Exploring the use of competetive programming: observations from the classroom
Scott A. Wallace, Jason Margolis · Journal of computing sciences in colleges · 2007
To excel at their work, educators must inspire their students---they must instill motivation, driving students to pursue their studies to the best of their ability. Research and common sense suggest that the types of projects educators use in their classrooms will play a significant role in whether or not this goal is achieved. In this paper we explore two programming projects assigned in an Introduction to Artificial Intelligence course. Both projects shared several notable traits: they were open-ended; built around a game-like environment; and involved some form of competition. From the instructor's point of view, the projects were both engaging and relevant to students: as a cohort, students expressed interest in the projects and a number of individuals were inspired to pursue the projects well beyond the requirements sufficient to earn full credit. Our exploration seeks to identify the fundamental aspects of these projects that impact student engagement. Our reasoning is grounded with results from contemporary learning theory and supported by anecdotal evidence.