LEARNING COMPUTER PROGRAMMING

WITH GAME DESIGN

Parth Dalal

, Nikunj Dalal

and Subhash Kak

Department of Computer Science, Oklahoma State University, Stillwater, OK 74078, U.S.A.

Department of Management Information Systems, Oklahoma State University, Stillwater, OK 74078, U.S.A.

Keywords: Rapid game creation, Game design, Introductory programming, Learning, Game creation software.

Abstract: We describe a teaching approach that introduces the computer science and information systems student to

programming ideas using game design. Game-creation software that requires little or no programming

knowledge is used for this purpose. Students construct a simple game using the software, and later they

convert their game events to pseudo-code written using standard programming constructs. This rapid game

creation teaching module can be implemented rather quickly and can be used as a precursor to the teaching

of a formal programming language. In this paper, we overview the pedagogical model, discuss a rapid game

creation tool, present a teaching plan, and outline the potential benefits of this approach.

1 INTRODUCTION

Programming is at the heart of computer science.

Yet, traditional introductory computer programming

courses quickly disenchant the beginning student

especially when “pedagogically unsound” languages

lacking in beauty and simplicity (Gries, 2006, p.81)

form the context of their first exposure to

programming. There are many difficulties in

introducing students to formal programming and this

includes the poor preparation in mathematics and

abstract reasoning that students receive in high

school. Furthermore, students are increasingly using

computers for a variety of interesting applications at

which they feel they are already reasonably

proficient using graphical interfaces. In contrast,

programming is often seen as boring, which is why

unlike other scientific disciplines where the gender

gap has closed, the gap in computer science has

worsened. Clearly what is required is a new

approach and for this we propose the use of game-

creation software that encourages the student to take

an active role in the learning process.

2 PEDAGOGICAL MODEL

In recent years, Digital Game Based Learning

(DGBL) has received considerable attention from

researchers as it has been found that playing

videogames can enhance learning in both adults and

children (Bowman, 1982). For students of computer

science and information systems, in addition to

playing a well-designed educational game, the act of

constructing and designing a game itself can be a

great learning experience (Rai et. al., 2006).

Moreover, game creation is fun, and it appeals to all

ages and to both males and females (Overmars,

2004). The pedagogical approach we propose in this

paper is based on the premise that game creation

develops intrinsic motivation, which influences

learning in a positive way by including elements of

enjoyment, fantasy, curiosity, novelty, and challenge

(Malone, 1981). In addition, rapid game creation

enables a creator to create a quick prototype and to

see the effect of changes almost immediately.

3 RAPID GAME CREATION

TOOLS

In recent years, several game creation tools have

become commercially available. Tools such as the

popular Game Maker and Multimedia Fusion

typically provide an easy-to-use, powerful and visual

object-oriented environment for rapidly prototyping

and developing games (Overmars, 2006).

A student new to game development will

perceive game creation from the perspective of the

135

Dalal P., Dalal N. and Kak S. (2009).

LEARNING COMPUTER PROGRAMMING WITH GAME DESIGN.

In Proceedings of the First International Conference on Computer Supported Education, pages 135-138

DOI: 10.5220/0002156301350138

 SciTePress

game playing process. The goal of a rapid game-

creation tool, targeted at these non-programmers, is

to set up developer-side interfaces that correspond to

player-side interfaces, to allow the student to easily

grasp the basics of the software. Generally, these

interfaces consist of a scene editor, corresponding to

the visual aspect of playing a game, and a condition

editor corresponding to the events that occur in a

game. Figure 1 shows the condition editor interface

called “Event editor” in Multimedia Fusion 2

(http://www.clickteam.com/eng/mmf2.php) from

Clickteam.

Figure 1: The condition editor interface.

In the Event Editor in Multimedia Fusion 2, if the

mouse is hovered over any one of the checkmarks in

Figure 1, a list of actions is displayed, which can

then be edited. The Event Editor can be viewed in

another format, known as the Event List Editor,

shown in Figure 2, where all actions are always

visible, regardless of mouse position. It will be

useful to display this format here to better

understand the similarities between formal

programming and game design using Multimedia

Fusion 2.

Figure 2: The Event List Editor.

The events shown in Figure 2 were created in

fewer than 10 minutes. Running the game with

these events will allow the player controlling the

‘Left Paddle’ object to move the paddle up and

down with the W and S keys respectively. Likewise,

the player controlling the ‘Right Paddle’ can move

his or her paddle with the arrow keys. These events

form the basic structure of a Pong game. In standard

programming, loops are often used to repeatedly

execute a set of instructions. Typically, because

games involve testing for particular conditions

constantly, game programmers use a ‘game loop’

that contains programming statements checking for

the presence of various events.

The Event List Editor, then, can be thought of as

statements executed in sequence from top to bottom,

and then repeated, just like a programming loop.

Notice that each line (1-10) in the figure contains a

condition, and the action(s) to take for that condition

(actions are indented). We now rewrite some of the

Event List Editor statement in pseudo-code, within a

loop. This is similar to what students would do at the

end of a game design module with only basic

programming knowledge. The comments are marked

with a ‘//’ in front of the comment.

while () // the beginning of the game loop

{

// incrementing a loop index

loopindex = loopindex + 1;

// we initialize paddle positions

// only at the start of the program.

// This ‘if’ statement corresponds

// to Line 1 in the Event List Editor

if (loopindex == 1) // loop just started

{

leftPaddle.x = 45;

leftPaddle.y = 200;

rightPaddle.x = 545;

rightPaddle.y = 200;

}

// Moving the paddles based on key presses

// This ‘if’ statement corresponds to

// Line 3 in the Event List Editor

if (key_down(UP_ARROW))

{

rightPaddle.ySpeed = -5;

}

// No longer moving at the rate of -5 if

// the Up Arrow is not held down while the

// the rate is -5. This corresponds to

// Line 7 in the Event List Editor.

// Notice how the concept of ! (not) and

// && (and) become easier to learn

// through the red X (negation) operator

// and the + (added condition) in

// Multimedia Fusion 2

if(!key_down(UP_ARROW)&& leftPaddle.ySpeed<0)

{

leftPaddle.ySpeed = 0;

}

} // end of game loop

CSEDU 2009 - International Conference on Computer Supported Education

136

Through the Event List Editor, it is much easier for

students to write this pseudo-code and understand

the programming constructs of sequence, loops,

decisions, logic operators, classes, and objects.

4 TEACHING PLAN

4.1 The Approach

The focus of teaching programming concepts via

game design should be on fun, challenge, and

exploration. Learning will inevitably take place as a

result. The main steps are:

1) Introduce students to a game-creation tool. The

purpose at this stage is not to teach the minutiae of

the game creation process or the software; the

software is simply a means for the student to

experience fun and challenge and to develop a liking

and appreciation of programming in that process.

2) Have students come up with a simple game idea

for a game they will construct using this software.

3) Each subsequent class period will be a time where

students work on their games in a guided but

relatively free environment amenable to exploration

and creativity. In this way, students explore

problem-solving concepts central to the learning of

programming in an engaging gaming environment.

4) After the games are completed, the students will

convert their event editor code to pseudo-code,

written with IF-THEN_ELSE, DO LOOPS, and

other common programming constructs.

4.2 Modular Teaching Plan

The teaching module can be implemented as a one to

three credit course in game design, which could be a

pre-requisite to a formal programming course, or on

a smaller scale during the beginning weeks of an

introductory programming course. A sample

modular teaching plan is outlined below. The

description is based on the use of Multimedia Fusion

as the game-creation tool but any other similar tool

would work. All teaching sessions are conducted in

a laboratory environment.

Session 1: Show the capabilities of the game

creation software and create a rapid game. Explain

that students can make such games with none or

little programming knowledge. Discuss the frame

editor and the types of objects. Discuss the use of

various movements (such as “Bouncing Ball”

movement and “Eight-Directional” movement) and

simple conditions for collisions and counters. Lead

the students through the creation of a simple pong

game. Divide students into pairs and ask students to

come up with individual simple game ideas to be

developed into a game in two weeks. Create a web-

based asynchronous discussion forum to continue

discussions among and with students.

Session 2: Discuss more features of the game

creation software. Ask students to begin work on

their game project. Be present to answer questions.

Encourage an atmosphere of conviviality, learning,

sharing, and creativity.

Session 3: Give a short lecture on common

programming constructs. Then let the students

continue work on their games. Be prepared to

answer many questions from students who have

worked on their project over the weekend.

Session 4: Ask students to convert their event editor

code to programming pseudo-code, with common

programming statements. Demonstrate games

created by the students. Discuss examples of

programming pseudo code. Conclude with lessons

learned.

5 BENEFITS

We see numerous benefits to learning programming

using game design. The student is exposed

organically to programming concepts and constructs

and develops intrinsic motivation to learn

programming given the fun, challenge, and novelty

of the game creation process as well as having a task

to perform that offers contextualization,

personalization, and choice (Cordova and Lepper,

1996) Collaborating on game design allows

exchange of ideas and knowledge. Moreover, having

created a game, students develop some confidence

early in the programming process. Later, when

concepts such as object-orientation, abstract data

types, classes, attributes, methods, inheritance, and

polymorphism are taught formally, students will find

it easier to understand them if references to the game

are made to provide instances of those concepts. As

users develop a love for game-creation through this

easy-to-learn structure, a few may attempt to master

the advanced aspects of the tool, and in doing so,

will be able to create more complex and original

games with a deeper understanding of game

programming. When the limitations of the tool itself

seem to be reached, their interest in game

programming will inspire them to learn more

powerful languages.

LEARNING COMPUTER PROGRAMMING WITH GAME DESIGN

137

In addition, the game creation process may

involve exposure to several artistic and scientific

topics that can further complement the developer’s

learning. In designing a complete game, there must

be graphics, music, scripts and storylines, physics

and much more. (Stieler, 2009). As an example, in

many of the Super Mario games for the Nintendo

Entertainment System, the player-controlled

character, Mario, must save the Princess; this forms

the storyline. There is music for every level and

zone in the game. Mario’s parabolic path as he

jumps through the air is a result of a physics

formula. These components are not just found in

industry quality games but are also important in

simpler two-dimensional games that students create

using the type of game-development software we

have discussed in this paper. The development of

most complete games will include, along with the

learning of programming, the learning of many other

beneficial skills from a variety of disciplines and

domains.

Our preliminary research shows that this method

is more accessible than introducing programming

through robots, which has been adopted at some

schools and colleges (Calinon and Billard, 2007).

Game construction and game playing provides more

flexibility since it uses a variety of objects and

scenarios in an interactive environment.

REFERENCES

Bowman, R.F. 1982. A Pac-Man theory of motivation.

Tactical implications for classroom instruction.

Educational Technology 22(9), 14-17.

Calinon, S and Billard, A. 2007. Active teaching in robot

programming by demonstration. IEEE International

Symposium on Robot and Human Interactive

Communication (RO-MAN), 2007.

Cordova, D. I., & Lepper, M. R. 1996. Intrinsic motivation

and the process of learning: Beneficial effects of

contextualization, personalization, and choice. Journal

of Educational Psychology, 88, 715-730.

Gries, D 2006. What Have We Not Learned about

Teaching Programming? 30th Annual IEEE/NASA

Software Engineering Workshop SEW-30 (SEW'06),

2006, pp.175-178.

Malone, T. W. 1981. Toward a theory of intrinsically

motivating instruction. Cognitive Science, (4), 333-

369.

Overmars, M. 2004. Teaching Computer Science through

Game Design, Computer, v.37 n.4, p.81-83, April

2004

Rai S, Wong, K. and Cole P. 2006. Game construction as

a learning tool, Proceedings of the 2006 international

conference on Game research and development, p.231-

236, December 04-06, 2006, Perth, Australia.

Stieler, C 2009. Games in Learning. http://education.

qld.gov.au/smartclassrooms/strategy/dp/games.html

CSEDU 2009 - International Conference on Computer Supported Education

138