ABSTRACT
Some speakers promote games as excellent motivators that provide opportunities to introduce modern technology and encourage creativity. Other speakers describe games as discouraging underrepresented groups and distracting students from fundamental principles, structures, algorithms, and methodologies. Several arguments are commonly cited for the use of games in the computing classroom. Games are often easy to understand, so developing programs that play games can highlight problem solving, data structures, classes/methods, and other high-level skills. Games provide opportunities for the early introduction of elements of modern technology, such as client/server computing, concurrency, and object-oriented programming. Games and game playing can be quite addictive, so emphasizing games in the classroom can reinforce anti-social behavior. The remaining pro-games arguments involve high-level problem solving and opportunities for the early discussion of modern technology. Anecdotal reports at conferences suggest interest in game-based programs may be constant or waning somewhat, but enrollments often are healthy.
