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Incorporating computer programming exercises in introductory physics is adelicate task that involves a number of choices that may have a strong affecton student learning. We present an approach that speaks to a number of commonconcerns that arise when using programming exercises in introductory physicsclasses where most students are absolute beginner programmers. These studentsneed an approach that is (1) simple, involving 75 or fewer lines ofwell-commented code, (2) easy to use, with browser-based coding tools, (3)interactive, with a high frame rate to give a video-game like feel, (4)step-by-step with the ability to interact with intermediate stages of the"correct" program and (5) thoughtfully integrated into the physics curriculum,for example, by illustrating velocity and acceleration vectors throughout. Wepresent a set of hour-long activities for classical mechanics that resemblewell-known games such as "asteroids", "lunar lander" and "angry birds". Surveyresults from the first activity from four semesters of introductory physicsclasses at OSU in which a high percentage of the students are weak or absolutebeginner programmers seems to confirm that the level of difficulty isappropriate for this level and that the students enjoy the activity. Theseexercises are available for general use at http://compadre.org/PICUP In thefuture we plan to assess conceptual knowledge using an animated version of theForce Concept Inventory originally developed by M. Dancy.

A Game-Centered, Interactive Approach for Using Programming Exercises in Introductory Physics