Educational Platformer Game (OOP-EduGame) to Enhance Student Motivation and Understanding in the Object Oriented Programming Subject


Azhar Ahmad Smaragdina
Ahmad Mursyidun Nidhom
Dila Umnia Soraya
Gres Dyah Kusuma Ningrum
Muhammad Iqbal Akbar


The Object-Oriented Programming (OOP) course aims to impart understanding and knowledge to students regarding basic-level object-oriented programming concepts and the implementation of inheritance, encapsulation, and polymorphism. This subject contains abstract concepts that require a high level of understanding and also a sufficiently strong memory which often makes students feel bored. We consider the need for a learning innovation that can boost student learning motivation and also make it easier for them to understand and remember abstract concepts in OOP material. Based on these problems, we plan to use games in learning activities. Games are a potential tool to support learning activities [1], where games can provide great motivation for students to play [2]. Furthermore, games are one of the 3 most popular applications in Southeast Asia[3], where this data is also confirmed by the Global Mobile Consumer Survey which shows that 47% of the population in Southeast Asia play games through their smartphones. Mobile game applications are also proven to be able to contribute to learning outcomes and student learning motivation. After conducting a review of the literature and analyzing related research, we think that the educational game application can be used theoretically as a solution to the problems we have described. This application is available anytime and anywhere that allows students to look deeper into the materials and to offer a virtual learning environment that is not restricted by the time and place to work together and share ideas for solving programming problems. The educational game that we developed is called OOP-EduGame, this game is a platformer game genre that is one of the most popular game genres. The development method for this application uses the ADDIE model. The results of validation from experts and the responses from users as a basis for measuring the readiness of the application for use in learning activities are also presented.


How to Cite
Smaragdina, A. A., Nidhom, A. M., Soraya, D. U., Ningrum, G. D. K., & Akbar, M. I. (2021). Educational Platformer Game (OOP-EduGame) to Enhance Student Motivation and Understanding in the Object Oriented Programming Subject. International Journal of Applied Business and Information Systems, 4(2), 132–141.


J. Hamari, J. Koivisto, and H. Sarsa, “Does gamification work? - A literature review of empirical studies on gamification,” in Proceedings of the Annual Hawaii International Conference on System Sciences, 2014, pp. 3025–3034, doi: 10.1109/HICSS.2014.377.

B. A. Primack et al., “Role of video games in improving health-related outcomes: A systematic review,” American Journal of Preventive Medicine, vol. 42, no. 6. Am J Prev Med, pp. 630–638, Jun.

L. Chittaro, “Designing serious games for safety education: ‘Learn to brace’ versus traditional pictorials for aircraft passengers,” IEEE Trans. Vis. Comput. Graph., vol. 22, no. 5, pp. 1527–1539, May 2016, doi: 10.1109/TVCG.2015.2443787.

A. A. Smaragdina, G. D. K. Ningrum, A. M. Nidhom, N. S. Y. Rahmawati, M. R. Rusdiansyah, and A. B. N. R. Putra, “The User Experience Analysis of Computer Graphics Educational Comics (GRAFMIC) based on Markerless Augmented Reality,” Feb. 2020, pp. 220–225, doi: 10.1109/iceeie47180.2019.8981439.

A. Tlili, F. Essalmi, and M. Jemni, “Improving learning computer architecture through an educational mobile game,” Smart Learn. Environ., vol. 3, no. 1, pp. 1–14, Dec. 2016, doi: 10.1186/s40561-016-0030-6.

A. M. Nidhom, A. A. Smaragdina, K. N. Gres Dyah, B. N. R. P. Andika, C. P. Setiadi, and J. M. Yunos, “Markerless Augmented Reality (MAR) through Learning Comics to Improve Student Metacognitive Ability,” in ICEEIE 2019 - International Conference on Electrical, Electronics and Information Engineering: Emerging Innovative Technology for Sustainable Future, Oct. 2019, pp. 201–205, doi: 10.1109/ICEEIE47180.2019.8981411.

D. U. Soraya, A. Ahmad Smaragdina, A. M. Nidhom, A. B. Nur Rahma Putra, and G. D. Kusuma Ningrum, “Developing Gamified Learning Models for Vocational Schools to Enhance Programming Skills and Motivation,” Adv. Soc. Sci. Educ. Humanit. Res., vol. 242, no. Icovet 2018, pp. 274–277, 2019, doi: 10.2991/icovet-18.2019.66.

L. Hernández, M. Muñoz, J. Mejia, and A. Peña, “Gamification in software engineering teamworks: A systematic literature review,” Appl. Softw. Eng. - Proc. 5th Int. Conf. Softw. Process Improv. CIMPS 2016, vol. 2017-Janua, pp. 1–8, 2017.

E. Kim, L. Rothrock, and A. Freivalds, “The effects of Gamification on engineering lab activities,” in Proceedings - Frontiers in Education Conference, FIE, Nov. 2016, vol. 2016-November, p. 7757442, doi: 10.1109/FIE.2016.7757442.

J. Moreno, “Digital competition game to improve programming skills,” Educ. Technol. Soc., vol. 15, no. 3, pp. 288–297, 2012.

F. Grivokostopoulou, I. Perikos, and I. Hatzilygeroudis, “An educational game for teaching search algorithms,” in CSEDU 2016 - Proceedings of the 8th International Conference on Computer Supported Education, 2016, vol. 2.

F. Grivokostopoulou, I. Perikos, and I. Hatzilygeroudis, “An Innovative Educational Environment Based on Virtual Reality and Gamification for Learning Search Algorithms,” Proc. - IEEE 8th Int. Conf. Technol. Educ. T4E 2016, pp. 110–115, 2017, doi: 10.1109/T4E.2016.029.

G. Barata, S. Gama, J. Jorge, and D. Gonçalves, “Gamification for smarter learning: tales from the trenches,” Smart Learn. Environ., vol. 2, no. 1, 2015, doi: 10.1186/s40561-015-0017-8.

R. Cózar-Gutiérrez and J. M. Sáez-López, “Game-based learning and gamification in initial teacher training in the social sciences: an experiment with MinecraftEdu,” Int. J. Educ. Technol. High. Educ., vol. 13, no. 1, 2016, doi: 10.1186/s41239-016-0003-4.

T. Dong, M. Dontcheva, D. Joseph, K. Karahalios, M. W. Newman, and M. S. Ackerman, “Discovery-based games for learning software,” in Conference on Human Factors in Computing Systems - Proceedings, 2012, pp. 2083–2086, doi: 10.1145/2207676.2208358.

W. Li, T. Grossman, and G. Fitzmaurice, “GamiCAD,” in Proceedings of the 25th annual ACM symposium on User interface software and technology - UIST ’12, 2012, p. 103, doi: 10.1145/2380116.2380131.

A. Giannakoulas and S. Xinogalos, “A pilot study on the effectiveness and acceptance of an educational game for teaching programming concepts to primary school students,” Educ. Inf. Technol., vol. 23, no. 5, pp. 2029–2052, Sep. 2018, doi: 10.1007/s10639-018-9702-x.

C. Malliarakis, M. Satratzemi, and S. Xinogalos, “Educational Games for Teaching Computer Programming,” in Research on e-Learning and ICT in Education, Springer New York, 2014, pp. 87–98.

J. O’Kelly and J. P. Gibson, “RoboCode & problem-based learning,” ACM SIGCSE Bull., vol. 38, no. 3, pp. 217–221, Sep. 2006, doi: 10.1145/1140123.1140182.

A. M. Phelps, C. A. Egert, and K. J. Bierre, “MUPPETS: Multi-user programming pedagogy for enhancing traditional study: An environment for both upper and lower division students,” in Proceedings - Frontiers in Education Conference, FIE, 2005, vol. 2005, doi: 10.1109/fie.2005.1612247.

R. M. Branch, Instructional design : the addie approach. Springer, 2014.

M. J. P. Wolf, The Medium of the Video Game. University of Texas Press, 2010.

K. L. A. P. M. |Dolan. R. P. |Vassileva. V. A. McClarty, “A Literature Review of Gaming in Education. Research Report.,” Pearson, Jun. 2012.

D. G. Oblinger, “The Next Generation of Educational Engagement,” J. Interact. Media Educ., vol. 2004, no. 1, p. 10, May 2004, doi: 10.5334/2004-8-oblinger.