Programming for the humanities: using targeted games
Evelyn Stiller · Journal of computing sciences in colleges · 2012
This paper addresses an issue in a larger research context which seeks to establish that individuals with minimal mathematical training can acquire fundamental programming skills through a more gradual and evolutionary teaching approach. A variety of teaching techniques will be discussed, but the focus here is on a current impediment to success that many students exhibit, namely a reluctance to modify a model program. The students are encouraged to experiment with sample program by trial-and-error substitutions of values, variables and calculations in order to achieve a desired outcome. The primary discussion will revolve around a visual metaphor provided to the students in the form of a game, and its influence on helping students overcome their inhibition to experimenting with programs.