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- Title
Fundamental Computer Science Conceptual Understandings for High School Students Using Original Computer Game Design.
- Authors
Ernst, Jeremy V.; Clark, Aaron C.
- Abstract
In 2009, the North Carolina Virtual Public Schools worked with researchers at the William and Ida Friday Institute to produce and evaluate the use of game creation by secondary students as a means for learning content related to career awareness in Science, Technology, Engineering and Mathematics (STEM) disciplines, with particular emphasis in computer science areas. The study required the development of various forms of multimedia that were inclusive of content and activities delivered in a distance environment via the Internet. The team worked with a game art and design graduate class to produce materials and assessment instruments to be included in the project. The multimedia-based materials were piloted and field tested in online Career and Technical Education (CTE) courses titled Introduction Educational tools and vehicles that create student excitement and promote learner engagement while enhancing student competency are instructional priorities across STEM-based disciplines. Vast arrays of digital media-oriented technologies are directly accessible for classroom use, ranging from traditionally licensed software to web-based applications (Branoff & Scales, 2010). The educators' dilemma is determining where to access the learning tools and vehicles, mastering their uses, and then integrating them into an existing curricular structure. Many of these dynamic tools call for supplemental instructional design to assist educators in technological infusion. Over the past decade, educational gaming has been a popular learning vehicle to further engage and enhance classroom discovery and application, most notably in science and mathematics (Clark & Ernst, 2009). Implementation of educational video games also has identified progressions in general visual literacies (Gee, 2003). Graphics, animations, and other static and dynamic symbols present universal vehicles that span beyond traditional discipline structure (Clark & Ernst, 2010). Squire (2005) states that, "given emerging research on how videogames and associated pedagogies work in designed settings, it seems the important question is not can games be used to support learning, but how (pp.1). Virtual Public Schools The North Carolina Virtual Public School (NC-VPS) was originally formed in 2002 by the state's General Assembly to create the Business Education Technology Alliance (BETA) (North Carolina Virtual Public Schools, 2010). This taskforce of state business, education and political leaders were charged with bringing technology into the North Carolina School System so that students would have the resources to be globally competitive and skill sets for the 21st century (Partnership for 21st Century Skills, 2011). This alliance determined that students need online course offerings using a variety of instructional approaches that can be accessed throughout the state at any given time. Later, BETA established the E-Learning Commission that led in the development and startup of the North Carolina Public School. The purpose of this new online school is to provide courses that students want, but are unable to take at their local schools or school system. Also, students that need to be away from the traditional classroom for whatever reason will have access to a public education. The first courses offered by the NC-VPS were for high school students only, but later middle school courses became available. Computer Science Literacy Computer science literacy has become an important aspect to learning and living in an information age. Computer education has experienced a large decline in enrollment for career fields related to computer science since the start of this millennium (Morrison & Preston, 2009). Fewer than 65 percent of U.S. public schools for K-12 offer a basic fundamental course in computer applications. "The nation has embraced much more the importance of STEM education, but computer science [education] is very often missing from that conversation," said Robert Schnabel, dean of the School of Informatics at Indiana University. "Computer science has by far the largest demand for jobs in any period than you see out of the STEM sphere" (Zwang, 2010). Considering the need for students to be technologically literate in areas associated with computer science, digital gaming as a vehicle for learning has seen a resurgence of interest for supporting instruction in various fields of study (Wolz, Barnes, Parberry, & Wick, 2006). This crossover between technology, learning processes and contemporary culture can be accomplished through the study of gaming, as well as the creation of games (Squire & Giovanetto, 2005). Researchers in areas related to gaming have identified unique skills and competencies that are needed for students wishing to pursue computer science, and especially gaming, as a career. These areas include obtaining an appropriate level of education, having experiences, the developing problem-solving and communication skills, developing software and programming, and supporting knowledge in areas associated with computer technology, math and graphics (McGill, 2008). Having students study and develop games as part of a pedagogical practice can help facilitate these fundamental needs for career development and fur- Computer Applications I. The evaluation and assessment of this project focused on student learning gains in content-specific computer science areas and overall appreciation of the technology studies used during the project. Teacher and student interviews, along with teacher journals, helped track the progress of both the students and edited materials. Conclusions from this study include support of gaming as a pedagogical process and the need for technological literacy. Based on teacher and student feedback, the study concluded that informational technology software serves as an influential variable in the success of this type of instructional unit. More research is needed on the use of gaming as a pedagogical tool in STEM disciplines as professionals in education prepare 21st century learners.
- Subjects
SECONDARY education; COMPUTER science education; PSYCHOLOGY of high school students; VIDEO game development; CAREER development; STEM education; TECHNICAL education
- Publication
Journal of STEM Education: Innovations & Research, 2012, Vol 13, Issue 5, p40
- ISSN
1557-5276
- Publication type
Article