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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 or 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. Based on this survey, the paper summarizes the important considerations when designing materials for selective adoption. The paper then describes our design, implementation, and assessment efforts. Our result is a road map that guides faculty members in experimenting with gamethemed programming assignments by incrementally adopting/customizing suitable materials for their classes.

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.

Despite the proven success of using computer video games as a context for teaching introductory programming (CS1/2) courses, barriers including the lack of adoptable materials, required background expertise (in graphics/games), and institutional acceptance still prevent interested faculty members from experimenting with this approach. The Game-T hemed programming Assignment (GTA) modules are designed specifically for these faculty members such that they can selectively pick and choose a subset to experiment with and gradually adopt the materials in their own classes. The design and academic merits of the GTA modules have been verified and presented previously [24]. This paper begins by describing results from GTA workshops for CS1/2 faculty and goes on to detail the results of our year-long project in adopting the GTA modules in classes. In this case, we have demonstrated that introductory programming concepts can be examined, practiced, and learned based on GTA modules when neither the faculty nor the students involved have backgrounds in graphics or games. More importantly, our results showed that it is straightforward to blend the GTA modules into existing classes with minimum alterations. The GTA modules are excellent catalysts enabling faculty to begin exploring teaching with game-themed materials.

Integration of video games into introductory programming (CS1/2) courses motivates and engages students while contributing to their learning outcomes [17,1,2]. However, it is challenging for general faculty members teaching CS1/2 courses, few of whom have computer graphics or games backgrounds, to integrate video games. Game-Themed Instructional (GTI) Modules are designed specifically to encourage general faculty members to teach CS1/2 concepts using interactive, graphical, game-like examples. Six independent and self-contained GTI modules were created as a collection of interactive graphical example programs designed to demonstrate one single programming concept (e.g., conditional statements). This paper discusses the design parameters and implementation of the GTI modules and describes a case study of selectively adopting some of the GTI modules in an existing CS1 class. The results of the study demonstrate that it is possible for a faculty member with no games or graphics background to blend GTI modules into an existing CS1 class with minimum alterations to established course materials. The GTI modules are excellent catalysts, enabling faculty to begin exploring teaching with game-themed materials and helping students to be more engaged in CS1 topics.