Virtual Booth

C++ is a widely used programming language that gives a clear structure for developing operating systems, game engines, desktop applications and software’s. But learning C++ is not an easy task particularly for first year student. This programming language is said to be abstract and require high logical thinking in a way that full conventional chalk and board teaching and learning style may not be relevant. Delivering an abstract and logic learning content sometimes need interactive and visual response. It is because relying only for one way explanation can actually hinder their understanding.  Thus, this project developed a narrative top-down adventure 2D game named Code[X]: Nexus. The initiation of the game is to have a support or complimentary teaching and learning assistance for C++ course for diploma students in Universiti Teknologi MARA. Code[X]:Nexus is classified as Game-Based Learning developed by using Godot Engine 4. This game inventiveness able to translate abstract concepts into interactive mechanics through the design of compiler puzzles and the integration of real-time code translation algorithms. In this game, the puzzle elements allow players to write, evaluate, and debug actual C++ syntax to solve puzzles while advancing through a science fiction narrative. The use of embedded scaffolding is also integrated to introduce complex topics such as variables, loops, and conditionals accordingly for players to graduate each levels of difficulty. In order to execute the game, 31 participants were involved to Functionality Testing and User Acceptance Testing (UAT). The results show that the game successfully reduces programming learning anxiety and increases participants' confidence while solving the puzzles. A total of 90.3% of the participants stated that the interactive puzzles were more effective compared to traditional textbooks. In addition, 90.4% highly satisfied with the overall gameplay atmosphere. In the aspect of commercialization, Code[X]:Nexus game can be licensed to higher education institutions (B2B model) as a supplementary software module. In other words, this game perfectly suited as supplemental educational software for colleges, polytechnics, and universities offering computer science or information technology diplomas. In using the software as teaching assistance, the lecturers may have premium version that includes a centralized dashboard to track real-time student performance analytics such as attempt counts, puzzle resolution speed, and topic comprehension rates. This way, lecturers have virtual control of student activities alongside analysis from game performance for each student. Not only that, as the game underlying code is designed in separate, interchangeable sections rather than as one massive, tangled block of code,  Code[X]:Nexus can be extend in other programming languages such as Phyton or Java. Thus, the expansion has potential for porting to mobile operating system (mobile gaming) both in Android and iOS to target the global self-directed learning market. Overall, Code[X]:Nexus is taking a small step to assist student learning C++ programming language. It is hope that the game will expand for bigger platform to benefits other students who are having difficulties in learning the course. It can be concluded that the use of narrative-driven gamification is an effective pedagogical strategy for bridging the gap between theory and practice in technical education.