Teaching with games: the Minesweeper and Asteroids experience
Journal of Computing Sciences in Colleges
Experience with an industry-driven capstone course on game programming: extended abstract
Proceedings of the 36th SIGCSE technical symposium on Computer science education
Game design & programming concentration within the computer science curriculum
Proceedings of the 36th SIGCSE technical symposium on Computer science education
Gedi: a game engine for teaching videogame design and programming
Journal of Computing Sciences in Colleges
The art and science of game programming
Proceedings of the 37th SIGCSE technical symposium on Computer science education
A CS1 to CS2 bridge class using 2D game programming
Journal of Computing Sciences in Colleges
A games first approach to teaching introductory programming
Proceedings of the 38th SIGCSE technical symposium on Computer science education
Learning by game-building: a novel approach to theoretical computer science education
Proceedings of the 12th annual SIGCSE conference on Innovation and technology in computer science education
Teaching game programming using XNA
Proceedings of the 13th annual conference on Innovation and technology in computer science education
Game design and development students: who are they?
GDCSE '08 Proceedings of the 3rd international conference on Game development in computer science education
Games, robots, and robot games: complementary contexts for introductory computing education
GDCSE '08 Proceedings of the 3rd international conference on Game development in computer science education
Operating a computer science game degree program
GDCSE '08 Proceedings of the 3rd international conference on Game development in computer science education
How to embed a game engineering course into a computer science curriculum
Future Play '08 Proceedings of the 2008 Conference on Future Play: Research, Play, Share
Computer games degrees in the UK: a review of current practice
ACM SIGGRAPH ASIA 2008 educators programme
Introductory programming courses and computer games
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
Engagement: gaming throughout the curriculum
Proceedings of the 40th ACM technical symposium on Computer science education
Entertainment arts and engineering(or how to fast track a new interdisciplinary program)
Proceedings of the 40th ACM technical symposium on Computer science education
Motivating and evaluating game development capstone projects
Proceedings of the 4th International Conference on Foundations of Digital Games
Proceedings of the 4th International Conference on Foundations of Digital Games
Proceedings of the 2011 conference on Information technology education
Proceedings of the 2011 conference on Information technology education
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Digital games are marketed, mass-produced, and consumed by an increasing number of people and the game industry is only expected to grow. In response, postsecondary institutions in the UK and the U.S. have started to create game degree programs. Though curriculum theorists provide insight into the process of creating a new program, no formal research contextualizes curriculum planning for game degree programs. The purpose of this research was to explore these processes when planning undergraduate game degree programs. The research methodology included an explanatory mixed-methods approach, using a quantitative survey of participants in the UK and the U.S., followed by interviews with several participants selected on the basis of their institution’s demographics. Results indicate that five external factors influence the development of game programs (government, industry, other universities, society, and trade associations) and eight internal factors influence curriculum planning (facilities, faculty, institution, interdisciplinary collaboration, learners, learning time and space, originating department, and backgrounds of the planners). Results also indicate that while some differences exist in the game degree programs across countries, the vast majority of curriculum planning processes and influencing factors are the same. The study concludes with a set of recommendations for educators, trade associations, and the games industry to improve game degree programs.