From Blocks to Code: A Game-based Modding Workshop for Bridging Programming Paradigms

Abstract

This paper presents the design and first matched evaluation of the Advanced-Dungeon, the most demanding stage of a multi-level, narrative-driven workshop concept that guides learners from block-based to text-based and finally to authentic, project-scale programming within a shared open-source 2D dungeon environment. The transition between visual and textual programming is a well-documented barrier in early computer science education, and existing approaches address only the first step or treat constructionist game-making as a Scratch-only activity, which limits the reachable concepts. The Advanced-Dungeon engages pupils aged 15 to 17 in open-ended problem-solving directly within the game's source code. They read, debug, and extend a real Java codebase, implement algorithms such as pathfinding and sorting, and build Portal-inspired puzzles that require vector arithmetic and angle calculations. Two introductory formats, the Blockly-Dungeon and the Java-Dungeon, share the same game world and prepare learners for this final stage. Across all Advanced-Dungeon iterations, 36 learners completed the pre-survey and 29 the post-survey. Participants reported high enjoyment (M=4.52 on a 1 to 5 scale), rated the difficulty as appropriate, and wanted to attend further workshops. In open answers they highlight modifying real game code as the most rewarding part and name concrete gains in arrays, vectors, and abstract classes. An individually matched analysis (n=10 pairs) refines earlier results: where individual change can actually be measured, programming interest is stable rather than rising. All workshop materials and the dungeon environment are available as open educational resources and open-source software.