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Student preferences between open-ended and structured game assignments in CS1

机译：在CS1中的开放式和结构化游戏分配之间的学生偏好

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摘要

Introductory computer programming courses (CS1) traditionally are plagued with high failure and drop-out rates. In an attempt to change these negative outcomes, games have often been introduced into computing curricula as learning activities and programming projects. This paper builds on prior work to determine (a) the type of game assignment that students prefer (i.e., structured game assignments [those for which the entire assignment is completely described] or open-ended game assignments [those for which only basic requirements are specified allowing students to make up their own game]); and, (b) students' reasons for their preference. Forty-six students in two sections of an introductory programming course completed over 200 assignments during the fall 2009 semester. For each assignment, students were given a choice between structured and open-ended game assignments. Somewhat surprisingly, over 90% of submitted assignments were the structured game option even though the open-ended option could have required less code in most cases.
机译：介绍性计算机编程课程（CS1）传统上具有高故障和辍学率的困扰。在尝试改变这些负面结果时，游戏通常被引入计算课程作为学习活动和编程项目。本文建立在前面的工作中，以确定（a）学生更喜欢的游戏分配类型（即结构化的游戏分配[完整描述的整个分配的游戏分配]或开放式游戏分配[只有基本要求的游戏分配]指定允许学生弥补自己的游戏]）; （b）学生们偏好的原因。在2009年秋季学期期间，介绍性编程课程的四十六名学生在2009年秋季完成了200个任务。对于每个分配，学生在结构化和开放式游戏分配之间进行了选择。有些令人惊讶的是，即使在大多数情况下，超过90％的提交的作业是结构化的游戏选项。

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