Teaching with games: the Minesweeper and Asteroids experience
Journal of Computing Sciences in Colleges
Communications of the ACM - Self managed systems
The curse of Monkey Island: holding the attention of students weaned on computer games
Journal of Computing Sciences in Colleges
Rules of Play: Game Design Fundamentals
Rules of Play: Game Design Fundamentals
Game2Learn: improving the motivation of CS1 students
GDCSE '08 Proceedings of the 3rd international conference on Game development in computer science education
Thinking about computational thinking
Proceedings of the 40th ACM technical symposium on Computer science education
Using games in introductory courses: tips from the trenches
Proceedings of the 40th ACM technical symposium on Computer science education
Using game creation for teaching computer programming to high school students and teachers
ITiCSE '09 Proceedings of the 14th annual ACM SIGCSE conference on Innovation and technology in computer science education
The Northwest Distributed Computer Science Department
Journal of Computing Sciences in Colleges
A framework for computational thinking across the curriculum
Proceedings of the fifteenth annual conference on Innovation and technology in computer science education
Using scalable game design to teach computer science from middle school to graduate school
Proceedings of the fifteenth annual conference on Innovation and technology in computer science education
Expressing computer science concepts through Kodu game lab
Proceedings of the 42nd ACM technical symposium on Computer science education
Proceedings of the 42nd ACM technical symposium on Computer science education
Recognizing computational thinking patterns
Proceedings of the 42nd ACM technical symposium on Computer science education
A model for piloting pathways for computational thinking in a general education curriculum
Proceedings of the 42nd ACM technical symposium on Computer science education
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As a part of an NSF-funded project to enhance computational thinking in undergraduate general education courses, activities and assessments were developed for a game design course taught at DePaul University. The focus of the course is on game analysis and design, but the course textbook uses an approach that is heavily grounded in computational thinking principles. We describe the course activities and assignments and discuss an initial assessment of those materials. Our results show that there is a gap in difficulty between several of the activities and indicate that the materials developed help students to better learn the computational thinking concepts in the course.