using game scenarios for teaching novice programmers

As programming educators we need to find ways to engage our students. The students we see today have been called the Nintendo generation. Such students are continually exposed to fast-paced sound, graphics, animation and games. It can be argued that these are the kinds of things that Nintendo generation students want to develop when learning computer science. As a result, computer programming educators have started to use games to engage and motivate students who are learning programming. However, there are difficulties in teaching novices to program using games. In many cases, it is too complicated for novices to begin programming with the extensive packages, libraries, and available object oriented languages when they are required to develop games. Moreover, the games development may seem trivial to the Nintendo generation if we do not include artificial intelligence (AI). Unfortunately, AI algorithm development is not appropriate for novices who are still trying to grasp the simple syntax and semantics of programming. This paper reports on research that explores how educators can motivate students to learn programming by using simple game scenarios. A revised version of Bloom\'s taxonomy is employed as a framework to aid in the creation of teaching resources that utilise game scenarios as exemplars, exercises and assessments. Finally, some recommendations are made on how the teaching of programming might be improved through a game approach to teaching and learning.