Cyber Java Monopoly: Game-based approach of collaborative programming language learning

Game-based learning is one of the modern pedagogical approaches beginning to gain attention in education. The intention of adopting games in learning is to offer an additional option for online teaching and to provide students with possibilities to acquire skills and competencies. The teacher’s perspective game-based learning motivates students to become active learners while offering alternative ways to interact and communicate with the system. On the other hand, it’s fun to learn by doing from students’ points of view [1]. UniGame Project [2] tests diverse educational games in various subjects and promotes digital game-based learning in Europe. The field of Medicine [3][4] highlighted the usefulness of specifying problem scenarios which are placed within a game framework [5]. However, in traditional game-based learning teachers have to locate resources for the games and the creation of game stories and curriculum-relevant game content is an enormous workload for teachers and learning content providers [6]. Therefore, the question that we tempt to answer is: Do students learn more through highly engaged annotating activity? Is game-based learning a good and efficient instructional strategy for supporting programming language learning? Is it proper to apply game-based approach into collaborative programming language learning?