Gamified Learning Objects for Inclusive Programming and Science Education

Abstract

Children from low-income communities face additional barriers to science and computing education, including limited computer access, language barriers, and a lack of resources for experimentation, often while being out of school. Computer-based learning resources that address these challenges in their design have the potential to make STEM education accessible to a whole new section of society. This paper presents a gamified learning object and a supporting visual programming language (VPL) that allows users to program and execute science experiments in the form of a narrative-driven problem-solving exercise. This tool is primarily intended for children from economically disadvantaged backgrounds.