Integrating STEM Teaching into Digital Game Aids to Explore Non-Technical Students' C# Programming Learning Outcomes and Perceptions

Abstract

With programming development skills becoming one of the most important skills for many jobs in the workplace, there is a growing demand for STEM talent. Beginners usually learn C# programming using traditional teaching methods, resulting in poor learning outcomes. This study endeavors to probe the efficacy of integrating diverse learning aids, specifically digital game programming aids and conventional teaching aids, within the ambit of STEM education to bolster C# programming proficiency. Non-science and technology students from a university in Taiwan were the experimental subjects. The students were divided into an experimental group and a control group. Both groups learned C# programming using the STEM teaching method. The experimental group focused on digital game programming aids, while the control group focused on traditional programming aids. The results found that implementing the STEM teaching approach with digital game programming aids for learning C# programming improved student learning outcomes and perceptions. Learning C# programming through game creation enables students to visualize code execution, deepen their understanding of programming concepts, and enhance their problem-solving skills.