From Cards to Code: Gamified Learning with Card Games for Game Design, Algorithmic Thinking, Theory of Computation, and Project Planning

Gamification has proven to be an effective tool in enhancing engagement and learning across various disciplines, particularly in complex fields like computer science and project management. This paper explores a novel approach to teaching foundational concepts in game design, algorithmic thinking, theory of computation, and project planning through the use of card-based games. By blending gamification with pedagogical strategies, this approach simplifies complex topics and foster interactive, hands-on learning experiences for students and professionals alike. The central problem addressed by this research is the challenge of engaging students with abstract or technical concepts, such as algorithmic logic, regular expressions, and project management methodologies. Traditional lecture-based teaching methods often struggle to maintain interest and facilitate deep understanding in these areas. As a solution, card games offer an interactive, visual, and structured way to present these topics in a more accessible and enjoyable format. The gamified approach encourages participation, reinforces learning through repetition, and provides immediate feedback, all of which are key elements in promoting student success. This paper outlines the design, implementation, and testing of four card games, each focused on a specific educational domain. The game-on-game design introduces students to core principles like mechanics, dynamics, and aesthetics (MDA) through a series of design challenges and player interactions. The game on algorithmic thinking encourages players to solve problems step-by-step, mimicking the logic flow found in programming. For the theory of computation, a card game based on regular expressions and automata theory allows students to practice building and recognizing patterns. Finally, the game on project planning introduces learners to critical project management tools such as task delegation, resource allocation, and time management, using a scenario-based gameplay structure. The effectiveness of these card games was evaluated through a series of classroom activities involving students in computer science and project management courses. Results indicate that the gamified learning environment significantly improved students' engagement and retention of complex concepts. Students reported feeling more confident in applying algorithmic and computational logic to real-world problems, while the project planning game helped them better understand the intricacies of managing multiple tasks and resources under tight deadlines. In addition to increasing engagement, the games also promoted collaboration and critical thinking. Players often worked together to solve challenges, simulating the teamwork required in professional settings. Furthermore, the card-based format allowed for iterative learning, where students could revisit certain concepts multiple times in different contexts, reinforcing their understanding. In conclusion, this paper demonstrates that gamified learning through card games can effectively bridge the gap between theoretical knowledge and practical application in fields such as game design, algorithmic thinking, theory of computation, and project planning. By making complex ideas more approachable and engaging, this methodology has the potential to transform how these subjects are taught and learned, offering a scalable and adaptable solution for educators in various disciplines.