Alice: a 3-D tool for introductory programming concepts
CCSC '00 Proceedings of the fifth annual CCSC northeastern conference on The journal of computing in small colleges
Uses of the LOGO programming language in undergraduate instruction
ACM '72 Proceedings of the ACM annual conference - Volume 2
A media computation course for non-majors
Proceedings of the 8th annual conference on Innovation and technology in computer science education
Learning to Program with Alice, Brief Edition
Learning to Program with Alice, Brief Edition
The Scratch Programming Language and Environment
ACM Transactions on Computing Education (TOCE)
Using serious games in computer science education
Proceedings of the 11th Koli Calling International Conference on Computing Education Research
Tales from the front lines of a large-scale serious game project
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Exploratory homeworks: an active learning tool for textbook reading
Proceedings of the ninth annual international conference on International computing education research
On the nature of fires and how to spark them when you're not there
Proceeding of the 44th ACM technical symposium on Computer science education
CodeSpells: embodying the metaphor of wizardry for programming
Proceedings of the 18th ACM conference on Innovation and technology in computer science education
In-game assessments increase novice programmers' engagement and level completion speed
Proceedings of the ninth annual international ACM conference on International computing education research
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Serious games are a good approach to teaching computer science [7]. But there are still complications that arise, for example, no access to an instructor. This paper presents a study conducted using CodeSpells, a 3D immersive video game that aims to teach novice programmers basic Java concepts [3]. This paper specifically addresses the design of the quests in CodeSpells that provide scaffolding to support students in learning. The study analyzed how 16 students aged 8--12 understood and modified basic Java programs to complete quests. Based on game-play from an exploratory study, quests were added to engage students earlier and in more complex code edits. Both student understanding of programming and their comfort with modifying code was studied. This paper presents findings and lessons learned in quest design, and shows that quest design should set the expectation for students to engage with the code, not just use the code.