Using game creation for teaching computer programming to high school students and teachers

Abstract

In this paper we describe a two-week residential summer game camp for rising 9 th and 10 th grade students and a four-week high school teacher professional development course. We present survey results that indicate our approach results in increased computer programming knowledge and self-confidence for both students and teachers. Our project aims to use a holistic game creation approach to increase student interest in computer science by directly teaching to students in a summer camp, instructing the teachers during a 4-week professional development course, and finally by supporting teachers as they use our curriculum in their high schools.

Constructionist Gaming: Understanding the Benefits of Making Games for Learning

“…Numerous other studies have documented students' learning of computational concepts (see Al-Bow et al, 2009;Basawapatna, Koh, Repenning, Webb, & Marshall, 2011;Holbert & Wilensky, 2014;Howland & Good, 2015;Owston, Wideman, Ronda, & Brown 2009;Pelletier, Burns & Buckingham, 2010;Repenning et al, 2015;Robertson, 2012;Robertson & Howells, 2008;Seaborn, El-Nasr, Milam, & Young, 2012). Although the learning of computational concepts can appear heavily scaffolded in these contexts by providing students with scripts that can be remixed and highly prescriptive game contexts (e.g., remix the classic Pong or Ms. Pac-Man, or make your own platform game), these scaffolds likewise need to be recognized as often necessary first steps to bring children into the game-making process.…”

Teaching Business Programming Using Games: A Critical Analysis

“…This study, approached from the philosophical assumptions of Critical Theory, can be linked to the attainment of emancipation from the dominant computer science logic that learning computer programming can be enhanced by using games (Al-Bow et al, 2009;Long, 2007, Klawe, 1994, Ricci, 1994), yet for business students, the context presented in a game environment is irrelevant from the empirical results. Critical theory also links emancipation to appropriate action to change things for the better.…”

“…Particularly relevant to this paper is the use of computer games for teaching business programming, due to the perception that game play enhances engagement and learning of program design (Al-Bow et al, 2009). There are many studies that support the assertion of increased engagement of students, when computer games are used in teaching programming and they link this effectiveness to the new generation of learners (Chang & Chou, 2008;Rajaravivarma, 2005).…”

Uma Análise sobre o Uso Programação de Jogos para Dispositivos Móveis como Recurso para o Ensino de Matemática

“…Estudos que investigam o uso de criação de games em cursos introdutórios de programação têm indicado que essa investida tem se mostrado promissora em relação ao forte engajamento dos alunos e o aumento do interesse em campos de estudos relacionados à computação [Al-Bow et al 2009, Muratet et al 2009]. Neste tipo de investida os estudantes passam a serem sujeitos ativos na construção de suas aprendizagens.…”

“…Especificamente, a criação de jogos digitais em cursos de introdução à programação na educação básica indicam efeitos positivos para o aprendizado dos estudantes em disciplinas escolares através do desenvolvimento de habilidades próprias da computação. Além disso, pode tornar o ambiente da sala de aula mais criativo e estimulante provocando motivação e engajamento nos estudantes [Al-Bow et al 2009]. …”