Game programming and the myth of child's play

  • Authors:
  • Greg Pleva

  • Affiliations:
  • Southern Oregon University, Ashland, Oregon

  • Venue:
  • Journal of Computing Sciences in Colleges
  • Year:
  • 2004

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Abstract

There was a time when having a college level class in game programming was considered a waste of time and talent. There are those for whom game programmers are regarded as little more than immature adults indulging themselves in some juvenile pastime best left behind so as to join the adult, real world. This attitude can be no farther from the truth. Experts point out that games are an important steppingstone for kids into the world of technology. Students who play computer games tend to be more comfortable with the technology and more adept at using it. The game industry has seen a growth in employment and wages between 1995 and 2000 that far outpaced growth in other major U.S. industries. For that same period, the U.S. economy grew 7.4%, while the game software industry grew 14.9%. In addition, the entertainment software industry is credited with generating 220,000 jobs and nearly $9 billion in wages and federal and state personal income tax revenues from 2000 to 2001. With these kinds of numbers, the game industry and the skills needed therein should no longer be ignored.This paper will examine the way games are created, present computer science concept and skills students in a game programming class are likely to encounter and recount experiences teaching two beginning game programming classes.