Game playing as a technique for teaching parallel computing concepts

Abstract

Blackboard tracing of algorithms, while an effective tool for the teaching of sequential programming, i s singularly ineffective and confusing when applied to paralle l computing . The use of classroom games to illustrate concepts and pathologies proves to be a useful alternative technique . Games in which students play the role of processors can be used to illustrate simple parallel algorithms as wel l as more complex concepts . Live demonstrations are stimulating for both the participants and the class as a whole . This paper discusses guidelines regarding the developmen t of such exercises and presents several examples . . INTRODUCTIO NOne of the most challenging tasks in the teaching of paralle l computing is that of encouraging students to change thei r way of thinking from a serial mode to a parallel one. Mos t students have not been exposed to parallel computing prio r to taking such a course . As a result, it is the instructor' s responsibility to make special efforts to reshape their intuition . This task is particularly difficult, as the time-honore d technique of hand tracing an algorithm on the blackboard is singularly ineffective and confusing when applied to paralle l algorithms .One technique that works well is to use the students to ac t out simple parallel algorithms . These games enable students to see a parallel computation in action and provide a vehicl e for the instructor to demonstrate key concepts . The exercises are not only enjoyable for the students, but offer a mechanism to stimulate classroom discussion .The purpose of this paper is to provide some motivation and guidance for the use of games in the classroom . We do no t intend to provide formal validation of these techniques . However, it is our opinion that participatory teachin g methods have an important, although restricted role to pla y in computer science education . This view appears to be supported by the experiences of others [JONES ] [BACHELIS] . SIGCSE Vol . 24 No . 3 Sept . 199 2 BULLETINThe paper will first describe guidelines for developin g effective games . Next, sample algorithms will be presente d that are suitable for game-playing. These algorithms have been chosen to demonstrate central parallel paradigms an d pathologies .Examples serve two purposes : They can illustrate the application of basic concepts and techniques, but they can als o demonstrate pathological behavior . The value of examples that illustrate some pathology (e .g., deadlock) or inefficiency (e .g ., poor load distribution) is often underestimated. I n fact, it can be argued that such examples have more impac t on the student than ones that only illustrate basic concepts .We do not intend to suggest that a comprehensive course i n parallel computing should be based on the extensive use o f live demonstrations . However, the judicious introduction o f parallel processing games at an appropriate point in a class can do much to clarify the students' understanding o f unfamiliar concepts . . GUIDELINE STo be effective, classroom demonstrations mu...

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“…The impetus for using games and role playing to illustrate parallelism concepts can ultimately be traced back to a paper by Kitchen, Schaller, Tyman entitled Game playing as a technique for teaching parallel computing concepts [5]. The authors argue convincingly that static drawings on a blackboard do not effectively convey the more dynamic and complex inter-workings of parallel computations, whereas role playing, where students play the role of a processing core, illustrates parallelism concepts more easily and naturally.…”