“Thick” authenticity: new media and authentic learning
Journal of Interactive Learning Research
Teaching objects-first in introductory computer science
SIGCSE '03 Proceedings of the 34th SIGCSE technical symposium on Computer science education
A media computation course for non-majors
Proceedings of the 8th annual conference on Innovation and technology in computer science education
Proceedings of the third international workshop on Computing education research
The impact of game design on students' interest in CS
GDCSE '08 Proceedings of the 3rd international conference on Game development in computer science education
Using games in introductory courses: tips from the trenches
Proceedings of the 40th ACM technical symposium on Computer science education
Software Engineering
Questioning video games' influence on CS interest
Proceedings of the 4th International Conference on Foundations of Digital Games
Communications of the ACM
| Hi-index | 0.00 |
In the summer of 2011, we revamped the curriculum for the GLITCH Game Testers research project to better serve the interests of the 15 student participants. Our new curriculum, based on Greenfoot and game development, replaced an earlier curriculum that students felt was inauthentic. Through Greenfoot, the new curriculum had the benefits of authenticity, easy access to concepts that were relevant to the students, and immediate visual feedback, and these qualities helped align students' perceptions with their actual abilities to program based on what they had learned. We analyze students' reported abilities and their demonstrated abilities and show how the two align, and we suggest long-term implications for maintaining that alignment.