The Community for Technology Leaders
RSS Icon
Subscribe
Issue No.03 - July-September (2009 vol.16)
pp: 2-7
Andrew M. Phelps , Rochester Institute of Technology
Christopher A. Egert , Rochester Institute of Technology
Jessica D. Bayliss , Rochester Institute of Technology
ABSTRACT
<p>Editor's Note</p><p>It's no secret that undergraduate computer science enrollment, which has suffered through one of its periodic downturns, seems to have bottomed out but is now on an upswing. This cyclic behavior has been occurring for many years now, producing many exciting ideas concerning how to revamp introductory computer science courses to make them more exciting and relevant, and to show beginning students that computer science entails more than just programming. Georgia Tech, one of the active participants in this revamp, has developed the concept of <it>threads</it> (a means to connect chunks of related knowledge across different courses) and is devising techniques to enrich beginning courses using minirobots and multimedia. The present article, the second of two parts, written by Andrew Phelps and his group at the Rochester Institute of Technology, describes a parallel effort to use gaming as a way to improve learning and to demonstrate to students that computer science is indeed exciting and cool.</p><p align="right">&#x2014;<it>William I. Grosky</it></p>
INDEX TERMS
games education, introductory computing, first-year computing, interactive media, game development, Media Impact, multimedia and graphics
CITATION
Andrew M. Phelps, Christopher A. Egert, Jessica D. Bayliss, "Games in the Classroom: Using Games as a Motivator for the Study of Computing: Part 2", IEEE MultiMedia, vol.16, no. 3, pp. 2-7, July-September 2009, doi:10.1109/MMUL.2009.50
REFERENCES
1. L.S. Vygotsky, The Collected Works of L.S. Vygotsky, Plenum Press, 1987.
2. D.W. Johnson and R.T. Johnson, Working Together and Alone: Cooperation, Competition, and Individualization, Allyn and Bacon, 1994.
3. D.W. Johnson et al., Cooperative Learning: Increasing College Faculty Instructional Productivity (ASHE-ERIC Higher Education 4), The George Washington Univ., School of Education and Human Development, 1991.
4. J. Vegso, "Interest in CS as a Major Drops Among Incoming Freshman," Computing Research News, vol. 17, no. 3, 2005, pp. 6/1.
5. M. Labrador and R. Pérez, "Increasing the Participation of Under-Represented Minority Student Groups in Computer Science and Engineering: An REU Site Experience," Proc. 36th ASEE/IEEE Frontiers in Education Conf., IEEE Press, 2006, pp. M3G/19-M13G/25.
6. T.R. Ziemek, "Two-D or not Two-D: Gender Implication of Visual Cognition in Electronic Games," Proc. Symp. Interactive 3D Graphics and Games, ACM Press, 2006, pp. 183-190.
7. A. Ilias and M. Kordaki, "Undergraduate Studies in Computer Science and Engineering: Gender Issues," Sigcse Bulletin, vol. 38, no. 2, 2006, pp. 81-85.
8. M. de Laet et al., "Computer Games and CS Education: Why and How," Proc. 36th Sigcse Tech. Symp. Computer Science Education, ACM Press, 2005, pp. 256-257.
9. C. Gorriz and C. Medina, "Engaging Girls with Computers through Software Games," Comm. ACM, vol. 43, no. 1, 2000, pp. 42-49.
10. M. Guzdial, "Viewpoints: Education—Teaching Computing to Everyone," Comm. ACM, vol. 52, no. 5, 2009, pp. 31-33.
19 ms
(Ver 2.0)

Marketing Automation Platform Marketing Automation Tool