What makes things fun to learn? heuristics for designing instructional computer games
SIGSMALL '80 Proceedings of the 3rd ACM SIGSMALL symposium and the first SIGPC symposium on Small systems
Video games and education: (Education in the Face of a “Parallel School”)
Computers in Entertainment (CIE) - Theoretical and Practical Computer Applications in Entertainment
Computers in Entertainment (CIE) - Theoretical and Practical Computer Applications in Entertainment
Starting an intergenerational technology design team: a case study
Proceedings of the 2003 conference on Interaction design and children
Computer games authored by children: a multi-perspective evaluation
Proceedings of the 2004 conference on Interaction design and children: building a community
C# Software Solutions: Foundations of Program Design
C# Software Solutions: Foundations of Program Design
When play works: turning game-playing into learning
Proceedings of the 2006 conference on Interaction design and children
Motivation-driven educational game design: applying best practices to music education
Proceedings of the 2005 ACM SIGCHI International Conference on Advances in computer entertainment technology
Failure rates in introductory programming
ACM SIGCSE Bulletin
Cognitive science implications for enhancing training effectiveness in a serious gaming context
Journal on Educational Resources in Computing (JERIC)
Engagement: gaming throughout the curriculum
Proceedings of the 40th ACM technical symposium on Computer science education
Tackling engagement in computing with computational music remixing
Proceeding of the 44th ACM technical symposium on Computer science education
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This paper addresses the development of a computer game design and development curriculum at the authors' institution. The basis for curriculum decisions, as well as comparison to the other institutions' curricula is covered. In situating the curriculum within the current degree programs, games-based versions of existing courses are also being offered. The experience of the authors with the initial offering of a games-based introductory programming course is also explained, along with the initial assessment of results from the experience. Our experience of using games-based learning in an introductory laboratory is presented. Finally, we demonstrate how games-based learning can be extended beyond the classroom as we work to promote science, technology, engineering, and mathematics (STEM) with local elementary schools; our current project develops an ocean ecosystem exploration game that teaches oceanography and ecological sustainability.