Screencasts: enhancing coursework feedback for game programming students revisited

Bobby Law

Screencasts: enhancing coursework feedback for game programming students revisited

Bobby Law

Computing

Research output: Contribution to journal › Article › peer-review

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Abstract

Feedback is an important part of learning and, as such is vital for students to develop and progress throughout their academic life. Programming can be an abstract concept that students find challenging to comprehend therefore good feedback is important to their progress and their motivation to continue programming. This paper will discuss the process of enhancing coursework feedback for Game Programming students through the use of screencasts. The hypothesis being that game programming by its nature is audio-visual thus, providing feedback using an audio-visual medium should increase the student's perception of their feedback such that it is perceived to be clearer, easier to comprehend and personalised.

Original language	English
Pages (from-to)	205-213
Number of pages	9
Journal	International Journal on Advances in Software
Volume	11
Issue number	3 & 4
Publication status	Published - 30 Dec 2018

Keywords

screencast
feedback
software development

Documents and Links

Law, B. (2018) Screencasts: enhancing coursework feedback for game programming students revisited
Copyright: © 2018 The Author. This is the accepted author manuscript of the article: Law, B 2018, 'Screencasts: enhancing coursework feedback for game programming students revisited' International Journal On Advances in Software, vol 11, no. 3 & 4, pp. 205-213. The final published article is made available under a Creative Commons "Attribution-Non Commercial-Share Alike" license. This license allows the author(s) to retain the copyright, but also allows others to freely copy, distribute, and display the copyrighted work, and derivative works based upon it, under certain specified conditions.https://www.thinkmind.org/index.php?view=article&articleid=soft_v11_n34_2018_1
Accepted author manuscript, 268 KB

https://www.thinkmind.org/index.php?view=article&articleid=soft_v11_n34_2018_1

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Cite this

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abstract = "Feedback is an important part of learning and, as such is vital for students to develop and progress throughout their academic life. Programming can be an abstract concept that students find challenging to comprehend therefore good feedback is important to their progress and their motivation to continue programming. This paper will discuss the process of enhancing coursework feedback for Game Programming students through the use of screencasts. The hypothesis being that game programming by its nature is audio-visual thus, providing feedback using an audio-visual medium should increase the student's perception of their feedback such that it is perceived to be clearer, easier to comprehend and personalised.",

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author = "Bobby Law",

note = "Acceptance in SAN 2018, {\textcopyright} Copyright by authors, Published under agreement with IARIA - www.iaria.org AAM requested (unknown publisher policy, VoR on website but not OA) ET 29/5/19 ^AAM supplied; uploaded and embargo set to 01/01/50. 27/06/19 DC Made file open - journal webpage notes that articles are published under CC-BY-NC-SA (https://www.iariajournals.org/ethics.html) ET Applied Gold exception as CC licence still allows re-use. ET 8/11/19 ",

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N2 - Feedback is an important part of learning and, as such is vital for students to develop and progress throughout their academic life. Programming can be an abstract concept that students find challenging to comprehend therefore good feedback is important to their progress and their motivation to continue programming. This paper will discuss the process of enhancing coursework feedback for Game Programming students through the use of screencasts. The hypothesis being that game programming by its nature is audio-visual thus, providing feedback using an audio-visual medium should increase the student's perception of their feedback such that it is perceived to be clearer, easier to comprehend and personalised.

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