Digital gaming as a vehicle for learning

WolzUrsula,; BarnesTiffany,; ParberryIan,; WickMichael,

doi:10.1145/1124706.1121463

Cited by 17 publications

(10 citation statements)

References 8 publications

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“…This game was the most difficult and complex assignment in the RAPT program due to the variety of tasks that students needed to do. A framework such as the one created by Tiffany Barnes [1] may be of great help to those looking for simple ways to start having students play in order to learn.…”

Section: Use Games In Different Waysmentioning

confidence: 99%

Using games in introductory courses

BaylissJessica¹

2009

SIGCSE Bull.

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Computer Science degree program enrollments have fallen precipitously since the year 2000 and it is not surprising that novel approaches to education are being tried to both attract and retain students. One of the areas with a record of success is with using games in introductory programming courses. While there are several successful programs, the drawbacks of these approaches are not commonly discussed along with their benefits. Having run a successful game-based program that retained students within the CS major at a 93% rate, we discuss both the benefits of the program as well as the problems that need to be considered and overcome.

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Section: Use Games In Different Waysmentioning

confidence: 99%

Using games in introductory courses

BaylissJessica¹

2009

SIGCSE Bull.

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“…Similar to much of the existing work in integrating computer gaming into CS curriculum [35,21], one of the major motivations of our work is to further engage students via interesting and/or relevant assignments. With the recent decline in enrollments [33] and the decrease in student diversity [32], many people have pointed to the potentials of using highly interactive media applications as ways to connect with the new generation of students (e.g., [14]).…”

Section: Student Perspectivementioning

confidence: 99%

“…It has been demonstrated that teaching computer science (CS) concepts based on programming interactive graphical games motivates and engages students while accomplishing the desired student learning outcome (e.g., [30,35]). Our own experience in integrating computer graphics and games programming [29] verified this observation.…”

Section: Introductionmentioning

confidence: 99%

Assessing game-themed programming assignments for CS1/2 courses

Sung

Rosenberg

Panitz

et al. 2008

Proceedings of the 3rd International Conference on Game Development in Computer Science Education

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We have designed and implemented game-themed programming assignment modules targeted specifically for adoption in existing introductory programming classes. These assignments are self-contained, so that faculty members with no background in graphics/gaming can selectively pick and choose a subset to combine with their own assignments in existing classes. This paper begins with a survey of previous results, followed by a description of the game-themed assignment modules. The paper then focuses on our efforts in assessing the assignments: including details of the procedures and instruments for evaluating student achievement of learning outcomes and attitudes towards the assignments, as well as the extra effort required of faculty to adopt the assignments in existing clases.

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“…Most students leave after taking their first or second computing course, with attrition rates as high as 30-40% [4]. Games have increasingly been used to improve interest and retention in undergraduate programs in computer science through assignments, curricula, and undergraduate research [14], e.g. [2] [8] [3].…”

Section: Introductionmentioning

confidence: 99%

Evaluation of a game-based lab assignment

Eagle

Barnes

2009

Proceedings of the 4th International Conference on Foundations of Digital Games

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We have developed a learning game to teach loops, nested loops, and arrays using scaffolding and interactive visualization. We compare the game to a traditional programming assignment in an introductory computing laboratory. In our study, 17 Introduction to Computer Science labs were randomly assigned to play the learning game first and half to write a program first. Our results show that students playing the learning game first learn more, and that students prefer the game assignment to the traditional assignment. These results suggest that incorporation of gamebased assignments is beneficial to student learning.

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Digital gaming as a vehicle for learning

Cited by 17 publications

References 8 publications

Using games in introductory courses

Using games in introductory courses

Assessing game-themed programming assignments for CS1/2 courses

Evaluation of a game-based lab assignment

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