D
David C. Webb
Researcher at University of Colorado Boulder
Publications - 36
Citations - 1441
David C. Webb is an academic researcher from University of Colorado Boulder. The author has contributed to research in topics: Game design & Computational thinking. The author has an hindex of 17, co-authored 36 publications receiving 1311 citations. Previous affiliations of David C. Webb include University of California, Davis.
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Proceedings ArticleDOI
Scalable game design and the development of a checklist for getting computational thinking into public schools
TL;DR: Scalable Game Design is a research project exploring new strategies of how to scale up from after school and summer programs into required curriculum of public schools through game design approaches.
Journal ArticleDOI
Learning by Understanding: The Role of Multiple Representations in Learning Algebra
Mary E. Brenner,Richard E. Mayer,Bryan Moseley,Theresa Brar,Richard P. Durán,Barbara Smith Reed,David C. Webb +6 more
TL;DR: The authors found that treatment students were more successful in representing and solving a function word problem and were better at problem representation tasks such as translating word problems into tables and graphs than were comparison students when they were speaking English as a second language.
Journal ArticleDOI
Scalable Game Design: A Strategy to Bring Systemic Computer Science Education to Schools through Game Design and Simulation Creation
Alexander Repenning,David C. Webb,Kyu Han Koh,Hilarie Nickerson,Susan Miller,Catharine Brand,Ian Her Many Horses,Ashok Basawapatna,Fred Gluck,Ryan Grover,Kris D. Gutiérrez,Nadia Repenning +11 more
TL;DR: The Scalable Game Design curriculum is developed based on a strategy to integrate CS education into the regular school curriculum and an approach called Computational Thinking Pattern Analysis has been developed to measure and correlate computational thinking skills relevant to game design and simulations.
Proceedings ArticleDOI
Recognizing computational thinking patterns
TL;DR: AgentSheets aims to better understand if students are able to recognize Computational Thinking Patterns (CTP) from their game programming experience and if students can apply the knowledge obtained from programming games to creating science simulations.
Proceedings ArticleDOI
Toward an emergent theory of broadening participation in computer science education
TL;DR: The Scalable Game Design project is introduced, different scaffolding approaches are discussed, data connecting gender specific motivational levels with scaffolded approaches is presented and data suggesting strong gender effects based on classroom scaffolding approach is presented.