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Game Theme-Based Instructional (GTI) Modules for Introductory Programming

Faculty #25
Discipline: Computer Sciences and Information Management
Subcategory: STEM Research

Sharad Sharma - Bowie State University
Co-Author(s): James Stigall, Emmanuel Ossuetta, and Jeff Ruffin



Due to a gradual decrease in computer science students, in spite of a growing demand for computer science professionals, it is crucial to find a way to attract computer science students by making the concepts even more fascinating and absorbing. This research focuses on the development of a Game Theme-based Instructional (GTI) modules for computer science students that motivates and engages students while contributing to their learning outcomes. We have developed and evaluated three GTI modules for teaching loops, arrays, and object oriented programming. The GTI modules add more inquiry based problem-solving activities and hand-on experiences based on Gaming and Virtual Reality. GTI modules are designed to encourage faculty to teach and motivate students to learn the concepts of object oriented programming using interactive, graphical, game-like examples. The instructional modules act as a supplement to an existing course and enable faculty to explore teaching with a game-theme materials and helping students to be more motivated and engaged in class. We have evaluated the GTI modules in a CS1 and CS2 in multiple semesters at Bowie State University for Computer Science major students. Survey data demonstrates that the module makes a significant educational impact on student learning concepts. The results of the evaluation of GTI modules also demonstrate the effectiveness of the instructional module and the possibility to include it in the existing curriculum with minimum alterations to the existing established course material.

Funder Acknowledgement(s): This study was supported by National Science Foundation (NSF), HBCU-UP (TIP), Award Number: HRD-1137541 and HRD-1238784. The authors would like to thank the program manager, Dr. Claudia M. Rankins for the support.

Faculty Advisor: None Listed,

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This material is based upon work supported by the National Science Foundation (NSF) under Grant No. DUE-1930047. Any opinions, findings, interpretations, conclusions or recommendations expressed in this material are those of its authors and do not represent the views of the AAAS Board of Directors, the Council of AAAS, AAAS’ membership or the National Science Foundation.

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