Life two years after a game programming course: longitudinal viewpoints on K-12 outreach
AJ Lakanen, V Isomöttönen… - Proceedings of the 43rd …, 2012 - dl.acm.org
Proceedings of the 43rd ACM technical symposium on Computer Science Education, 2012•dl.acm.org
In our faculty we have run week-long K-12 game programming courses now for three
summers. In this paper we investigate what programming-related activities students do after
they take a course, and what factors in the students' background relate to post-course
programming. We also investigate a possible change in the students' interest towards higher
education science studies. We find that most students continue programming after the
course and that their interest towards science studies keeps increasing. In student …
summers. In this paper we investigate what programming-related activities students do after
they take a course, and what factors in the students' background relate to post-course
programming. We also investigate a possible change in the students' interest towards higher
education science studies. We find that most students continue programming after the
course and that their interest towards science studies keeps increasing. In student …
In our faculty we have run week-long K-12 game programming courses now for three summers. In this paper we investigate what programming-related activities students do after they take a course, and what factors in the students' background relate to post-course programming. We also investigate a possible change in the students' interest towards higher education science studies. We find that most students continue programming after the course and that their interest towards science studies keeps increasing. In student background we observed some indicative trends, but did not find reliable explaining factors related to post-course programming or increased interest towards science studies.
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