On blooming first year programming, and its blooming assessment
ACSE '00 Proceedings of the Australasian conference on Computing education
Alice: a 3-D tool for introductory programming concepts
CCSC '00 Proceedings of the fifth annual CCSC northeastern conference on The journal of computing in small colleges
What video games have to teach us about learning and literacy
Computers in Entertainment (CIE) - Theoretical and Practical Computer Applications in Entertainment
Computers in Entertainment (CIE) - Theoretical and Practical Computer Applications in Entertainment
Digital gaming as a vehicle for learning
Proceedings of the 37th SIGCSE technical symposium on Computer science education
Proceedings of the 37th SIGCSE technical symposium on Computer science education
Most difficult topics in CS1: results of an online survey of educators
ACM SIGCSE Bulletin
Proceedings of the 2006 ACM SIGGRAPH symposium on Videogames
Game2Learn: building CS1 learning games for retention
Proceedings of the 12th annual SIGCSE conference on Innovation and technology in computer science education
Wu's castle: teaching arrays and loops in a game
Proceedings of the 13th annual conference on Innovation and technology in computer science education
Experimental evaluation of an educational game for improved learning in introductory computing
Proceedings of the 40th ACM technical symposium on Computer science education
Intelligent tutoring systems, educational data mining, and the design and evaluation of video games
ITS'10 Proceedings of the 10th international conference on Intelligent Tutoring Systems - Volume Part II
A learning objective focused methodology for the design and evaluation of game-based tutors
Proceedings of the 43rd ACM technical symposium on Computer Science Education
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We have developed a learning game to teach loops, nested loops, and arrays using scaffolding and interactive visualization. We compare the game to a traditional programming assignment in an introductory computing laboratory. In our study, 17 Introduction to Computer Science labs were randomly assigned to play the learning game first and half to write a program first. Our results show that students playing the learning game first learn more, and that students prefer the game assignment to the traditional assignment. These results suggest that incorporation of game-based assignments is beneficial to student learning.