The purpose of the study was to create a specially developed educational application for the development of 2D game programming skills among 9th grade teachers. The hypothesis of the study was to solve the problem of the difficulty in creating new concepts and algorithms and the lack of time for software development through a developed learning application in Python.

In the research, the authors used methods such as a teacher survey, an experiment, and the collection and analysis of data on teacher interaction with the app and testing. A comparison of the results on key indicators such as success, quality of knowledge, and learnability in the two classes showed that success, quality of knowledge, and learnability were higher in the classroom where the experiment was conducted using a learning application.

An analysis of teachers' profit and loss data with the application and test results demonstrated the legitimacy that, when moving from one level of difficulty to another, teachers did not lose interest in teaching and learning programming, and also that they successfully spread with all multi-level tasks.

The study showed that dividing the application into three levels of difficulty (initial, medium, and high) proved to be an effective approach. Each level allowed students to systematically deepen their knowledge and skills, which allowed for deeper and more consistent learning.

The scientific novelty of this work lies in solving current educational and technological problems, such as reducing barriers for beginners in programming and motivating students.

AMAN K.P.

Candidate of technical sciences, docent, department of computer science and information technologies, Zhubanov Aktobe regional university, Aktobe, Kazakhstan.

E-mail: kaman@zhubanov.edu.kz, https://orcid.org/ 0000-0003-4179-4241

MUSSINA A.A.

PhD, senior lecturer, department of computer science and information technologies, Zhubanov Aktobe regional university, Aktobe, Kazakhstan.

E-mail: a.mussina@zhubanov.edu.kz, https://orcid.org/ 0000-0002-0643-2280

1. Якименко О. В. Применение обучающих программ-тренажёров в обучении программированию // Вестник ТГПУ. – Томск, 2019.
2. The Children’s Machine: Rethinking School in the Age of the Computer // Choice Reviews Online. – 1993. – Vol. 31, No. 03. – P. 31–1648. – DOI: 10.5860/choice.31-1648.
3. Kafai Yasmin Bettina, Resnick Mitchel. Constructionism in Practice: Designing, Thinking, and Learning in a Digital World. – 1996. – Режим доступа: http://ci.nii.ac.jp/ncid/BA28658289.
4. Byrne Jake Rowan, Fisher Lorraine, Tangney Brendan. A 21st Century Teaching and Learning Approach to Computer Science Education: Teacher Reactions // Communications in Computer and Information Science. – 2016. – P. 523–540. – DOI: 10.1007/978-3-319-29585-5_30.
5. Feldman J. The structure of perceptual categories // Journal of Mathematical Psychology. – 2020. – Vol. 41, No. 2. – P. 145–170.
6. Pérez-Marín D. Teaching programming in early childhood education with stories // ICERI2019 Proceedings. – IATED, 2019. – P. 9206–9212.
7. Эрик М. Изучаем Python: программирование игр, визуализация данных, веб-приложения. – 3-е изд. – Санкт-Петербург: Издательский дом «Питер», 2019.
8. Чарушин Ф. Д., Бужинская Н. В. Этапы проектирования 2D-игры платформера // Наука и перспективы. – 2023. – № 1. – С. 75–82.
9. Белолюбский М. М., Сорочинский М. А. Изучение модуля «Pygame» для создания игр на языке программирования Python // Современное образование: традиции и инновации. – 2020. – № 2. – С. 220–222.
10. Quintero Carlos Andrés Caldas, Cifuentes Álvarez Gary Alberto. Serious Games and Computer Programming Competencies Development in Educational Contexts // IEEE Revista Iberoamericana de Tecnologías del Aprendizaje. – 2023. – Vol. 18, No. 1. – P. 48–53. – DOI: 10.1109/rita.2023.3250504.

Python library, educational application, 2D game development, program, game, 2D game, programming 2 D games, game programming