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Digital Gaming as a Vehicle for Learning

机译：数字游戏作为学习的工具

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During the past two years there has been a resurgence of interest in how to use digital games (e.g. video games, computer games and simulations) to support instruction in a variety of fields. The focus is on how to exploit the rich interactivity of 3-D, multiplayer virtual worlds. Computer science education has, for the most part, taken a different approach: rather than having our students play video games to learn concepts we ask them to build games to learn concepts. In the process of building games, students become immersed in gaming. Yet neither the IEEE/ACM CC2001 curricular recommendations, nor the ABET/CAC criteria mention the notion of gaming. This panel addresses the still controversial question of whether gaming is a legitimate component of computing, and if so, where does it fit within the curriculum. Regardless of where or how gaming falls within the curriculum, it is touted as an approach that will be attractive to a diverse audience, thus increasing potential enrollment into more traditional computer science courses. However, implementing a fully robust, modern, visually compelling, multi-player game from scratch as a semester-long project is problematic. The members of this panel will share a range of experiences in how to exploit a game format to meet particular pedagogic goals. The holy grail of modern commercial game design remains the "First Person Shooter," (FPS) a game in which a character views a 3-D world from a first person, rather than map or text-based perspective, and with weapon (gun) in hand, moves through an interactive story to attain some goal. Typically there is a lot of shooting and consequent blood and guts. The genre, despite its violent roots, supports some of the most sophisticated techniques of computer graphics, animation and visualization. FPS open source game engines also provide compelling vehicles through which to teach good software design including design approaches for agent-based artificial intelligence and peer-to-peer networks. As a group we will each present our views on this controversy and suggest ways in which FPS can leave its violent roots in a manner similar to how the "kill text" button in early text editors became a more benign "cut" or "copy." There appear to be four approaches to incorporating digital gaming into CS curriculum: (1) to support foundations courses, e.g. CS 1, (2) to provide specialized content at the upper level to prepare students for the gaming and animation industry, (3) to provide a curriculum encompassing thematic approach to CS in order to make CS and game development accessible to a more diverse population, (4) to provide trans-disciplinary experiences for CS students where they learn to interact with experts from other disciplines. A unique aspect of this panel is that all of us have had experience of some sort with all of these approaches. Consequently, the names attached to the sections below reflect a somewhat arbitrary assignment by the moderator. Like any good game, each of us will assume a role and run with it, supporting our assigned character. The format of the session will consists of a brief overview, a short presentation of each approach, a set of challenges to the audience, and hopefully, a lively interactive discussion of the place of gaming in the curriculum.
机译：在过去的两年中，人们对如何使用数字游戏（例如视频游戏，计算机游戏和模拟）来支持各种领域的教学的兴趣重新兴起。重点是如何利用3-D多人虚拟世界的丰富交互性。在大多数情况下，计算机科学教育采取了不同的方法：不是让我们的学生玩视频游戏来学习概念，而是要求他们构建游戏来学习概念。在制作游戏的过程中，学生沉迷于游戏。然而，IEEE / ACM CC2001课程建议和ABET / CAC标准都没有提及游戏概念。该小组讨论了仍然有争议的问题，即游戏是否是计算的合法组成部分，如果是，则它适合课程的哪些方面。无论游戏在课程中的何处或如何出现，都被誉为一种吸引不同受众的方法，从而增加了更传统的计算机科学课程的报名人数。但是，作为一个学期的项目，从头开始实施一个完全健壮，现代，引人注目的多人游戏是有问题的。该小组的成员将分享有关如何利用游戏格式实现特定教学目标的一系列经验。现代商业游戏设计的圣杯仍然是“第一人称射击游戏”（FPS），在该游戏中，角色从第一人称视角而不是从地图或基于文本的角度查看3-D世界，并且使用武器（枪支） ），通过互动故事来实现目标。通常情况下，会有很多枪击以及随之而来的血液和胆量。尽管具有强烈的根源，但该类型仍支持某些最先进的计算机图形，动画和可视化技术。 FPS开源游戏引擎还提供了引人入胜的工具，可用来教授优秀的软件设计，包括基于代理的人工智能和对等网络的设计方法。作为一个小组，我们每个人都将提出关于这一争议的观点，并提出FPS可以以类似于早期文本编辑器中的“杀死文本”按钮变成更良性的“剪切”或“复制”方式的方式摆脱暴力根源的方式。 ”将数字游戏纳入CS课程似乎有四种方法：（1）支持基础课程，例如CS 1，（2）在较高层次上提供专业内容，为学生提供游戏和动画行业的准备，（3）提供涵盖CS主题方法的课程，以使CS和游戏开发可供更多人群使用，（4）为CS学生提供跨学科的学习机会，让他们学习与其他学科的专家进行互动。该小组的一个独特方面是，我们所有人都对所有这些方法都有某种经验。因此，以下各节所附的名称反映了主持人的某种任意分配。像任何一款出色的游戏一样，我们每个人都将扮演一个角色并与之合作，以支持我们分配的角色。本次会议的形式将包括简短概述，每种方法的简短介绍，给观众的一系列挑战以及希望对游戏在课程中的位置进行生动活泼的互动讨论。

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