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Dissertation / Doctoral Thesis DISSERTATION / DOCTORAL THESIS Titel der Dissertation / Title of the Doctoral Thesis Developing computer games in secondary schools - The influence of Game Development on computer science competencies verfasst von / submitted by Mag. Oswald Comber angestrebter akademischer Grad / in partial fulfilment of the requirements for the degree of Doktor der technischen Wissenschaften (Dr. techn.) Wien, 2016 Studienkennzahl lt. Studienblatt / A 786 880 degree programme code as it appears on the student record sheet: Dissertationsgebiet lt. Studienblatt / Informatik field of study as it appears on the student record sheet: Betreut von / Supervisor: Ao.Univ.-Prof. Dipl.-Ing. Dr. Renate Motschnig Table of contents Table of contents 1 INTRODUCTION ....................................................................................................................... 13 2 MOTIVATION ............................................................................................................................ 14 3 RESEARCH QUESTIONS, AREAS OF RESEARCH, AND RELATED RESEARCH ........... 17 3.1 Research questions ................................................................................................................ 17 3.2 About games ......................................................................................................................... 17 3.2.1 What constitutes playing a game, and what is a game? ................................................... 18 3.3 Game development toolkits .................................................................................................. 20 3.3.1 Educational programming languages .............................................................................. 21 3.3.1.1 Scratch, Snap!, and BYOB and Squeakland eToys .............................................................. 21 3.3.1.2 Agent Sheets and AgentCubes ............................................................................................. 23 3.3.1.3 Blockly, Gameblox, Gamefroot, and Roberta ...................................................................... 24 3.3.1.4 AntMe! ................................................................................................................................. 25 3.3.1.5 Kara ...................................................................................................................................... 26 3.3.1.6 Greenfoot ............................................................................................................................. 27 3.3.2 Game programming frameworks ..................................................................................... 28 3.3.2.1 Tools for developing browser games ................................................................................... 28 3.3.2.2 XNA Game Studio ............................................................................................................... 30 3.3.2.3 MonoGame........................................................................................................................... 31 3.3.3 Game engines ................................................................................................................... 32 3.3.3.1 Unity3D................................................................................................................................ 32 3.3.3.2 iodoom3/Id tech 4 ................................................................................................................ 33 3.3.3.3 Unreal Development Kit (UDK) .......................................................................................... 34 3.3.4 Licensing for educational purposes ................................................................................. 36 3.4 Related research .................................................................................................................... 37 4 DESIGN BASED RESEARCH MEETS GAME PROGRAMMING IN SCHOOLS ................ 41 4.1 Methodology and research design ........................................................................................ 41 4.1.1 Practical research design ................................................................................................ 41 4.1.2 Research model: design-based research (DBR) .............................................................. 41 4.2 The concept and goals of Game Programming in Schools ................................................... 42 4.2.1 Important concepts in computer science .......................................................................... 43 3 Table of Contents 4.2.2 The GamePinS framework ............................................................................................... 44 4.2.2.1 The teacher’s role ................................................................................................................. 44 4.2.2.2 Computer science and the learning method .......................................................................... 44 4.2.3 Didactical approach ........................................................................................................ 45 4.2.4 Expected outcome ............................................................................................................ 47 4.2.5 Research design ............................................................................................................... 47 4.2.5.1 General questionnaire regarding gaming and computer habits ............................................. 48 4.2.5.2 The school, students, participation, and schedule ................................................................. 48 4.3 The GamePinS Framework ................................................................................................... 50 4.3.1 Practical environment conditions for GamePinS ............................................................. 50 4.3.2 The didactical approach .................................................................................................. 51 4.3.2.1 Curriculum topics, prior to starting with Game Development .............................................. 52 4.3.2.2 The didactical principles ...................................................................................................... 54 4.3.3 The structure of GamePinS .............................................................................................. 56 4.3.3.1 Farseer Physics Engine......................................................................................................... 56 4.3.3.2 Map Importer ....................................................................................................................... 56 4.3.3.3 The GameLoop .................................................................................................................... 57 4.3.3.4 GamePinS classes and hierarchy .......................................................................................... 58 5 RESEARCH AND RESULTS ..................................................................................................... 63 5.1 General attitudes toward games and game development in the classroom ........................... 63 5.1.1 Statistical data ................................................................................................................. 65 5.1.1.1 Gender distribution ............................................................................................................... 65 5.1.1.2 Internet access ...................................................................................................................... 66 5.1.1.3 Age structure ........................................................................................................................ 67 5.1.2 Activities of students on the computer in their spare time................................................ 68 5.1.2.1 Time spent in front of a computer for school-related activities ............................................ 69 5.1.2.2 Spare time spent playing computer games ........................................................................... 70 5.1.2.3 Communication via social networks, chat, discussion boards, and e-mail ........................... 71 5.1.2.4 Reading articles .................................................................................................................... 72 5.1.2.5 Programming in student spare time ...................................................................................... 73 5.1.2.6 Spare time spent on various other activities ......................................................................... 74 5.1.2.7 Developing a computer game in computer science education is interesting ......................... 76 5.1.2.8 Game development in students’ spare time .......................................................................... 77 5.1.2.9 Reasons for playing computer games ................................................................................... 78 5.2 First year of game programming with XNA ......................................................................... 80 5.2.1 Course and research design ............................................................................................. 80 5.2.2 Activities ........................................................................................................................... 81 4 Table of contents 5.2.3 Questionnaire and results ................................................................................................ 82 5.2.3.1
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