"In this thesis we present the design and evaluation of a learning game based on the concept of
'stealth learning' and the theory of constructivism, which provides an early introduction to basic
programming concepts and procedural literacy to children from 10 years upwards, attempting to
provide the highest possible degree of immersion. The evaluation involves a number of tests
verifying usability, immersion and motivation, and an attempt to test the transferability of the ingame
acquired knowledge to reading pseudocode, the results of which, triggered further
reflection on the possibility of adding new layers of complexity and embedding evaluation of
learning within the game experience."