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Сравнение показателей восприятия игрового чат-бота с заданиями-головоломками для обучения программированию с показателями восприятия других образовательных инструментов
Digital Game-Based Learning (DGBL) can be very effective. However, not all digital educational tools are equally effective in different educational situations, for learners of different levels of preparation, and for different subjects.
The purpose of this article is to compare the fun, difficulty, and perceived usefulness of a puzzle-based game chatbot designed to teach programming with similar indicators of other educational tools.
For the study, a puzzle-based game chatbot working in individual and team modes, a computer game, and a non-game chatbot for preparing for seminars and testing were developed and used in the process of teaching programming. First-year bachelor's students majoring in Information Security at the Faculty of Information Technology and Big Data Analysis of the Financial University under the Government of the Russian Federation used these digital educational tools and then rated their fun, difficulty, and usefulness.
Based on the results of the study, several conclusions were made. Firstly, the use of game mechanics and a game chatbot with puzzle tasks significantly increases interest in the educational tool, so the game chatbot has advantages over games and non-game chatbots. Secondly, the assessment of the fascination of the game chatbot exceeded the corresponding assessment of the seminars. At the same time, both the individual and team modes of the game chatbot were equally interesting, useful and challenging for students. Therefore, the game chatbot can be used both outside the classroom and in the classroom. Thirdly, if you include different types of game tasks in the chatbot, including those related to writing program code, this will increase the usefulness of the chatbot. The results of the study contribute to the development of learning based on digital games using chatbots, in particular, in teaching computer science and programming, and can also help to increase the fascination of seminars and student engagement in the learning process as a whole. The results obtained may be of practical interest to teachers of computer science and programming.