Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Barriers | 1 |
| College Faculty | 1 |
| Computer Science | 1 |
| Computers | 1 |
| Curriculum Development | 1 |
| Expertise | 1 |
| Introductory Courses | 1 |
| Knowledge Level | 1 |
| Learning Modules | 1 |
| Programming | 1 |
| Video Games | 1 |
| More ▼ | |
Source
| IEEE Transactions on Education | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Higher Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkSung, K.; Hillyard, C.; Angotti, R. L.; Panitz, M. W.; Goldstein, D. S.; Nordlinger, J. – IEEE Transactions on Education, 2011
Despite the proven success of using computer video games as a context for teaching introductory programming (CS1/2) courses, barriers including the lack of adoptable materials, required background expertise (in graphics/games), and institutional acceptance still prevent interested faculty members from experimenting with this approach. Game-themed…
Descriptors: Computers, Video Games, Introductory Courses, Programming
