Inclusion of games in undergraduate CS courses is evil:
Work with games reinforces incorrect and counter-productive stereotypes.
Focus on games tends to discourage interest in computing among women and
other underrepresented groups.
Computer games comprise a tiny fraction of the IT/computing industry (well
under 2%), and a
focus on games (that students already know about) draws attention away from
other, more socially-useful activities and applications.
Emphasis on other areas helps show breadth of the field, without the
negative side effects.
Basic, introductory concepts (e.g., loops, control structures, data
structures, algorithms) can arise in many interesting and socially valuable
contexts, so there is no need to dwell on games that have negative
connotations to some populations.
Socially constructive applications and examples connect with diverse
groups, often not well-represented.
A breadth-first perspective exposes students to new and exciting
possibilities, rather than just reinforcing application areas students
already have seen.
created 4 March 2008|
last revised 12 June 2008