This research paper introduces a unique system called ZORQ that is a combination of a game development frame- work and a gamification framework (GDGF). The ZORQ GDGF acts as a catalyst to help motivate students by increasing student engagement and success within undergraduate Computer Science (CS) education, regardless of student experience and background. The dynamic gamification elements utilized within the GDGF make it an attractive learning method for students. After col- laborative game space customization, ZORQ gameplay sees each student tasked with designing a ship movement philosophy and then implementing their own code to autonomously control the ship in an interstellar game space filled with supplies, obstacles, and enemy ships. The particulars of engagements between ships can vary greatly by semester, along with the resources/objects present in the game, depending on the collaborative customization and the independent ship strategies implemented.
A preliminary Z O R Q trial was conducted over five years in an undergraduate Data Structures and Algorithms (DSA) course. The ZORQ trial is designed to fulfill the following objectives: 1) implement DSA concepts discussed within the course, 2) identify appropriate problem-solving approaches, 3) apply one or more solutions, 4) build depth with a coding language, 5) bridge the gap between limited concept assignments and large, multi-developer software systems by allowing students to build code within a larger architecture, 6) introduce students to version control, 7) illustrate the use of prior mathematics coursework in practical applications, and 8) introduce unit testing in software systems.In exit surveys, students expressed overwhelming satisfaction with this approach. More than 84% of the students surveyed found the system useful in their educational experience and saw benefit to inspecting a completed software project. 82% of the students found that Z O R Q increased software development com- prehension. 80% enjoyed using their own personal creativity in designing a ship controller, 76% found ZORQ helped them learn how to implement and use DSAs. 71% found the system engaging and found the system interaction to be clear and understandable. Observations of student performance in later courses suggest better student maturity and comprehension in preparation for proposing and implementing their own independent projects.
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Location Based Assignments in Early CS Courses Using BRIDGES Engages Students
Freshmen and sophomore level courses in computer science are critical to long-term student development and success. At the same time, these courses, such as data structures and algorithms are usually challenging and require significant motivation to keep students engaged. In this work, we present through our BRIDGES system a set of location based assignments that can serve to reinforce core concepts and algorithms by placing them in more meaningful settings and applications, and demonstrate the relevance of computing in the early stages of a student's career. We performed a small pilot study using a subset of these assignments in a special topics course on algorithms, and conducted student surveys after each assignment. The surveys were unanimously positive, and the students enjoyed coding the algorithms as well as the datasets and visualizations associated with the assignments.
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- NSF-PAR ID:
- 10396364
- Date Published:
- Journal Name:
- Journal of computing sciences in colleges
- Volume:
- 38
- Issue:
- 5
- ISSN:
- 1937-4771
- Page Range / eLocation ID:
- 107-116
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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