Maria Knobelsdorf, University of Dortmund, Germany - Didaktik der ...

concepts that they previously learned in class. The intentions were
to introduce students to computer science concepts and how
computer science is a part of every curriculum in a non-
threatening environment and spark their interest to learn more
about the discipline
2.2 Workshop Data
There were 15 (n = 15) students that participated in the workshop
with 13 (86.7%) males and 2 (13.3%) females. The majority of
participants were in the 11 th grade (40%) and were 17 (33.3%).
We implemented a limit on participants to allow evaluation and
analysis. Prior to the workshop, students were asked to complete a
survey including the following questions:
1. I like to play games to learn educational material (PlayGames)
2. I know what BYOB is and how to use it (BYOBis)
3. I can see how math and gaming are connected (Connected)
4. I am sure I can learn programming (LearnProg)
5. I am interested in computer science (Interested)
Results from the survey are represented in Table 1.
Table 1. Workshop Pre Survey
Variable Yes No Sometimes
PlayGames 26.7 13.3 60.0
BYOBis 0 100.0
Connected 86.7 0 13.3
LearnProg 100.0 0
Interested 86.7 0 13.3
On the last day of the workshop, students were asked to take a
post survey to evaluate their experience and content. The
following questions were included in the survey:
1. Now that you know what BYOB is, would you use it in the
future? (Future)
2. Do you feel the game you created will help you learn a math
concept? (LearnMath)
3. After the workshop, I am more interested in Computer Science.
(InterestedCS)
4. Did you enjoy the workshop? (Enjoy)
5. Would you recommend this workshop to someone?
(Recommend)
6. Any suggestions for future workshops? (Suggestions)
Results from the survey are represented in Table 2.
Table 2. Workshop Post Survey
Variable Yes No Somewhat
Future 90.0 10.0 0
LearnMath 100.0 0 0
InterestedCS 90.0 10.0 0
Enjoy 100.0 0 0
Recommend 80.0 0 20.0
158
The survey included a section for students to post suggestions to
better the workshop. Below are a few responses:
� I thought it was completely awesome and epic! it was
great as is.
� Try Gamemaker now that you have it. Other than that
was an amazing course.
� more time to make game
� Tell more people :)
� It was well put together, great job guys
From the data collected, it was concluded students enjoyed the
workshop.
3. MOTIVATIONS
Digital games, whether computer-, game console-, or handheldbased,
are “Purposeful, goal-oriented, rule-based activity that the
players perceive as fun” (Klopfer, 2008). Students are motivated
by competition, challenge, and the ability to tell a story through
interaction using the computer (Prenksy, 2001). The use of BYOB
allowed students the interaction of creating the games along with
the challenge of learning algebra in order to make the game
function properly.
The workshop provided students the opportunity to work with
educational gaming software that they had not been privy to
before. The actual learning of the software motivated them to
figure out the math problems in order to have their games function
properly. The use of the computer gaming software was a catalyst
to having students work on algebra problems that they would
previously shied away from.
4. SUMMARY
Due to the positive feedback from students and teachers, we will
use the format of this workshop as a template for a series of
computer science and math workshops. Through continuing to
offer opportunities for students to see the relevance of computer
science and other disciplines, the outcome would predict
increased interest and application.
5. REFERENCES
[1] (2005, January 1). Retrieved from Computer Science Teachers
Association website: http://csta.acm.org/
[2] (2012, January 1). Retrieved from National Center for Women
and Information Technology website: http://www.ncwit.org/
[3] Gal-Ezer, J., Beeri, C., Harel, D., & Yehudai, A. (1995). A
high-school program in computer science. Computer Science,
28(10), 73-80.
[4] Klopfer, E. (2008). Augmented learning: Research and design
of mobile educational games. Cambridge, MA: MIT Press.
[5] Prensky, M. 2001. Digital game-based learning. New York:
McGraw Hill.
[6] Yu, Y. T. and Lau, M. F. (2006). A comparison of MC/DC,
MUMCUT and several other coverage criteria for logical
decisions. J. Syst. Softw. 79, 5 (May. 2006), 577-590. DOI=
http://dx.doi.org/10.1016/j.jss.2005.05.030.