Allsop, Y; (2018) Learning fundamental programming concepts using the ‘To Be A Whale’ game, Case Study Report. UCL Institute of Education: London, UK.

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Abstract

This case study report presents teachers and students’ experiences of playing and coding using the ‘To be a Whale’ game. The study specifically evaluated the effectiveness of the ‘To be a Whale’ game for the teaching and learning of fundamental programming concepts. The focus was on both the programming constructions that the students used and the learning behaviours that they displayed, such as debugging, collaboration and resilience. Three secondary schools and one primary school based in England were included in the study. Student and teacher interviews, field observations and screen recording of student’s game making activities were used for data collection. The findings showed that the students learnt to create simple algorithms using sequences and selection. Collaboration between learners, constant conversation and resilience when they faced a problem was also visible during their game making sessions.

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