
been rather uncommon. Although learning by playing has been reported to education
[15], nevertheless, it is still less popular in post-elementary education.
In this paper a new approach to the student activities that supplements the ordinary
auditorium lectures is proposed. We apply a computer game, called Bomberman, to
develop a C programming language course. Bomberman is a strategic maze-based
computer game originally developed by Hudson Soft [16]. The original game was
published in 1983 and new games in the series are still being published in this day.
The current version is the fifth generation called “Bomberman Land”. In this
approach, students explore the problem in the form of games. The games-based ap-
proach provides an enriched interactive learning environment by asking students to
come up with appropriate solutions to solve problems. The rest of paper is organized