Using scalable game design to teach computer science from middle school to graduate school

Abstract

A variety of approaches exist to teach computer science concepts to students from K-12 to graduate school. One such approach involves using the mass appeal of game design and creation to introduce students to programming and computational thinking. Specifically, Scalable Game Design enables students with varying levels of expertise to learn important concepts relative to their experience. This paper presents our observations using Scalable Game Design over multiple years to teach middle school students, college level students, graduate students, and even middle school teachers fundamental to complex computer science and education concepts. Results indicate that Scalable Game Design appeals broadly to students, regardless of background, and is a powerful teaching tool in getting students of all ages exposed and interested in computer science. Furthermore, it is observed that many student projects exhibit transfer enabling their games to explain complex ideas, from all disciplines, to the general public.

Towards the Automatic Recognition of Computational Thinking for Adaptive Visual Language Learning

“…The CT Spiral exemplifies the process of how learning transfer can be detected through the use of computational thinking patterns as they build and combine with each other. In our experience, over the course of the semester in various game design classes, we have informally noticed an increase in computational thinking complexity and possible evidence of transfer among students [5]. Overall, just as the spiral depiction offers an insightful view into the computational thinking transfer process, so does a student's use of increasingly complex pattern combinations.…”

“…The computational thinking pattern spiral (Figure 1) [5] depicts these application domains and the skills transfer process over time. The Computational Thinking (CT) Spiral embodies:…”

“…As part of the Scalable Game Design project we have collected thousands of games built by middle school students [5]. We have also collected more sophisticated games and science simulations from teaching a game design course to university undergraduates and graduates.…”

“…Surprisingly, even with the forced exposure, the motivational numbers are extremely high. For instance 78% of the girls and 68% of the boys stated that they would like to continue taking a game design course [5]. These kinds of programs exploring motivational dimensions are well supported through funding organizations, including the National Science Foundation.…”

An Exploratory Qualitative and Quantitative Study into the Effectiveness of Digital Games as a Tool to Enhance the Learning of Introductory Programming

“…In a recent definition for K-12, computational thinking is described as a problem-solving process that includes formulating problems, logically organizing and analyzing data, representing data through abstractions, and automating solutions [1]. Recent studies confirmed that Computer Games Programming is motivating [2][3] and increases girls' perceived computer skills and perceived support for computing [4][5].…”