June 24, 2007
June 24, 2007
June 27, 2007
12.573.1 - 12.573.18
Educational Computer Science Fun Projects for Integrating Multidisciplinary Concepts of Mathematics, Science, and Engineering
In our continuous efforts to increase recruitment, retention and graduation rates of our, mainly minority, computer science and engineering students, we have recently embarked on an ambitious and comprehensive transformation of a major sector of our Computer Science and Engineering curriculum, the first stage of which is transforming the means by which major goals and objectives of three key courses, Data and Information Structures (COSC-3345), Digital Image Processing (COSC-4333), and Computer Graphics (COSC-4330) are achieved. The goal is to integrate in a rather “fun and games” way basic concepts from mathematics, statistics, signal and image processing, and computer graphics into a real-life game project. The three courses are meshed synergistically through a well thought-out 2-D/3-D gaming project, which is introduced in the junior level course and continues in the senior imaging and graphics courses.
In the new age of IPods, PlayStations, and Xboxes, it is hard to ignore the affinity young students have for 3-D action-based and visually intense games; so rather than villainizing games and ostracizing their use, we aim instead at using that inherent fondness of the games to the students’ advantage by relating key computer, engineering, and mathematical concepts to the fundamental way games operate. By adhering to the guidelines and recommendations set forth by the ACME and the Accreditation Board for Engineering and Technology (ABET) Technology Criteria 2000 for the Computer Science and Engineering programs, the CS/CIS department at our university has continually modified and enhanced several facets of its programs to demonstrate that its graduates possess specific mathematics, physics, engineering, and computer science skills (outcomes) by their time of graduation. This paper describes our efforts to incorporate in a rather fun and entertaining ways how to integrate major concepts in the above described fields in an action-based game project which students find exciting and are easily able to relate to. Our new experience showed that a Game-based project quickly attracts students and fosters student communications, teamwork, and the development of analytical capabilities. The paper additionally details the interdisciplinary strategy implemented by the department’s faculty in conjunction with other departments in the college of Science, Mathematics, and Technology (SMT) to integrate key concepts in the Mathematics and Physics areas in the game design project.
Quweider, M., & Iglesias, J., & Zaim, A. (2007, June), Educational Computer Science Fun Projects For Integrating Multidisciplinary Concepts Of Mathematics, Science, And Engineering Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. 10.18260/1-2--2064
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