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research-article

Workifying games: successfully engaging african american gamers with computer science

Authors:

Charles Meadows,

Amy BruckmanAuthors Info & Claims

SIGCSE '13: Proceeding of the 44th ACM technical symposium on Computer science education

Pages 317 - 322

https://doi.org/10.1145/2445196.2445292

Published: 06 March 2013 Publication History

Abstract

We report on the implementation and evaluation of a three-year program to increase interest in studying computer science (CS) among African American male high school students. Over the course of 3 years, the Glitch Game Tester (Glitch) program employed 25 African American male high school students. These students tested pre-release digital games, full-time in the summer and part-time in the school year, with an hour of each day dedicated to learning introductory CS. Initially, only 20% of our participants expressed interest in pursing computing as a career. After Glitch, 65% have pursued some form of post-secondary computing studies. These outcomes, and the participants' enthusiasm for engaging in computing, are in sharp contrast to the crisis in African American male education and learning motivation. The research presented in this report discusses lessons learned through implementation of the Glitch program and higher education outcomes after graduation from the program.

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Cited By

Kirdani-Ryan MKo ABorisova E(2023)“Taught to be automata”: Examining the departmental role in shaping initial career choices of computing studentsComputer Science Education10.1080/08993408.2023.217168934:1(87-113)Online publication date: 5-Mar-2023
https://doi.org/10.1080/08993408.2023.2171689
Garcia PPerez MFarrell DBork SEricson BMondisa J(2021)Supporting Mutually Beneficial Near-Peer Mentoring Relationships Within Computing Education Programs2021 Conference on Research in Equitable and Sustained Participation in Engineering, Computing, and Technology (RESPECT)10.1109/RESPECT51740.2021.9620669(1-9)Online publication date: 23-May-2021
https://doi.org/10.1109/RESPECT51740.2021.9620669
Bush JGilmore MMiller SZhang JSherriff MHeckman SCutter PMonge A(2020)Drag and Drop Programming Experiences and EquityProceedings of the 51st ACM Technical Symposium on Computer Science Education10.1145/3328778.3366875(664-670)Online publication date: 26-Feb-2020
https://dl.acm.org/doi/10.1145/3328778.3366875
Show More Cited By

Index Terms

Workifying games: successfully engaging african american gamers with computer science
1. Social and professional topics
  1. Professional topics
    1. Computing education
      1. Computing education programs
        Computer science education

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Published In

cover image ACM Conferences

SIGCSE '13: Proceeding of the 44th ACM technical symposium on Computer science education

March 2013

818 pages

ISBN:9781450318686

DOI:10.1145/2445196

Conference Chairs:
Tracy Camp
Colorado School of Mines
,
Paul Tymann
Rochester Institute of Technology
,
Program Chairs:
J. D. Dougherty
Haverford College
,
Kris Nagel
Georgia Gwinnett College

Copyright © 2013 ACM.

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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SIGCSE: ACM Special Interest Group on Computer Science Education

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Association for Computing Machinery

New York, NY, United States

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Published: 06 March 2013

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SIGCSE '13: The 44th ACM Technical Symposium on Computer Science Education

March 6 - 9, 2013

Colorado, Denver, USA

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SIGCSE '13 Paper Acceptance Rate 111 of 293 submissions, 38%;

Overall Acceptance Rate 1,595 of 4,542 submissions, 35%

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SIGCSE TS 2025

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The 56th ACM Technical Symposium on Computer Science Education

February 26 - March 1, 2025

Pittsburgh , PA , USA

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Cited By

Kirdani-Ryan MKo ABorisova E(2023)“Taught to be automata”: Examining the departmental role in shaping initial career choices of computing studentsComputer Science Education10.1080/08993408.2023.217168934:1(87-113)Online publication date: 5-Mar-2023
https://doi.org/10.1080/08993408.2023.2171689
Garcia PPerez MFarrell DBork SEricson BMondisa J(2021)Supporting Mutually Beneficial Near-Peer Mentoring Relationships Within Computing Education Programs2021 Conference on Research in Equitable and Sustained Participation in Engineering, Computing, and Technology (RESPECT)10.1109/RESPECT51740.2021.9620669(1-9)Online publication date: 23-May-2021
https://doi.org/10.1109/RESPECT51740.2021.9620669
Bush JGilmore MMiller SZhang JSherriff MHeckman SCutter PMonge A(2020)Drag and Drop Programming Experiences and EquityProceedings of the 51st ACM Technical Symposium on Computer Science Education10.1145/3328778.3366875(664-670)Online publication date: 26-Feb-2020
https://dl.acm.org/doi/10.1145/3328778.3366875
Hampton LCummings RGosha KJoseph DVan Slyke CAllen JQuesenberry JWiesche M(2019)Improving Computer Science Instruction and Computer Use for African American Secondary School StudentsProceedings of the 2019 on Computers and People Research Conference10.1145/3322385.3322399(78-84)Online publication date: 12-Jun-2019
https://dl.acm.org/doi/10.1145/3322385.3322399
Clarke-Midura JSun CPantic KPoole FAllan V(2019)Using Informed Design in Informal Computer Science Programs to Increase Youths’ Interest, Self-efficacy, and Perceptions of Parental SupportACM Transactions on Computing Education10.1145/331944519:4(1-24)Online publication date: 2-Aug-2019
https://dl.acm.org/doi/10.1145/3319445
Cummings RChambers BReid AGosha KLo DKim DGamess E(2019)STEM Hip-hop PedagogyProceedings of the 2019 ACM Southeast Conference10.1145/3299815.3314431(46-52)Online publication date: 18-Apr-2019
https://dl.acm.org/doi/10.1145/3299815.3314431
Kross SGuo P(2019)End-User Programmers Repurposing End-User Programming Tools to Foster Diversity in Adult End-User Programming Education2019 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC)10.1109/VLHCC.2019.8818824(65-74)Online publication date: Oct-2019
https://doi.org/10.1109/VLHCC.2019.8818824
Cummings RHuff EMack NWomack KReid AGhoram BGilbert JGosha K(2019)Vlog Commentary YouTube Influencers as Effective Advisors in College and Career Readiness for Minorities in Computing: An Exploratory Study2019 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT)10.1109/RESPECT46404.2019.8985961(1-8)Online publication date: Feb-2019
https://doi.org/10.1109/RESPECT46404.2019.8985961
Cummings RDennis SMack NNias JGosha K(2019)Developing a Question Corpus for a Conversational Agent Designed to Prepare Interested Black Undergraduates for the Professoriate in STEM2019 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT)10.1109/RESPECT46404.2019.8985729(1-5)Online publication date: Feb-2019
https://doi.org/10.1109/RESPECT46404.2019.8985729
Margulieux LDorn BSearle K(2019)Learning Sciences for Computing EducationThe Cambridge Handbook of Computing Education Research10.1017/9781108654555.009(208-230)Online publication date: 15-Feb-2019
https://doi.org/10.1017/9781108654555.009
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