Rositsa Georgieva
South-West University „Neofit Rilski“
Blagoevgrad, Bulgaria
https://doi.org/10.53656/math2023-3-3-gam
Abstract. This article is a natural continuation of its first part, published in the journal “Mathematics and Informatics”, where the terminology related to game-based learning and the role of tasks in learning the learning content, as well as example tasks and methodical implementation for non-profiled training in programming for high school students through the creation of games, are presented using Python‘s turtle graph. This article follows the structure of its first part and focuses on example tasks implemented with the Python programming language, the Pygame library, and the Mu programming environment. The sample tasks are supported by methodical instructions. Guidelines are also given for their use in training. In the conclusion, the possibilities for game-based programming learning in profiled and non-profiled high schools are discussed using the Pygame Python library.
Keywords: programming; Python programming language; Pygame library; Mu programming environment
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