A GAME-DEVELOPMENT–BASED TUTORIAL FRAMEWORK FOR SUPPORTING NOVICE PROGRAMMERS

Authors

Claudio Sandrio*, Georgia Gwinnett College, Lawrenceville, GA 30043Follow
Ciera Baucham*, Georgia Gwinnett College, Lawrenceville, GA 30043Follow
Dylan Long*, Georgia Gwinnett College, Lawrenceville, GA 30043Follow
Julissa Valdez-Remos*, Georgia Gwinnett College, Lawrenceville, GA 30043Follow
Samuel Keller*, Georgia Gwinnett College, Lawrenceville, GA 30043Follow
Wei Jin, Georgia Gwinnett College, Lawrenceville, GA 30043Follow
Xin Xu, Georgia Gwinnett College, Lawrenceville, GA 30043Follow
Evelyn Brannock, Georgia Gwinnett College, Lawrenceville, GA 30043Follow

Abstract

Learning to code can be intimidating for beginners, and many students struggle with Programming Fundamentals (CS1). At Georgia Gwinnett College (GGC), nearly 40% of students in this gateway course have difficulty passing, often due to challenges in adapting to computational thinking and problem-solving. This early hurdle can negatively impact persistence in technology-related majors. To address this challenge, we utilize a structured tutorial framework that uses chapter-aligned, peer-recorded videos and incremental game development to support novice programmers. These tutorials target both conceptual understanding and the application of concepts through game development. By leveraging peer modeling and integrating coding with creativity, the project aims to improve student confidence, engagement, and retention. Using an Agile-inspired workflow–weekly mentor meetings, collaborative planning, iterative video production, and continuous review–the student development team redesigned four popular beginner-friendly games (Snake, Flappy Bird, Circle Dodge, T-Rex Runner) for clearer visuals and improved internal code structure. For each chapter, the team produced: (1) a concept walkthrough recorded in the same visual programming environment used in the games, (2) a tutorial showing how chapter concepts advance the game’s functionality and design, and (3) an integrated quiz to reenforce comprehension and promote active participation. Because game development progresses step by step and includes many design choices, students cannot easily reconstruct full solutions from intermediate steps. This structure also reduces the usefulness of generative AI for completing assignments, encouraging authentic engagement with the material. The materials were piloted at CS1 at GGC in Fall 2025. Student surveys show increased fun (78%), reduced intimidation (72%), enhanced motivation from peer creators (78%), and were preferred with textbook chapters (75%). This project demonstrates that peer-developed, game-based tutorial sequences can make programming more approachable for beginners and may help reduce attrition in computing pathways. Future work will examine performance outcomes and scalability to other ITEC courses.

Acknowledgements

NSF Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI) Program, Grant No. 2345097

Recommended Citation

Sandrio*, Claudio; Baucham*, Ciera; Long*, Dylan; Valdez-Remos*, Julissa; Keller*, Samuel; Jin, Wei; Xu, Xin; and Brannock, Evelyn (2026) "A GAME-DEVELOPMENT–BASED TUTORIAL FRAMEWORK FOR SUPPORTING NOVICE PROGRAMMERS," Georgia Journal of Science, Vol. 84, No. 1, Article 124.
Available at: https://digitalcommons.gaacademy.org/gjs/vol84/iss1/124