Formative Evaluation of an Adaptive Game for Engaging Learners of Programming Concepts in K-12

Minerva functions as a multi-genre, adaptive educational platform designed to teach fundamental programming concepts such as repetition and decision-making to K-12 students. By integrating adventure, action, and puzzle mechanics, the game employs a hybrid adaptation framework that dynamically adjusts gameplay based on individual behavior while aligning educational content with specific learning styles. The primary objective of this initiative is to determine whether game-based learning can effectively bridge the gap between academic instruction and student engagement, particularly for those who struggle with traditional pedagogical methods.

A formative evaluation conducted with 64 sixth-grade students in South Korea reveals that the game achieves learning outcomes comparable to traditional paper-based materials. Participants demonstrated successful retention of core programming logic, and the platform proved particularly effective at capturing the interest of students who typically remain unmotivated in conventional classroom environments. These findings suggest that the integration of adaptive technology and diverse gaming genres can create a more inclusive and stimulating learning experience for young students.

Despite these successes, the evaluation highlights critical usability barriers that currently hinder the user experience. Students reported significant frustration stemming from unclear instructions, overly complex tutorials, and unintuitive control schemes for the game’s robotic elements. While the pedagogical foundation of the project is sound, future development must prioritize refining these mechanical interactions to facilitate smoother independent exploration. Addressing these technical shortcomings is essential to ensure that the game’s adaptive features can fully support student learning without the interference of unnecessary cognitive load or player discouragement.