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

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

3. 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

4. Comparing Game and Computer Programming Students
Observations and
Statistical Results

5. 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

6. 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

7. 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

8. Math Courses per Student

9. Couputer Courses per Student

10. Science Courses per Student

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

12. 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

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

14. Subject Survey Questions1
Strongly
Dislike 2 3 4
Neutral 5 6 7
Like
English
Mathematics
Physics
Chemistry
Biology
History
Accounting
Project Management

15. 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

16. 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

17. 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

18. 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

19. 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

20. Game Learning Styles
Listening
Reading
Doing
4.30
4.29
6.29

21. 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

22. 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

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

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

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

26. Project Management and Game Programming Students

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

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

29. 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

30. Making Group Projects Work

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

32. 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?

33. 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

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

35. 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’

36. 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

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

38. 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