Innovative Practices in Computer Science

Barbara Ericson

Georgia Institute of Technology

CCLI Conference

Aug 2008

Innovative Practices Alice Games Media Computation Robotics

Main Questions How has the approach been assessed and

what were the results? What are the strengths and weaknesses of the

approach? How does the approach work with majors and

non-majors? What are the barriers to adoption of the

approach?

What is Alice? Free development environment

From Carnegie Mellon University Available from http://www.alice.org

Used to create 3D movies and games Used to teach object-oriented

programming Without the frustration of syntax errors

using drag-and-drop programming

Alice Assessment Used as a pre CS1 for "at risk" CS majors at Ithaca College

(Wanda Dann) and St. Joseph's University (Stephen Cooper) (n=25) SIGCSE'00 compared to a non treated "at risk" control group (n=30) and a not "at

risk" control group (n=52) "high risk" – lack of programming experience and weak math skills better grades for the treatment group in CS1 (about 1 grade higher

(3.0 versus 1.9) higher retention in CS1 (88%) than both control groups

"at risk" (47%) and not "at risk" (75%) higher retention through 2nd year (88%) vs (15% for "high risk")

Open questions Would any intervention for the "at risk" group had the same success? How well would it work for CS1?

Alice Strengths and Weaknesses Advantages

Used for teaching computing concepts without the frustration of syntax

Can be used to develop animations and games creative and open-ended assignments

Disadvantages Doesn't cover all CS1 topics Steep learning curve for getting started Doesn't work well on all machines Perceived as not "real"

What do we mean by Games? Types

2D arcade style games 3D computer games

first person shooter Wii-type interactive games simulation games

Role playing games Board games

Games Assessment Games as a context for CS1-CS3

Jessica Bayliss, Rochester Institute of Technology, RAPT program, SIGCSE'06 48 individuals in a distance first summer course (2 female and 5

minorities) 34 passed (only 37 took exam) (about 30% WDF) reports that students were highly engaged in the course, but not

everyone wants to make games Games as a context for a general education course for non-

majors, GDCSE’08 Jim Whitehead, Un. of Calif, Santa Cruz

two years with a total of 212 students (20% female) each year about 1-3 students switch to a game design degree 81% rate the course good to excellent

Games Strengths and Weaknesses Strengths

Attractive context for some majors and non-majors does increase enrollment in some courses

Can teach many computing concepts in this context CS1, CS2, machine learning, AI, graphics, etc

Weaknesses Doesn't appeal to many women and some men Steep learning curve for instructors Need a library of games and game consoles Game design degrees may limit job opportunities

linked listcollage

What is Media Computation? Writing programs that

manipulate media to teach computing concepts iteration as a way to modify

all pixels in a picture to negate the picture

conditionals as a way to remove red eye from a picture or to do chromakey

Covers CS1 and CS2 topics Developed by Dr. Mark

Guzdial at Georgia Tech

Media Computation Assessment Used as a CS1 for non-majors (Georgia Tech) or as a pre CS1

(Gainesville College), SIGCSE'04 majority female (53.8% Tech and 69.2% Gainesville) improvement on success in course

from 71.2% to 86%-90% at Georgia Tech (n=818) from 70.2% to 77% - 90% at Gainesville (n=81)

68% of students enjoyed the class and 42-50% wanted to take an additional media computation course (versus 23-31% for a CS course) (3.5% in a pre-course survey)

Used as a CS1 at Columbus State University With "traditional" CS1 sections as control (Lewis and Loftus)

better success and satisfaction with course with Media Computation no difference in CS2

Media Comp Strengths and Weaknesses Strengths

succeeds with women encourages creativity programs have concrete results has proven successful at many institutions with different instructors

and for large numbers of students

Weaknesses pushback from departments (not "real" CS)

not how I learned it misconception that it is easier than traditional CS

if it is fun they can't be learning CS sound cards needed in machines to do sound processing

What do I mean by Robots? Institute for personal robotics

at Georgia Tech and Bryn Mawr http://www.roboteducation.org funded by Microsoft Research

CS1 at Georgia Tech and Bryn Mawr robot with camera (includes

Media Computation)

Robot Assessment Two semesters trial (Georgia Tech majors and Bryn

Mawr undeclared majors) 90.87% success rate students enjoyed the robots reported the class being about computer science found the homework challenging a final exam comparison at Georgia Tech showed that the

robot course students did better on most questions but, mostly CS majors in robot class and non-majors in

traditional Jump in students taking CS2 at Byrn Mawr

2-6 usual pre robots and now 13-23 post robots

Robots Strengths and Weaknesses Strengths

Helps retain students in CS1 Helps attract students to CS2

Weaknesses Cost ($150 currently) robots have limited ability