Three simulator tools for teaching computer architecture: Little Man computer, and RTLSim
Journal on Educational Resources in Computing (JERIC)
Measuring the effectiveness of robots in teaching computer science
SIGCSE '03 Proceedings of the 34th SIGCSE technical symposium on Computer science education
Teaching software engineering through game design
ITiCSE '05 Proceedings of the 10th annual SIGCSE conference on Innovation and technology in computer science education
SPIMbot: an engaging, problem-based approach to teaching assembly language programming
WCAE '05 Proceedings of the 2005 workshop on Computer architecture education: held in conjunction with the 32nd International Symposium on Computer Architecture
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
Assembly Language for x86 Processors
Assembly Language for x86 Processors
Proceedings of the 45th ACM technical symposium on Computer science education
Hi-index | 0.00 |
It is widely accepted that the instruction of programming in assembly language is often a challenging and frustrating experience, both to educators and undergraduate students. Although little can be done to simplify the curriculum, it is absolutely crucial that frustration not compel students to abandon the subject. Our use of game development in a second-year course affords a unique opportunity to present this complex subject, without omission, in such a way as to create an experience that most students find entertaining. The results of a class survey indicated that 65% of participants agree or strongly agree that the experience was enjoyable (with only 11% in disagreement). We conclude that this ensures a sufficiently engaging experience that offsets the tedium inherent to the subject. The consensus of most students was that the complexity of video game design does not detract from their enjoyment of the course and contrarily has a positive impact on their learning overall. This position is supported by additional survey results.