A road map for teaching introductory programming using LEGO© mindstorms robots
Working group reports from ITiCSE on Innovation and technology in computer science education
Communications of the ACM - Self managed systems
Thinking about computational thinking
Proceedings of the 40th ACM technical symposium on Computer science education
Can middle-schoolers use Storytelling Alice to make games?: results of a pilot study
Proceedings of the 4th International Conference on Foundations of Digital Games
Communications of the ACM - Scratch Programming for All
Proceedings of the 15th Western Canadian Conference on Computing Education
CS education re-kindles creativity in public schools
Proceedings of the 16th annual joint conference on Innovation and technology in computer science education
Toward an emergent theory of broadening participation in computer science education
Proceedings of the 43rd ACM technical symposium on Computer Science Education
Programming goes back to school
Communications of the ACM
Proceedings of the ninth annual international ACM conference on International computing education research
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A strategy exposing middle school students to computer science through game design appears to be a promising means to mitigate the computer science pipeline challenge. Particularly when short game design activities are integrated into already existing middle school courses, research suggests that game design is effective in broadening participation and motivating large numbers of students, along with large percentages of women and minorities. A study with over 10,000 students is exploring the sustainability of this approach and finding positive responses to inquiries such as these: Do teachers continue to use game design? Can they advance beyond extrinsic rewards such as research stipends? After building one game, do students advance, building more games or even STEM simulations?