An innovative design and studio-based CS degree
Proceedings of the thirty-second SIGCSE technical symposium on Computer Science Education
A studio-based teaching and learning model in IT: what do first year students think?
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A studio-based approach to teaching information technology
CRPIT '02 Proceedings of the Seventh world conference on computers in education conference on Computers in education: Australian topics - Volume 8
Exploring studio-based instructional models for computing education
Proceedings of the 39th SIGCSE technical symposium on Computer science education
Integrating pedagogical code reviews into a CS 1 course: an empirical study
Proceedings of the 40th ACM technical symposium on Computer science education
Studio-based learning in CS2: an experience report
Proceedings of the 46th Annual Southeast Regional Conference on XX
Does studio-based instruction work in CS 1?: an empirical comparison with a traditional approach
Proceedings of the 41st ACM technical symposium on Computer science education
Implementing studio-based learning in CS2
Proceedings of the 41st ACM technical symposium on Computer science education
Investigating studio-based learning in a course on game design
Proceedings of the Fifth International Conference on the Foundations of Digital Games
The entity system architecture and its application in an undergraduate game development studio
Proceedings of the International Conference on the Foundations of Digital Games
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Proceedings of the ninth annual international conference on International computing education research
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Studio-based learning and app inventor for android in an introductory CS course for non-majors
Proceeding of the 44th ACM technical symposium on Computer science education
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Studio-based learning (SBL), a pedagogical technique that promotes learning through the iterative construction and review of problem solutions, is becoming increasingly popular in computer science education. This paper reviews the use of SBL in computing education with respect to the ways in which it has been implemented, its impact on the curriculum, and the educational outcomes it has promoted.