Teaching Business Programming Using Games: A Critical Analysis

Abstract

This paper examin es the persistent problematic issue of engaging business st u- dents in teaching computer programming. Studies continue to document challenges in teach- ing computer programming and various methods have been proposed with varying degrees of success. From an edu cator’s perspective, the concern is how to engage students to enable the effective delivery of computer programming principles to the students. From a student’s per- spective, how they experience the computer programming course will leave students with good programming habits, the ability to learn on their own and a favourable impression of the field of Information Systems as a profession. Method. The study used a case study design in which a survey and interviews were conduc t- ed among 138 students currently registered for a second year computer pr o gramming course at large urban University in South Africa. Three instructors involved in teaching the class were also interviewed to gauge their perspectives in relation to those offered by the st u dents. Results. Ou r findings refutes the notion that the popular use of computer games in social co n- texts implies that they can be used successfully for teaching computer programming to bus i- ness students. This allowed us, as educators in a position of power over students, t o reflect on our intentions when re - designing cu r ricula. Discussion and Conclusion. We suggest that while teaching innovations should be linked to a broader theme reflexive practice of experimentation; educators should encourage fee d back from other stakeho lders to foster ‘reflexive competence’, a desired property for transform a- tion of cu r ricula.Discussion and Conclusion. We suggest that while teaching innovations should be linked to a broader theme reflexive practice of experimentation; educators should encourage fee d back from other stakeho lders to foster ‘reflexive competence’, a desired property for transform a- tion of cu r ricula.