Affiliation:
1. Georgia Institute of Technology
Abstract
The ubiquity of personal computational devices in the lives of today's students presents a meaningful context for courses in computer organization beyond the general-purpose or imaginary processors routinely used. This article presents results of a comparative study examining student performance in a conventional organization course and in one that has been contextualized using a personal gaming platform as the pedagogical architecture. We find minimal differences in student learning but significant motivation and engagement gains for those in the contextualized course.
Publisher
Association for Computing Machinery (ACM)
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