The effectiveness of games as assignments in an introductory programming course

Authors

Daniel C. Cliburn, Hanover CollegeFollow

Document Type

Conference Proceeding

Department

Computer Science

Conference Title

Proceedings - Frontiers in Education Conference, FIE

Date of Presentation

1-1-2006

Abstract

Computer games are an often cited motivational tool used as assignments in introductory programming courses. This paper presents the results of a study that attempts to quantify the effectiveness of computer games as programming projects over non-games. Students completed five major programming assignments during the semester in an introductory programming course. For each assignment, students were given an option between two programming projects, a game and a non-game. Throughout the term, 78.9% of the assignments submitted by students were the game option. The average grade, however, on game assignments was 89.1%, while the non-game average was 95.1%. In a post-term survey 84% of student respondents answered "yes" to the question, "Did the games provide any extra motivation for you to complete the projects with a high level of quality?" Results suggest that games do indeed provide psychological motivation and increase course enjoyment, even though they may not improve students' scores. © 2006 IEEE.

ISSN

15394565

First Page

6

Last Page

10

DOI

10.1109/FIE.2006.322314

Recommended Citation

Cliburn, D. C. (2006). The effectiveness of games as assignments in an introductory programming course. Paper presented at Proceedings - Frontiers in Education Conference, FIE.
https://scholarlycommons.pacific.edu/soecs-facpres/392