Serious Games as Learning Tools: A Case Study on Active Pedagogy in Computer Science

Abstract

Serious games are increasingly recognized as powerful instruments for fostering active, learner‑centered education in technical fields. This dissertation documents the design, development, and evaluation of Smart in the Dark, a serious game that teaches intermediate‑level Arduino programming concepts through contextual, challenge‑based scenarios. Players tackle authentic tasks—such as configuring basic sensors, implementing control structures, and applying input/output logic—thereby developing intuitive understanding through guided exploration and immediate feedback. A mixed‑methods evaluation was conducted to gauge the game’s educational impact. Data were gathered from pre‑ and post‑instruction questionnaires, the System Usability Scale (SUS), and behavioral metrics extracted from Firestore gameplay logs. Findings indicate statistically significant gains in conceptual understanding and moderate levels of engagement across game tasks. Although remote testing conditions and a limited sample size constrained the depth of observation, the results underscore the game’s promise as a supplementary learning tool for introductory courses in computer science and electronics. By presenting a validated model for integrating game‑based learning into intermediate programming instruction, this study contributes to the field of educational technology and identifies avenues for future work, including content expansion and deployment within blended‑learning environments.