Learning O-O concepts in CS I using game projects

Leska, Chuck; Rabung, John

doi:10.1145/1007996.1008066

Cited by 8 publications

(2 citation statements)

References 2 publications

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“…Sung [24] has developed a library that sits on top of the XNA Framework that is used specifically for gaming assignments in CS1 and CS2. Leska and Rabung use games for CS1 projects [18].…”

Section: Gaming In Cs1/cs2mentioning

confidence: 99%

Engagement

Morrison

Preston

2009

Proceedings of the 40th ACM Technical Symposium on Computer Science Education

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This paper considers how gaming has been infused into the computing curriculum of institutions in the United States. To increase motivation of students and improve retention, many programs have begun using gaming in their introductory courses, as upper level electives, or as separate degree programs. The authors review the current use of gaming within curricula and analyze the content of game development degree programs. Finally, the authors describe plans at their institution to incorporate gaming throughout the computing curriculum and present initial results.

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“…Sung [24] has developed a library that sits on top of the XNA Framework that is used specifically for gaming assignments in CS1 and CS2. Leska and Rabung use games for CS1 projects [18].…”

Section: Gaming In Cs1/cs2mentioning

confidence: 99%

Engagement

Morrison

Preston

2009

Proceedings of the 40th ACM Technical Symposium on Computer Science Education

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“…This was largely because Java's extensive library makes it easy to write code to produce graphical displays. It was also done with the idea that games are something that many students find interesting [1,2,8,9,10]. Many different game ideas have appeared in the collections of "Nifty Assignments" published in the SIGCSE Bulletin as well [4,5,6,7].…”

Section: Introductionmentioning

confidence: 99%

Graphical game development in CS2

LewisMark¹,

MassingillBerna²

2006

SIGCSE Bull.

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This paper discusses a project that has been used to teach CS2 for six semesters at Trinity University. The project spans the full semester, and all eight of the assignments students turn in are part of the project. For this project, the students develop a 2-D game using a framework written by one of the authors. The framework is intended to allow students to produce some results early in the semester before they have significant knowledge without constraining them or doing too much for them. It was originally written for Java 1.3 and has evolved for Java 1.4 and now Java 5. We discuss the details of this project, the benefits it provides, and our experience with it.

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Practices of advanced programming: Tradition versus innovation

Leiva

Salas

2013

Comp Applic In Engineering

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This paper compares two different approaches for teaching complex programming concepts in lab sessions. The first approach is based on the widely held assumption that the programming knowledge and skills which the student obtains are predominantly acquired from classroom activities undertaken at the instigation of the teacher. This automatically implies that the student must attend a minimum number of lab sessions. The second approach is to motivate student learning via a full-term activity based on the implementation of computer games from scratch.

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Learning O-O concepts in CS I using game projects

Cited by 8 publications

References 2 publications

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Graphical game development in CS2

Practices of advanced programming: Tradition versus innovation

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