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<p>Teaching Computer Science concepts, such as graph theory, is often challenging. This study proposes an approach for teaching graph theory using an unplugged game (<i>GraphGame</i>) developed through a participatory design process that includes usage observation, clarifying meaning, prototyping, and implementation. This process was carried out with a group of Brazilian middle school students and involved collecting observations, interviews, ideation activities, and iterative prototyping with quantitative and qualitative tests. The game offers an interactive way to explore graph algorithms, improving abstraction capacity, a skill related to Computational Thinking. The effectiveness of the game in facilitating the learning of fundamental graphs concepts among high school students was evaluated with an independent sample of students. The results pointed out the proposal as a promising alternative for teaching graph theory, a complex computing topic, in an engaging way. By enhancing playful learning, this work offers an alternative to make teaching Computer Science more enjoyable and effective.</p>

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Applying participatory design for developing an unplugged game to learning graph theory

  • 期刊论文

  • 发表日期：

    2025年4月21日

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  • Ana Paula da Silva,
  • Aluizio Haendchen Filho,
  • Edilson Ferneda,
  • Hércules Antonio do Prado,
  • André Luís Alice Raabe

摘要

Teaching Computer Science concepts, such as graph theory, is often challenging. This study proposes an approach for teaching graph theory using an unplugged game (GraphGame) developed through a participatory design process that includes usage observation, clarifying meaning, prototyping, and implementation. This process was carried out with a group of Brazilian middle school students and involved collecting observations, interviews, ideation activities, and iterative prototyping with quantitative and qualitative tests. The game offers an interactive way to explore graph algorithms, improving abstraction capacity, a skill related to Computational Thinking. The effectiveness of the game in facilitating the learning of fundamental graphs concepts among high school students was evaluated with an independent sample of students. The results pointed out the proposal as a promising alternative for teaching graph theory, a complex computing topic, in an engaging way. By enhancing playful learning, this work offers an alternative to make teaching Computer Science more enjoyable and effective.