Presented by Mark Suter at Michigan State University in November 2014 for the Meaningful Play Conference. These are methods I use in my classroom to introduce computer science concepts, as well as some common syntax.

1. Game Design
as an intro to
Computer Science
Mark Suter
HS Computer Tech teacher Grades 6-12
Pandora, Ohio

2. ● Leverage current interests
● Ownership
● Concepts > Syntax is less intimidating
Why Game Design as intro to CS?

3. Outline
● Check out this game design shit. Wild man.
o Such variables! Much if/then!
● Computational thinking
●

4. Using video game design to introduce computer science concepts to middle school students has lead to an increase in students
pursuing more advanced CS classes, and less students forming a stigma about the CS field. By using relatable phrases like "IF
my character has no health, THEN what other things should happen?", students become accustomed to thinking systematically,
seeing relationships between objects, how to manipulate variables, and accounting for the inevitable user errors.
These early positive experiences form a critical confidence that allows beginner programmers to persevere when they know
precisely what they want their character to do, but haven't discovered how to achieve it...yet. We will demo a 10 minute mini-
lesson as if teaching our 6th-8th grade students followed by a best practices discussion for teachers to help students transfer this
knowledge to more complex programming environments.
Our goal is to provide students with an honest look into the joys and frustrations a computer scientist faces to arm them with the
knowledge necessary to make class and career decisions later. "Recruiting CS students" does not completely describe our
mission and its relevancy. The genuine experience of middle school students in our game design courses allows us as educators
to be transparent and honest with students about how and why we are learning the topics.
The student knowledge acquired by using GameMaker has made the transition to other programming languages smoother as
students are familiar with the structure and function of variables, procedural steps, and controlling the flow of a program. This is an
advantage over students attempting to learn both the syntax of a programming language as well as the concepts simultaneously.
We will also review current research from peer reviewed journals to help legitimize this approach in the minds of school
administrators wary of students just "playing games".

7. Paraphrased CSTA “Computational
Thinking” Definition
“using a computer to solve problems using
models and simulations through an automated
series of steps (an algorithm) that can then be
transferred to other, more complicated
problems.”

8. Paraphrased CSTA “Computational
Thinking” Definition
1. Using a computer to solve problems
2. using models and simulations
3. through an automated series of steps (an
algorithm)
4. that can then be transferred to other, more
complicated problems.

9. GameMaker
Mark Overmars
- Creator of GameMaker

11. Concepts explicitly covered in GM
● “Sequence”
● variables
● Scope
o global vs. local vars
● loops
o sir-clicks shoot alarm
● if...then
● debugging
o “sir-C” working shooter
● UI Design
o C.A.R.P. (Contrast, Alignment,
Repetition, Proximity)
● DnD is just the
beginning…
o 100 DnD vs 1000
GML commands

14. Transferring Concepts
● Create event/OnStart
● Collision (destroying one of the objects)
● Declare a variable
● if statement

15. Transfer: Create event/OnStart
GameMaker
Unity 3D

16. Transfer: Collision (destroying one of the objects)
GameMaker
Unity 3D

17. Transfer: Declare a variable
GameMaker
Unity 3D

18. Transfer: if statement
GameMaker
Unity 3D

19. Resources
● GameMaker DnD icon reference https://onedrive.live.com/redir?resid=D9A2AEE8712F052%2164002
● Gamemaker DnD to GML reference
http://www.packtpub.com/sites/default/files/downloads/4100OT_Appendix_Drag_and_drop_Icons_to_GameMak
er_Language_Reference.pdf
● GameMaker Tutorials (by Mr. Suter): https://sites.google.com/site/mrsuterstechlab/videos/tutorials
● Play some 80’s and 90’s arcade games in your browser to “research” https://archive.org/details/internetarcade
● GameMaker Files (You must IMPORT these, not OPEN)
o Alcatraz starter: https://onedrive.live.com/redir?resid=D9A2AEE8712F052%2192615
o Alcatraz finished: https://onedrive.live.com/redir?resid=D9A2AEE8712F052%2192504
o Sir-Clicks-A-Lot Starter file http://1drv.ms/1jow9Ov
o Sir Clicks-A-Lot shooter https://onedrive.live.com/redir?resid=D9A2AEE8712F052%2164000
o 1945 Scroller with endboss and 2 powerup types
https://onedrive.live.com/redir?resid=D9A2AEE8712F052%2163999

20. Research
ZYDA, M. (2009). Computer Science in the Conceptual Age. (cover story). Communications Of The ACM, 52(12), 66-72.
Ernst, J. V., & Clark, A. C. (2012). Fundamental Computer Science Conceptual Understandings for High School Students Using
Original Computer Game Design. Journal Of STEM Education: Innovations & Research, 13(5), 40-45.
THOMAS, M. A. (2011). Fostering 21st Century Skill Development by Engaging Students in Authentic Game Design Projects in a
High School Computer Programming Class.Journal Of Educational Computing Research, 44(4), 391-408.
Students Flock to Game Design. (2009). Communications of the ACM, 52(1), 10.
Ljungkvist, P., & Mozelius, P. (2012). Educational Games for Self Learning in Introductory Programming Courses - a
Straightforward Design Approach with Progression Mechanisms. Proceedings Of The European Conference On Games Based
Learning, 285-293.
Malliarakis, C., Satratzemi, M., & Xinogalos, S. (2013). A Holistic Framework for the Development of an Educational Game Aiming
to Teach Computer Programming.Proceedings Of The European Conference On Games Based Learning, 359-368.
Repenning, A. (2012).Programming Goes Back to School. Communications of the ACM, 55(5), 38-40.
doi:10.1145/2160718.2160729
Dalal, N. (2012). Teaching Tip Using Rapid Game Prototyping for Exploring Requirements Discovery and Modeling. Journal Of
Information Systems Education, 23(4), 341-344.
Mozelius, P., Shabalina, O., Malliarakis, C., Tomos, F., Miller, C., & Turner, D. (2013). Let the Students Contruct Their own fun
And Knowledge - Learning to Program by Building Computer Games. Proceedings Of The European Conference On Games
Based Learning, 418-426.

21. More readings
Anton, G., & Barany, A. (2013). POWER OF PLAY: EXPLORING COMPUTATIONAL THINKING THROUGH GAME DESIGN.
Velvet Light Trap: A Critical Journal Of Film & Television, (72), 74-75. doi:10.7560/VLT7207
Arnez, F., Pace, J., & Sung, K. (2014). Learning while Building Games for Teaching. Computer, 47(4), 88-91.
doi:10.1109/MC.2014.91
Denner, J., Werner, L., & Ortiz, E. (2012). Computer Games Created by Middle School Girls: Can They Be Used to Measure
Understanding of Computer Science Concepts?. Computers & Education, 58(1), 240-249.
Eow, Y., Ali, W., Mahmud, R. t., & Baki, R. (2010). Computer Games Development and Appreciative Learning Approach in
Enhancing Students' Creative Perception. Computers & Education, 54(1), 146-161.
Rursch, J. A., Luse, A., & Jacobson, D. (2010). IT-Adventures: A Program to Spark IT Interest in High School Students Using
Inquiry-Based Learning with Cyber Defense, Game Design, and Robotics. IEEE Transactions On Education, 53(1), 71-79.
Woei-Kae, C., & Yu Chin, C. (2007). Teaching Object-Oriented Programming Laboratory With Computer Game Programming.
IEEE Transactions On Education, 50(3), 197-203. doi:10.1109/TE.2007.900026
“Teaching Computer Science through Game Design” by Mark Overmars, 2004
http://courseweb.lis.illinois.edu/~bnsmith3/gaming/files/Teaching%20Computer%20Science%20through%20Game%20
Design.pdf