Games+Learning+Society 10 Conference

Discussant:  Matthew Berland

A Design-Focused Analysis of Games Teaching Computer Science
Casper Harteveld, Gillian Smith, Gail Carmichael, Elisabeth Gee, Carolee Stewart-Gardiner
This paper presents a design-focused analysis of 36 educational games in the domain of computer science. Given the importance of broadening participation in computing and especially improving gender diversity, it takes a gender-inclusive view on the design of such games, examining design features that are related to gender, storytelling, and fostering an inclusive environment. Ten broad patterns emerge from applying the analytical framework,, such as the prevalence of robots, the portrayal of computing as individualistic, and the dominance of puzzle elements. The framework and resulting patterns can be used to inspire the future development of educational games teaching computer science, through identification of new opportunities, as well as to guide the evaluation of their design.

Program-to-play videogames: Developing computational literacy through gameplay
David Weintrop, Uri Wilensky
This paper introduces program-to-play videogames, a design approach for creating game-based learning environments intended to support novices in developing computational literacy skills. Unlike conventional videogames where players control their on-screen avatars directly as the game unfolds, in program-to-play games, players articulate their gameplay strategies by constructing simple programs for their in-game character to carry out. Parallels between videogames norms and the practice of programming make the program-to-play approach especially well suited for giving learners the experience of expressing ideas in a computational medium. Using RoboBuilder, a program-to-play game of our own design, we discuss key features of this type of game and present data from a study we conducted with programming novices showing how the program-to-play design approach can scaffold learners in developing computational literacy skills.

Learnable Computing with Kodu? Computational thinking and the semiotics of game creation interfaces
Benjamin DeVane, Kelly Tran, Cody Steward, Brian LaPlant
Drawing on data from an after-school game-creation program for youth ages 10-13, this paper examines the way the interface of a visual game programming environment called Kodu affords and constrains how participants' learn basic computer science practices. Using data from a series of programming challenges presented to participants, this paper employs multimodal semiotic analysis of participants' log files and video recordings from the challenge to argue that Kodu's visual interface structure may lead users to solve problems using easily visible interface tools.