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Premium member Presentation Transcript A Recipe for Game Development Assignments in CS2 : A Recipe for Game Development Assignments in CS2 Jude Allred Advised by Professor Michael Main and Professor Clayton Lewis Department of Computer Science, University of Colorado, Boulder Jude.Allred@colorado.edu Jude.FogBugz.com Spoiler : Spoiler I surveyed CS education research, and there are many promising frontiers. There are interested choices to make in designing a CS class. There is a strong case for using game development as the basis for assignments in CS2. The Recipe : The Recipe Incorporate these items into your CS2 Assignments by using games: Doing so should provide increase student comprehension of the course material, lowered peer intimidation, performance improvements for the low-end students, and increased comfort with and enthusiasm for computer science. Use Games : Use Games Familiarity : Familiarity Embedded Learning : Embedded Learning Fun : Fun Assets : Assets Deployability : Deployability Playable on Startup : Playable on Startup Concretize Abstract Concepts : Concretize Abstract Concepts Extensibility : Extensibility Mitigate Extraneous Code : Mitigate Extraneous Code These steps are simple : These steps are simple And you can incorporate at least some of them into any assignment. And you probably already are. Use The Recipe : Use The Recipe Incorporate these items into your CS2 Assignments by using games: Doing so should provide increase student comprehension of the course material, lowered peer intimidation, performance improvements for the low-end students, and increased comfort with and enthusiasm for computer science. General Difficulties in CS : General Difficulties in CS Computer science education suffers from Dropping enrollment Poor gender diversity Inconsistencies in teaching methodologies Background Topics : Background Topics CS1 & CS2 Language Choice Comfort, Intimidation, and Interest CS1 & CS2 : CS1 & CS2 In particular CS1 and CS2 experience severe dropout rates Primary focus of CS education research Defined by the 2001 Computing Curricula Final Report CS1 & CS2 Strategies : CS1 & CS2 Strategies ACM: Imperative-first Objects-first Functional-first Breadth-first Algorithms-first Hardware-first CS1 & CS2 Strategies : CS1 & CS2 Strategies ACM: Imperative-first Objects-first Functional-first Breadth-first Algorithms-first Hardware-first New Strategies: Components-first Games-first Imperative-first : Imperative-first Most traditional model Delays object-oriented programming topics until students have a solid foundation in imperative programming Imperative-first sets par for CS education Objects-first : Objects-first Emphasize OO and design immediately Motivate control structures and programming as secondary topics motivated by OO Promising results, especially using Python Easy to get wrong Components-first : Components-first Focus on APIs and infrastructures in common use by software engineers Extremely practical Two implementations of components-first were surveyed by Howe et. al. in 2004 Concluded “viable” and best-suited as an advancement upon existing Objects-first classes. Games-first : Games-first Refocus course content on game development without altering learning objectives Follows the mentality that Imperative-first vs. Objects-first is minor compared to course content. Continuing focus of iteration and advancement; results are promising. Separating CS1 & CS2 : Separating CS1 & CS2 CS1 Functions as stand-alone class Must convey base-level proficiency Split-Population Desires pragmatism CS2 Secondary Programming Language Inadequate Preparation Choice of Language : Choice of Language Comfort, Intimidation, and Interest : Comfort, Intimidation, and Interest Methods of reducing intimidation : Methods of reducing intimidation The Recipe : The Recipe Incorporate these items into your CS2 Assignments by using games: Game development is a maturing experiment in CS1 and is ready for active experimentation in CS2. The components I prescribe have been shown benefits in CS1; I expect their benefits to generalize to CS2 Others are working on it : Others are working on it Lewis and Massingill’s Framework Sung and Panitz’s Modules Leutenegger’s continued iterations …And there are many tools : …And there are many tools I can personally recommend: Next Step : Next Step Controlled experiments on the results of implementing components of this recipe in CS2 Thanks! : Thanks! More details, data, and citations are provided in my Thesis document, available at: http://jude.fogbugz.com Please share your feedback with me, especially if you try any of this: Jude.Allred@Colorado.edu You do not have the permission to view this presentation. In order to view it, please contact the author of the presentation.
A Recipe for Game Development Assignments in CS2 blinkymach12 Download Post to : URL : Related Presentations : Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Uploaded from authorPOINT lite Insert YouTube videos in PowerPont slides with aS Desktop Copy embed code: (To copy code, click on the text box) Embed: URL: Thumbnail: WordPress Embed Customize Embed The presentation is successfully added In Your Favorites. Views: 25 Category: Entertainment License: All Rights Reserved Like it (0) Dislike it (0) Added: May 04, 2011 This Presentation is Public Favorites: 0 Presentation Description No description available. Comments Posting comment... Premium member Presentation Transcript A Recipe for Game Development Assignments in CS2 : A Recipe for Game Development Assignments in CS2 Jude Allred Advised by Professor Michael Main and Professor Clayton Lewis Department of Computer Science, University of Colorado, Boulder Jude.Allred@colorado.edu Jude.FogBugz.com Spoiler : Spoiler I surveyed CS education research, and there are many promising frontiers. There are interested choices to make in designing a CS class. There is a strong case for using game development as the basis for assignments in CS2. The Recipe : The Recipe Incorporate these items into your CS2 Assignments by using games: Doing so should provide increase student comprehension of the course material, lowered peer intimidation, performance improvements for the low-end students, and increased comfort with and enthusiasm for computer science. Use Games : Use Games Familiarity : Familiarity Embedded Learning : Embedded Learning Fun : Fun Assets : Assets Deployability : Deployability Playable on Startup : Playable on Startup Concretize Abstract Concepts : Concretize Abstract Concepts Extensibility : Extensibility Mitigate Extraneous Code : Mitigate Extraneous Code These steps are simple : These steps are simple And you can incorporate at least some of them into any assignment. And you probably already are. Use The Recipe : Use The Recipe Incorporate these items into your CS2 Assignments by using games: Doing so should provide increase student comprehension of the course material, lowered peer intimidation, performance improvements for the low-end students, and increased comfort with and enthusiasm for computer science. General Difficulties in CS : General Difficulties in CS Computer science education suffers from Dropping enrollment Poor gender diversity Inconsistencies in teaching methodologies Background Topics : Background Topics CS1 & CS2 Language Choice Comfort, Intimidation, and Interest CS1 & CS2 : CS1 & CS2 In particular CS1 and CS2 experience severe dropout rates Primary focus of CS education research Defined by the 2001 Computing Curricula Final Report CS1 & CS2 Strategies : CS1 & CS2 Strategies ACM: Imperative-first Objects-first Functional-first Breadth-first Algorithms-first Hardware-first CS1 & CS2 Strategies : CS1 & CS2 Strategies ACM: Imperative-first Objects-first Functional-first Breadth-first Algorithms-first Hardware-first New Strategies: Components-first Games-first Imperative-first : Imperative-first Most traditional model Delays object-oriented programming topics until students have a solid foundation in imperative programming Imperative-first sets par for CS education Objects-first : Objects-first Emphasize OO and design immediately Motivate control structures and programming as secondary topics motivated by OO Promising results, especially using Python Easy to get wrong Components-first : Components-first Focus on APIs and infrastructures in common use by software engineers Extremely practical Two implementations of components-first were surveyed by Howe et. al. in 2004 Concluded “viable” and best-suited as an advancement upon existing Objects-first classes. Games-first : Games-first Refocus course content on game development without altering learning objectives Follows the mentality that Imperative-first vs. Objects-first is minor compared to course content. Continuing focus of iteration and advancement; results are promising. Separating CS1 & CS2 : Separating CS1 & CS2 CS1 Functions as stand-alone class Must convey base-level proficiency Split-Population Desires pragmatism CS2 Secondary Programming Language Inadequate Preparation Choice of Language : Choice of Language Comfort, Intimidation, and Interest : Comfort, Intimidation, and Interest Methods of reducing intimidation : Methods of reducing intimidation The Recipe : The Recipe Incorporate these items into your CS2 Assignments by using games: Game development is a maturing experiment in CS1 and is ready for active experimentation in CS2. The components I prescribe have been shown benefits in CS1; I expect their benefits to generalize to CS2 Others are working on it : Others are working on it Lewis and Massingill’s Framework Sung and Panitz’s Modules Leutenegger’s continued iterations …And there are many tools : …And there are many tools I can personally recommend: Next Step : Next Step Controlled experiments on the results of implementing components of this recipe in CS2 Thanks! : Thanks! More details, data, and citations are provided in my Thesis document, available at: http://jude.fogbugz.com Please share your feedback with me, especially if you try any of this: Jude.Allred@Colorado.edu