Theoretical and practical results of using the development of intellectual games in teaching programming

the article is devoted to the achieved results in teaching languages and programming technologies in the process of educational development of such instances of computer games, which the author classifies as intellectual. They mean games that require mental effort from the user and are essentially puzzles or tasks. They are distinguished by certain logic of construction and the implementation of a certain set, usually finite, of algorithms and heuristics. The results are divided into two parts: theoretical and practical. The author believes that theory is the basis for lectures, and practice is the basis for laboratory and workshops. In the future, they become the foundation for creating your own programming training courses in various languages. In addition to algorithmization and development, there is an introduction to artificial intelligence and virtual reality, a visual explanation of the connection between them and programming. This marks internal interdisciplinarity, which involves covering various disciplines of information technology. Among the main results, it is worth highlighting the achievement of cross-platform: the same games are implemented in different languages and platforms. This allows not only to integrate these languages and tools in the learning process, but also to conduct a comparative analysis of them.

programming theory, computer science teaching, intellectual games, development object, learning results, experiment