Saving Face While Geeking Out: Video Game Testing as a Justification for Learning Computer Science

2014 ◽  
Vol 23 (3) ◽  
pp. 272-315 ◽  
Author(s):  
Betsy DiSalvo ◽  
Mark Guzdial ◽  
Amy Bruckman ◽  
Tom McKlin
Author(s):  
Ceylan Zhao ◽  
Timothy Burgess

In this research, we looked at the cognitive and behavioral effects of playing Penguin Go, a video game that was created to help middle school kids improve their computational thinking (CT) abilities. Apart from the general efficacy of the game, we looked at the effects of a single game feature—constraints on the amount of blocks that may be used in a solution. Students' CT abilities increased dramatically after playing Penguin Go for fewer than two hours, according to the findings, but the extra limits had no meaningful effect on learning. Furthermore, although the game as a whole had no effect on students' views toward computer science, the limitations condition of the game had a detrimental effect on students' attitudes toward computer science. The outcomes of this study, as well as suggested possibilities for future research in the area of employing these sorts of games to build computational thinking abilities, are reviewed.


2009 ◽  
Vol 2009 ◽  
pp. 1-12 ◽  
Author(s):  
Mathieu Muratet ◽  
Patrice Torguet ◽  
Jean-Pierre Jessel ◽  
Fabienne Viallet

Video games are part of our culture like TV, movies, and books. We believe that this kind of software can be used to increase students' interest in computer science. Video games with other goals than entertainment, serious games, are present, today, in several fields such as education, government, health, defence, industry, civil security, and science. This paper presents a study around a serious game dedicated to strengthening programming skills. Real-Time Strategy, which is a popular game genre, seems to be the most suitable kind of game to support such a serious game. From programming teaching features to video game characteristics, we define a teaching organisation to experiment if a serious game can be adapted to learn programming.


Author(s):  
Elisabeth R. Gee ◽  
Kelly M. Tran

The purpose of this chapter is to provide an overview of current literature on video game making and modding (modification). The chapter describes key game making tools and educational programs that incorporate game making, to promote student outcomes ranging from media literacy to the development of computational thinking and greater interest in computer science. This is followed by a discussion of empirical literature on game making and modding as fan practices, and an overview of new game making tools and communities that are blurring the lines between educational, professional, and fan-driven game making practices. Lastly, the chapter addresses key issues, directions for future research, and recommendations for policy and practice.


Author(s):  
MARCO T. MORAZÁN

AbstractA Computer Science introduction course ought to focus on exciting students about the subject matter and on problem solving through the methodical design of programs. An effective way to achieve both is through the development of functional video games. As most students are interested in video games, their development adds an exciting domain to any introduction to programming. This article advocates that an exciting crowning achievement for students in such a course is the design and implementation of a multiplayer distributed video game. By exploiting a domain that is popular with students, they are taught about design principles, communication protocols, and pitfalls in distributed programming. This article puts forth a successfully used design recipe that places distributed programming well within the reach of beginning students and outlines the use of this design recipe in the classroom. For those teaching beginners, this article presents a model for developing their own distributed programming module. The success of the presented methodology is measured through student feedback on their distributed programming experience. The empirical results suggest that the design and implementation of distributed functional video games is effective and well-received by students. Furthermore, the data suggests that the presented methodology fails to exhibit the gender gap common in Computer Science and is effective regardless of the programming experience CS1 students bring to the classroom.


Author(s):  
Nico Willert ◽  

For the past decade, video game- and gamification-elements get used in different fields of research. However, a contextualized usage of these elements is still underrepresented in the current research. For that reason, this research tries to identify contextualized game-elements in e-learning environments for computer science education. A systematic literature review examines the current overlap of feedback in computer science education by the use of game-elements. The relevant papers were identified by a combination of search-terms and analyzed according to a defined scope, that focuses on formative and summative feedback. In a nutshell, the majority of provided feedback in computer science education, that is not just given by an instructor, is often implemented by automated code tests. These are supported through techniques to monitor the performance of the student and their progress towards the set goal. Game- or gamification-elements do play a subordinate role, when providing feedback and are often just to enhance the monitoring process.


2022 ◽  
pp. 88-106
Author(s):  
Marcie J. Walsh ◽  
Anita Crowder ◽  
Maggie Smith

Critter Code is an innovative informal arts-integrated computer science experience created to provide a unique opportunity to reach students from underserved urban populations. Designed to make the connections between physical making and coding, learning to program becomes the bridge between a crafted “Critter” and its digital version starring in a student-created video game. This chapter offers a rich analysis of the impact of Critter Code on participants, families, and instructors through the framework of the self-determination theory of motivation. The chapter then describes Critter Code's application of collaborative problem-solving and student agency to create personal connections to the content to positively affect students' computer science self-identity and interest. Finally, potential classroom applications and future research directions are explored.


2016 ◽  
Vol 21 (3) ◽  
pp. 14-23 ◽  
Author(s):  
Rebecca Sevin ◽  
Whitney Decamp

Research on the effects of playing video games has been limited by a preoccupation with possible negative repercussions. Nevertheless, research has shown that video games can have positive effects on young players’ social lives. The existing body of research, however, has largely ignored the more computer-related aspects of video game play and its effects. This study provides empirical evidence to support theoretical arguments about the relationship between playing video games and computers. The type of scientific thinking encouraged by video games and the technological abilities needed to play video games is suggested to result in an increase in players’ confidence with computers and interest in computer science. These potential relationships are examined using data from over 1,000 undergraduate students to empirically assess the relationship between video game play and: 1) confidence with computers, and 2) interest in computer science. The results indicate that game play is statistically significant as a predictor of confidence and interest. In comparison to the other predictors in the model, the strength of the effect from playing video games is relatively very strong. The findings suggest that exposure to video games as a recreational technology help inform players’ abilities with non-recreational technology and build an interest in technology in general.


2021 ◽  
Author(s):  
Tehmina Hafeez ◽  
Sanay Muhammad Umar Saeed ◽  
Aamir Arsalan ◽  
Syed Muhammad Anwar ◽  
Muhammad Usman Ashraf ◽  
...  

AbstractVideo games have become a ubiquitous part of demographically diverse cultures. Numerous studies have focused on analyzing the cognitive aspects involved in game playing that could help provide an optimal gaming experience level by improving video game design. To this end, we present a framework for classifying the game player’s expertise level using wearable electroencephalography (EEG) headset. We hypothesize that expert/novice players’ brain activity is different, which can be classified using the frequency domain features extracted from EEG signals of the game player. A systematic channel reduction approach is presented using a correlation-based attribute evaluation method. This approach identifies two significant EEG channels, i.e., AF3 and P7, from the Emotiv EPOC headset’s fourteen channels. The features extracted from these EEG channels contribute the most to the video game player’s expertise level classification. This finding is validated by performing statistical analysis (t-test) over the extracted features. Moreover, among multiple classifiers used, K-nearest neighbor is the best classifier in classifying the game player’s expertise level with up to 98.04% classification accuracy.Author summaryTehmina Hafeez ROLES Investigation, Writing – original draft * E-mail: [email protected] AFFILIATION Department of Computer Engineering, University of Engineering and Technology, Taxila, 47050, Pakistan.Sanay Muhammad Umar Saeed (Corresponding author) ROLES Conceptualization, Writing – review editing * E-mail: [email protected] AFFILIATION Department of Computer Engineering, University of Engineering and Technology, Taxila, 47050, Pakistan.Aamir Arsalan ROLES Methodology, Writing – review editing * E-mail: [email protected] AFFILIATION Department of Computer Engineering, University of Engineering and Technology, Taxila, 47050, Pakistan.Syed Muhammad Anwar ROLES Validation, Writing – review editing * E-mail: [email protected] AFFILIATION Department of Software Engineering, University of Engineering and Technology, Taxila, 47050, Pakistan.Muhammad Usman Ashraf (Corresponding author) ROLES Validation, Writing – review editing * E-mail: [email protected] AFFILIATION Department of Computer Science, University of management and Technology, Lahore (Sialkot), 51040, Pakistan.Khalid Alsubhi ROLES Conceptualization, Writing – review editing AFFILIATION Department of Computer Science, King Abdul Aziz University, Jeddah, Saudi Arabia.


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