Game Development for Computer Science Education

Johnson, Chris; McGill, Monica M.; Bouchard, Durell; Bradshaw, Michael K.; Bucheli, Víctor; Merkle, Laurence D.; Scott, Michael James; Sweedyk, Z.; Velázquez‐Iturbide, J. Ángel; Xiao, Zhiping; Zhang, Ming

doi:10.1145/3024906.3024908

Cited by 27 publications

(22 citation statements)

References 74 publications

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“…Lastly, most of the suggestions focusing on the general aspects (code R9) of our approach ( 31% or 14/44) reveal the interest in game-based programming problems. This request (by male students) corroborates the way how students learn today, as acknowledged by [Xinogalos et al 2015, Johnson et al 2016. Regarding a particular method (code R10), male students ( 9% or 4/44) recommend avoiding partner repetition in the lab classes and adopting peer assessment.…”

Section: The Students View Of M Ixofsupporting

confidence: 64%

“…The literature presents some studies that recognize the value of emotions and affective dimension in computer programming [Gurer and Tokumaci 2020] or computing science learning [Reynolds and Goda 2007]. Others concentrate on generating sensitive answers based on students' behavior interpretation through educational software (e.g., animated pedagogical agents [Johnson et al 2016]). However, we have not found any work that systematically uses affective aspects in a face-to-face manner.…”

Section: Related Workmentioning

confidence: 99%

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An experience in mixing cognitive and affective teaching approaches in a CS1 course

Josko

2021

Anais Do XXIX Workshop Sobre Educação Em Computação (WEI 2021)

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Learning computer programming involves overcoming different obstacles to mature technical, cognitive, and social skills. The literature presents a variety of teaching approaches to engage students in learning how to program. However, there is a lack of works that combine different teaching methods from cognitive and affective dimensions or consider the latter dimension in face-to-face classes consistently. This work presents our experience mixing pair programming, formative feedback, aspects of the affective dimension, and creative programming problems. The preliminary results analysis of three groups (82 students) reveals the contribution of our approach to the pass and fail rates (P = 0.0367 and 0.0329, respectively) corroborated by students’ feedback.

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Section: The Students View Of M Ixofsupporting

confidence: 64%

Section: Related Workmentioning

confidence: 99%

An experience in mixing cognitive and affective teaching approaches in a CS1 course

Josko

2021

Anais Do XXIX Workshop Sobre Educação Em Computação (WEI 2021)

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“…Educational games that can be used as learning objects or teaching aids have received much attention by researchers during the period of this review. An ITiCSE working group on game development for computing education reviewed over 100 games that taught computing concepts, 75% of which were classified as covering 'software development fundamentals' [309] 1 . Other reviews also identify long lists of digital games that have been developed to teach programming concepts [675].…”

Section: Algorithm Visualisationmentioning

confidence: 99%

Introductory programming: a systematic literature review

Luxton-Reilly

Simón

Albluwi

et al. 2018

Proceedings Companion of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education

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360

127

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As computing becomes a mainstream discipline embedded in the school curriculum and acts as an enabler for an increasing range of academic disciplines in higher education, the literature on introductory programming is growing. Although there have been several reviews that focus on specific aspects of introductory programming, there has been no broad overview of the literature exploring recent trends across the breadth of introductory programming.This paper is the report of an ITiCSE working group that conducted a systematic review in order to gain an overview of the introductory programming literature. Partitioning the literature into papers addressing the student, teaching, the curriculum, and assessment, we explore trends, highlight advances in knowledge over the past 15 years, and indicate possible directions for future research.

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“…T RADITIONAL learning formats, such as textbooks and lectures, can organize and present material, but long-term retention is improved when students internalize and apply concepts. It is widely accepted that education can benefit from more engaging instructional formats that facilitate motivation and interaction and allow students to apply and practice what they learn in controlled settings [1]- [3].…”

Section: Introductionmentioning

confidence: 99%

Cyberspace Odyssey: A Competitive Team-Oriented Serious Game in Computer Networking

Graham

Anderson

Rife

et al. 2020

IEEE Trans. Learning Technol.

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Cyberspace odyssey (CSO) is a novel serious game supporting computer networking education by engaging students in a race to successfully perform various cybersecurity tasks in order to collect clues and solve a puzzle in virtual near-Earth threedimensional space. Each team interacts with the game server through a dedicated client presenting a multimodal interface, using a game controller for navigation and various desktop computer networking tools of the trade for cybersecurity tasks on the game's physical network. Specifically, teams connect to wireless access points, use packet monitors to intercept network traffic, decrypt and reverse engineer that traffic, craft well-formed and meaningful responses, and transmit those responses. Successful completion of these physical network actions to solve a sequence of increasingly complex problems is necessary to progress through the virtual story-driven adventure. Use of the networking tools reinforces networking theory and offers hands-on practical training requisite for today's cyber operators. This article presents the learning outcomes targeted by a classroom intervention based on CSO, the design and implementation of the game, a pedagogical overview of the overall intervention, and four years of quantitative and qualitative data assessing its effectiveness.

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Game Development for Computer Science Education

Cited by 27 publications

References 74 publications

An experience in mixing cognitive and affective teaching approaches in a CS1 course

An experience in mixing cognitive and affective teaching approaches in a CS1 course

Introductory programming: a systematic literature review

Cyberspace Odyssey: A Competitive Team-Oriented Serious Game in Computer Networking

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