Python Programming for Beginners – BHE 2526 Sem I

Explore Programming with the Slider Game

  1. Learn basic Python via Slider game
  2. Installation of Computer visual code (cvs) for advance application in image and data processing

Today students from BHE 25/26 I participated in a hands-on programming training session designed to make learning Python both engaging and intuitive. The session ran from 8:30 AM to 12:45 PM and combined game-based learning with practical tool setup for future advanced applications.

The training introduced students to core programming concepts through an interactive Slider Game, followed by the installation of Visual Studio Code (VS Code) to prepare them for more advanced work in image and data processing.

Session 1: Learning Python Basics Through the Slider Game

Time: 8:30 AM – 12:30 PM

Instead of starting with abstract syntax and long code examples, students learned Python fundamentals by building and modifying a simple Slider Game. This approach allowed concepts to emerge naturally through interaction and experimentation.

Through guided activities, students progressively explored:

      1. Variables – storing and updating player positions, scores, and timers

      2. Mathematical operations – controlling movement speed, scoring, and boundaries

      3. Control structures (loops & conditionals) – managing enemy movement, collisions, and game flow

      4. Event handling – responding to keyboard inputs for real-time player control

      5. Data structures – using lists to manage multiple enemies and game objects

      6. Functions – organizing code for clarity and reusability

      7. Debugging and logical thinking – testing, observing outcomes, and refining logic

By the end of the session, students were not just reading code—they were seeing their code come alive on the screen.

Learning by Seeing and Doing: Digital & Physical Embodiment

A key strength of the Slider Game approach is embodied learning. As students interacted with the game—moving the player, triggering collisions, or adjusting timing—they could immediately visualize the effect of each programming concept.

This form of digital embodiment supports deeper understanding:

      1. Students test hypotheses by changing values and logic

      2. Immediate visual feedback reinforces correct reasoning

      3. Errors become learning opportunities rather than frustrations

By observing how their code directly influences game behavior, students developed stronger intuition about how programming logic works in real systems.

Session 2: Preparing for Advanced Applications

Time: 12:30 PM – 12:45 PM

In the final segment, students were guided through the installation and setup of Visual Studio Code (VS Code)—a widely used development environment for professional and academic programming. This is as part of their preparation for their upcoming flying professor’s class in March 2026.

This step prepares students for:

      1. Advanced Python development

      2. Image processing and computer vision

      3. Data analysis and visualization

      4. Future projects involving AI and intelligent systems

Introducing VS Code early helps students transition smoothly from learning concepts to building more complex, real-world applications.

 

Looking Ahead

This training demonstrated that game-based and embodied learning can significantly enhance how students grasp programming fundamentals. By combining interaction, visualization, and hands-on practice, students build confidence, curiosity, and problem-solving skills—key foundations for future work in computing and engineering.

Moving forward, similar sessions will continue to explore how interactive digital environments and intelligent scaffolding can further support meaningful learning in programming education.

Further UMPSA STEM Lab work on Slider Game and Digital Embodiment can be accessed here.