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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
<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>
games education, introductory computing, first-year computing, interactive media, game development, Media Impact, multimedia and graphics
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
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