Challenges and Solutions in Teaching Game Development Robert Robson Ravinder-Pal Singh Humber College, Toronto, Ontario

Our Programs Game Programming Computer Programmer 6 semesters Intake of 90 in September Computer Programmer 4 semesters Intake of 65-70 in September Post-Diploma programs

Our Students High-school graduates Required to have Grade 12 English Grade 12 Math (C or U) 1 grade 11 or 12 science (C or U) Usually 17 or 18 years old About 95% male

Comparing Game and Computer Programming Students Observations and Statistical Results

Informal Observations Game students Are more interested in science Have a narrower range of interests than most people and are interested primarily in games They are disinterested in business topics They dislike design and planning Play a LOT of games

Registration Data An analysis of registration data Number of Students from applicants to 1st semester for 2010 Based on courses taken in high school Number of Students 78 game students 37 computer programming students

Courses per Student Courses Computer Programmer Game Programming Difference T Test Math 0.86 0.87 0.80% 0.95 Computer Studies 0.97 0.96 -1.18% Science 1.35 1.69 25.23% 0.18

Math Courses per Student

Couputer Courses per Student

Science Courses per Student

Breakdown of Science Courses Computer Programmer Game Programming Chemistry 39% 35% Physics 46% 41% Biology 15% 24%

Marks Subject Computer Programmer Game Programming Difference T Test Math 63% 70% 11% 0.04 Computer Studies 78% 0.01 Science 58% 68% 17% 3x10-6

Survey Results A survey was conducted of 23 computer programmer students 56 game programming students

Subject Survey Questions 1 Strongly Dislike 2 3 4 Neutral 5 6 7 Like English Mathematics Physics Chemistry Biology History Accounting Project Management

Passtime Survey Questions Activity 1 No Interest 2 3 4 Neutral 5 6 7 Strong Reading Watching TV Playing Video Games Playing Sports Listening to Music Going to Movies Talking to Friends Surfing the Net

Job Survey Questions Making lots of Money Loving my Job Topic 1 Not Important 2 3 4 5 6 7 Very Making lots of Money Loving my Job Finding my Job fulfilling Working on my dream Project

Learning Survey Questions Technique 1 Learn Poorly 2 3 4 Neutral 5 6 7 Well Listening to lectures Reading text book or notes Doing assignments or labs

Group Work Survey Questions Technique 1 Work Individually 2 3 4 Neutral 5 6 7 Work in A group I prefer to work on assignments or labs

Significant Differences (0.92) Question Computer Programmer Game Programming % Difference English 4.04 3.25 -19.62 Accounting 3.22 2.45 -23.96 Games 5.00 6.61 32.14 Surfing 5.91 6.43 8.72 Physics 4.39 5.73 30.53

Game Learning Styles Listening Reading Doing 4.30 4.29 6.29

Conclusions Game students have higher marks greater and more wide-ranging interests in science dislike accounting and core business topics There is a small community of game students highly interested in science

Informal Observations in Light of Statistical Results Verified by Statistics More interested in science TRUE Narrower range of interests FALSE Disinterested in Business topics TRUE but does not apply to all business topics Dislike design and planning FALSE, disinterested in the business aspect of it Play a LOT of games TRUE, and this might explain the apparent disinterest in other topics

Our Challenges Misconceptions about the program Lack of mathematical skills Different programming skills Focus on gaming Lack of maturity

Directions Analyze students to identify Likes and dislikes Strengths and weaknesses Indicators of success Introduce filters to recruit more students who will succeed

Problem Courses Operating Systems Databases XML Project management Object-Oriented Analysis & Design

Project Management and Game Programming Students

Problems and Measures Get into groups, and discuss the following: What are the major problems? What are different measures taken to address those problems?

Problems Writing Lack of interest Lot of theory Management v/s programming

Measures Team work Group project Use some systematic approach while building a team. Group project Develop a game Weekly presentation on the progress of the project Change terminology

Making Group Projects Work

Objective Set up student teams in a way that will maximize their opportunities for success.

Our Starting Point What approach do you use when setting up student teams for major projects? What experiences have you had in terms of the effectiveness/ success of these teams?

Common Team Issues Students define their own teams: Friends work with friends (some students feel excluded) Groupthink and/or loss of cross-cultural learning Poor task focus Instructors define the teams: Conflicting schedules Conflicting grade goals Personality clashes Lack of commitment to the team Poor grades Weaker learning Student stress Student dissatisfaction Instructor stress

Success Factors Availability for regular meetings Similar grade goals Complementary personalities Complementary skill mix Commitment to team success

An Alternative Approach Allow students to set up their own teams, within defined parameters Step 1 – Individual profile Availability days/times Grade goals Personality type Key strengths Step 2 – Set-up session (in-class) Students identify their preferred meeting day Find others who share common availability day/time Discuss grade goals Discuss personalities and strengths Step 3 – Written team structure description Contingency – team members can be ‘fired’

Rules for “Firing” Verbal warning from the team If the problem continues, written warning sent to student, with a copy to the instructor and all team members Discussion between student and instructor If problems not resolved in one week from date of written warning, student is fired: Written notice from team leader (with a copy to the instructor) Fired student must complete remaining assignment work alone (cannot join another team) Note: latest date for submitting written warning is Week 8

A Final Reminder... Different classes have different needs. Tailor this approach so it will generate the greatest possible benefits for your students!

Recipe for Solving Game Problems Identify student characteristics Analyze marks Conduct survey Identify parts of courses causing problems Re-design courses to conform to student characteristics Change course terminology to put a positive spin on them Fight ignorance among students