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Contents
Preface xvii

Prologue: Lawrence Prenderghast’s

Haunted Circus 1

Episode 1 • March 1, 1910: Larry 4

1 • Introduction 7

1.1 Program and Programming 8

1.2 A Problem-Solving Approach 8
1.3 A First Program Task 9
1.4 Analyze the Task 10
Summary 11
Terms 11
Concept Questions 11

2 • Design 13

2.1 Design Thinking 14

2.2 Set Design 15
2.3 Algorithm Development 18
2.4 Translate the Set Design into an Alice Scene 18
2.4.1 Add an object to the scene 21
2.4.2 Position an object using the cursor and one-shots 23
2.5 Saving a Project 26
2.6 Creating a Sense of Place 27
Summary 29
Terms 29
Concept Questions 29
Exercises 30
v
xii Contents

12.10 Player (User) Input 294

12.10.1 Get the input 294
12.10.2 Use the input 296
12.11 Check the Game State: End Conditions 297
12.12 Generalizing a Game Algorithm 299
Summary 300
Terms 300
Concept Questions 300
Exercises 301
Project 303

Episode 7 • March 1, 1910: Esther 305

13 • Built-in Arrays, Poses, More Events,

and Interactive Controls 311
13.1 Story Analysis for Demo 312
13.2 Design for Demo 312
13.2.1 Algorithm for demo 313
13.2.2 Demo starter world 313
13.3 Implement and Test the Demo 314
13.3.1 Built-in array of skeletal joints 315
13.3.2 Iteration with for each in 316
13.3.3 straightenOutJoints 319
13.3.4 Iteration with each in together 320
13.4 Story Analysis for an Interactive Game 321
13.4.1 Adapting for an interactive game 322
13.4.2 Game starter world 323
13.4.3 Pre-made custom procedures 324
13.5 High-Level Structure 325
13.6 Opening Cutscene 325
13.7 Animating with Poses 326
13.8 Play Game Decomposition 330
13.9 Implementation: Stairs Animation 332
13.9.1 Stair-twisting helper procedure 333
13.9.2 Using an infinite while loop 333
 Contents xiii

13.10 Implementation: Main Flow of the Game 335

13.10.1 Set up the game 336
13.10.2 The main game loop 336
13.10.3 Updates 337
13.10.4 Interactive control with Binary Operators 341
13.10.5 Testing and debugging interactivity 346
13.11 Check Game End Conditions 348
13.12 Feedback for Win or Loss 349
Summary 350
Terms 350
Concept Questions 350
Exercises 351
Project (Open Ended) 353

Episode 8 • March 1, 1910: Adelaide 355

14 • Custom Arrays and Functions 361

14.1 Demo: Basic Operations with a Custom Array 362

14.1.1 Create and initialize a custom array of objects 363
14.1.2 Iterate through a custom array 365
14.1.3 Access an item in an array 367
14.2 Program Example Story Analysis and Design 370
14.2.1 Design 371
14.2.2 Starter world 372
14.3 Implementation with a Custom Array 375
14.3.1 Writing a procedure with an array parameter 376
14.3.2 Calling a procedure with an array argument 378
14.3.3 Writing a procedure with a custom array but no parameter 378
14.3.4 Pre-made procedures for Adelaide encounter 382
14.4 Visual Alignment of a Custom Array (Horizontal) 382
14.5 Linear Search of an Array 386
14.5.1 A compareTo Custom Function 387
14.6 Visual Alignment of an Array (Vertical) 389
Summary 391
Terms 392
Concept Questions 392
xiv Contents

Exercises 393
Projects 394

15 • Java: Custom Arrays and Sort 397

15.1 Arrays in Java 399

15.1.1 Java array declaration 400
15.1.2 Java array initialization 401
15.1.3 Access an individual element in an array 402
15.2 Sorting an Array 404
15.2.1 The selection sort algorithm 404
15.2.2 Implementation: select sort 406
15.2.3 A function helper method: findLargestAfterIndex 407
15.2.4 Calling the helper function 409
15.2.5 A procedure helper method: swap 409
15.2.6 Using the Integer class compareTo function 411
15.2.7 Calling sort 412
15.3 Visual Representation of the Sort Mechanism 413
15.3.1 Modifying the swap procedural method for visualization 413
15.3.2 Modify the call to sort 414
Summary 416
Terms 416
Concept Questions 416
Exercises 417

Episode 9 • March 1, 1910: Gideon 419

16 • Event-Driven Programming and Advanced

Game Controls 425
16.1 Analyze the Story 426
16.2 Design 427
16.3 Implementation: The Opening Cutscene 429
16.4 Implementation: Game with an Implied Loop 430
16.4.1 Game analysis and design 431
16.4.2 Game setup 432
 Contents xv

16.5 Event Listener: keyPress 435

16.6 Debugging: TextString Output for Feedback 439
16.6.1 Setup for text display 440
16.6.2 Tracking and updating the text string display 442
16.6.3 Testing 444
16.6.4 Debug to restrict multiple event triggers 445
16.7 Event Listeners for Speed Updates 446
16.7.1 Time-elapsed event 447
16.7.2 Rounding error 448
16.7.3 Format output to display with two decimal places 448
16.7.4 Collision Event Listener 449
16.8 Event Listeners for End Conditions 451
16.8.1 Win condition: collisionStarted event listener 451
16.8.2 Loss condition: viewExited Listener 452
Summary 453
Terms 454
Concept Questions 454
Exercises 454
Open-Ended Project 455

Epilogue 457
Epilogue Capstone Project 461
Index 471
Preface
Alice is an educational software tool intended for teaching and learning fundamental con-
cepts of computer programming with animation, storytelling, and gaming as the context.
This book, and the Alice 3 software, builds on and extends the innovative approach intro-
duced with Alice 2 and the Learning to Program with Alice textbook (written by Dann, Coo-
per and Pausch and first published in 2004). Formal studies have proven the effectiveness
of this approach in attracting a diverse population, as well as increasing the retention rate
of students in introductory levels in both high school and early college courses. This suc-
cess and the highly positive feedback from hundreds of thousands of instructors and stu-
dents inspired the Alice team at Carnegie Mellon University to continue Alice system
development and provide strong support for instructors.

Teaching Approach
Creative Problem Solving
A creative problem-solving approach is used throughout the book. Each chapter begins
with a new problem, which is basically: “Design and create a program that animates the
story of (or simulates, or plays the game of) ....” Our problem-solving approach is an adap-
tation of a well-known approach developed by George Polya and published in his book,
How to Solve It. A quick summary of Polya’s problem-solving approach is

• Understand the problem.

• Devise a plan.
• Carry out the plan.
• Look back.
In computer programming, problem solving involves many of the same steps but is more
dynamic and often involves repeated steps, frequent testing, and revision. Therefore, we
have adapted the problem-solving approach to a cyclic model with a focus on the problem
task, creating a design, implementing code, and testing the code. This approach incorpo-
rates some elements of design thinking that starts with understanding and analyzing a prob-
lem (a challenging task), involves experimentation, and expects design and implementation
changes. These elements of design thinking are highly complementary to traditional decom-
position and stepwise refinement used in programming.

Teaching Classes and Methods in the Context of Animation

A major feature, in terms of student engagement, is the enhanced animation capability
provided by Alice 3 through a library of built-in classes, visually embodied by unique 3D
models. These characters and props cover a wide range of stories and cultures. They are
designed to capture the storytelling imagination of students and evoke the creation of

xvii
xviii Preface

animations inspired by the works of professional animation and gaming studios such as
Disney, Pixar, DreamWorks, Electronic Arts, and others. In addition to their visual appeal,
Alice’s Gallery classes provide features to jumpstart student animation programming,
including built-in animation methods. For example, the bird class includes pre-made meth-
ods for unfolding and folding a bird’s wings. These built-in animation methods provide for
rapid production of student story animations. And although these pre-made animations
make it easy for students to get started, they are merely an inspirational beginning. Alice
provides a powerful, intuitive interface for students to create their own customized methods
and animations from the programmatically simple to the complex. Students can even create
their own custom classes complete with inheritance features. Alice’s emphasis on visualiz-
ing classes of characters and props eases students into object-oriented thinking.

Learning Programming Through Storytelling and Gaming

In between the chapters of the textbook are episodes of an unfolding story about a mysteri-
ous, haunted circus train, a cast of unique characters, and the adventurous task of lifting a
magic spell from a troupe of circus performers. This story is meant to be the creative back-
drop for an Alice 3 programming course. Throughout the book, the main narrative leads
students through the creation of animations and interactive games adapted from episodes
of Lawrence Prenderghast’s Haunted Circus story.
Episode 1 introduces the Haunted Circus story and the two main characters: a yeti and
a haunted circus ringmaster. After the Prologue and Episode 1, additional episodes of The
Haunted Circus story appear at intervals between the text chapters.
An important turning point in The Haunted Circus story occurs in Chapters 9 and 10,
where the yeti and the circus ringmaster encounter the storyteller in the woods and set out on
an adventure to reunite the circus friends. At this point, the path through the story episodes
is somewhat flexible, and the chapter sequence may be selected as desired by the instructor.

Transitioning from Alice 3 to Java

A significant innovation in this textbook is software features and instructional material that
support transition to a production-level language (Java). This is in response to the requests
of hundreds of instructors who participate in our online Alice Educators List. The request
is: “Alice has been great for engaging my students and helping me teach the fundamental
programming concepts. Now, how do I make the transition to Java (or C++, or Python)?” In
this book, several chapters are devoted to providing assistance to the instructor and stu-
dents for building on the concepts learned in Alice to make a successful transition to Java.
We believe, however, that it isn’t enough to just add a few chapters on Java. For this
reason, the groundwork is carefully laid within the Alice chapters and then built upon in
the Java chapters to mediate a transition from Alice to Java. Some features of Alice 3 have
been improved to provide a close correlation between Alice and Java’s object-oriented con-
cepts. For example, the Alice 3 gallery models are organized in a hierarchy of classes, which
enables using inheritance in Alice in a manner that is more faithful to the way it is used in
Java, C++, and other object-oriented languages.

Audience
We understand that instructors will use this text to implement and support curriculum
and objectives that meet the needs and requirements of students in their own specific
educational institutions. In other words, we expect instructors will use the textbook in
 Preface xix

many different ways. Nonetheless, the following provides a short description of the
target population and courses we taught, and others we envisioned, as this book was
written.
In a semester-long course for introductory programming for non-majors, with an
interdisciplinary focus: The programming examples presented in this text have a story-
telling and animation context that is well suited to courses with an interdisciplinary
focus. Preliminary testing with non-majors in liberal arts schools and in curricula for
media arts, gaming, communications, and other programs of study has been highly
successful.
In a semester-long introductory programming course for majors who have little or
no programming experience: In many colleges, thirty to fifty percent of incoming majors
have experience in personal productivity with computers, but not in programming. Students
with little or no previous programming experience are at a disadvantage in a rigorous CS101
course and are at risk of dropping out or changing their major. Alice has been shown to
significantly increase retention and achievement of these students.
As a primary component in the AP Computer Science Principles course: This
book encompasses the span of computational thinking practices: connecting computing,
creating computational artifacts, abstracting, analyzing problems and artifacts, communi-
cating, and collaborating. The animation problem-solving context exemplifies most of the
big ideas in the CS Principles curriculum, including creativity, abstraction, algorithms, and
programming.
As a preparatory course prior to an AP Computer Science (Java) course: Alice 3
can be displayed in Java mode. This allows students to create program code in a gentle drag-
and-drop programming environment where typing code with the details of syntax is not
the major focus. This approach was used in Seymour Papert’s Logo and Rich Pattis’s Karel
the Robot, which were inspirations for the Alice project.

Concept Order and Chapter Sequence

Pedagogic Features
• When a new term is introduced, it is printed in bold blue.
• A list of new terms is provided at the end of each chapter and are in the index.
• A summary is presented at the end of each chapter.
• A set of concept questions is provided in each chapter.
• Exercises are provided in each chapter. In most chapters, exercises are included for
extending and enriching the example problem task for that chapter.
• Projects ideas are provided for later chapters, after students have experience with the
Alice and NetBeans IDEs.
• An optional capstone project is presented in the Epilogue.

Note: Over time, exercises and projects become more free-form and open ended. For this
reason, the number of exercises and projects included in the chapters are numerous at the
beginning but decrease in the latter half of the book.
The following is a quick overview of the programming concepts introduced by chap-
ter. See the Table of Contents for a list of chapter titles and a more detailed description of
chapter content.
xx Preface

Table • Concepts by Chapter

The first three or four chapters of the book are meant to be covered in quick suc-
cession, ideally in the first week of class meetings/lab. Remaining chapters vary in
length and may take two to five class meeting/lab days each. The pathway through
chapters, topic selection, and sequence can be modified at the instructor’s discretion to
meet specific needs and goals. The following dependency chart may assist in plotting a
path.
The chapters highlighted in yellow are Java chapters and those in white are Alice 3
chapters.
 Preface xxi

Chapter Dependency Diagram

A Few Suggested Custom Sequences

• For an “all Alice” path, the Java chapters may be omitted by using a sequence such
as 1-2-3-4-5-6-9-11-12-14-15 and 16, as time allows.
• For younger students, a path that avoids both arrays and Java is possible by follow-
ing the sequence 1-2-3-4-5-6-9-11-12.
• For a two-week introduction at the beginning of a traditional CS1 course in Java, a
possible sequence is 1-2-3-4-7-8 and the use of the provided Starter worlds to transi-
tion to Java.

The Alice 3 Software

The Alice 3 software is free and is available for download at www.alice.org. We recom-
mend downloading the latest version for your computer (PC, Mac, or Linux). The Alice
website also provides instructions for installation and an FAQ, with links for providing
bug reports. The Alice 3 system is 3D graphics and runs using Java’s OpenGL graphics
library. Please note that some tablets do not run Java and, therefore, will not run Alice.
Alice works well with most digital projection systems for classroom presentations,
including high resolution.
xxii Preface

Instructor Resources
The instructor resources are available to instructors who adopt this book by logging into
Pearson’s Instructor Resource Center at www.pearsonhighered.com/Dann. If you do not
already have access to the Pearson IRC, contact your Pearson sales representative or visit
www.pearsonhighered.com/educator/replocator.

Student Resources
Student support materials for this book are available at www.alice.org/Alice3ToJava.

Acknowledgments
Alice 3 lives in the heart and soul of the dedicated people in the Alice team. The primary
engineers and architects of the Alice 3 software were Dennis Cosgrove and Dave Culyba.
Dennis contributed to the original Alice and was the lead architect and software engineer
for Alice during the early days of Alice development with Randy Pausch.
Particular thanks go to Sabrina Haskell, professional game designer at Schell Games.
Sabrina contributed to the design thinking used throughout the textbook and specifically
to the game design and structure in the chapters where game examples are used.
A huge thanks to Eric Brown, who assumed the Director position of the Alice Project
upon retirement of Wanda Dann. Eric maintained team focus with the textbook authors to
insure completion of the necessary graphics, manuscript, and software revisions.
We are most grateful to Electronic Arts for their contribution of the Sims 2 artwork to
the Alice 3 Gallery. The 3D models from the Sims 2 artwork is the foundation of the gallery.
An incredible collection of 3D models has been added to Alice 3 to create cultural diversity.
These models were created by an Alice team of character artists and summer interns, under
the leadership and direction of Laura Paoletti. The original design of the 3D models was devel-
oped in consultation with John DeRiggi, Senior Character Artist at Schell Games. We owe
much gratitude to the contributions of Pei Hong, staff character artist, and summer interns
including: Austin Booker, Matthew Kline, Yuan (Dorothy) Sheng, and Gregory Mirles.
Our deep gratitude goes to early testers and users of Alice 3 and this textbook for
their helpful feedback, suggestions, and comments: Stephen Cooper at Stanford University,
William Taylor, Anita Wright, and RoseMary Boiano at Camden County College, Eileen
Wrigley and Don Smith at Allegheny Community College, Tebring Daly at Collin College,
Cristy Charters at Florida International University, and Leslie Spivey at Edison Commu-
nity College. Jeisson Hidalgo-Cespedes, in residence at Carnegie Mellon as a visiting scholar
from the University of Costa Rica, reviewed the first five chapters and prepared many
questions and examples used in these chapters.
Sincere thanks to Tracy Johnson of Pearson for supporting this effort. A huge thank
you to the editorial staff at Pearson who helped bring this textbook to life, particularly
Kristy Alaura, Carole Snyder, Rose Kernan, and Revathi Viswanathan. We gratefully
acknowledge the reviewers of this textbook Tim Gallagher—Winter Springs High School,
Teresa Elmore—Libertyville High School Saquib Razak—Carnegie Mellon University
Qatar, Anita Wright Camden County College, Leslie Spivey—Edison Community College,
Laine Agee—White Station High School, William Taylor—Camden County College.
 Preface xxiii

This material is based upon work partially supported by the National Science Foun-
dation under Grant Numbers 0894104 and 0903271. Any opinions, findings, conclusions,
or recommendations expressed in this material are those of the authors and do not neces-
sarily reflect the views of the National Science Foundation.
We are most grateful for funding to support the development of Alice 3 with a transi-
tion to Java and faculty development workshops. Over the last decade, this funding has
been provided by: Oracle, the Sun Microsystems Foundation, Electronic Arts, Hyperion,
Google, the Payne Family Foundation, the Hearst Foundation, and the National Science
Foundation.

Wanda Dann
Don Slater
Laura Paoletti
Dave Culyba
Notes to the Student
This book is all about learning to write a computer program. Taking a programming course
can be challenging and time consuming. In fact, there are times when it can be downright
frustrating. As authors and educators, we want to stand up and say there is a better way to
learn real computer programming. This book is designed to introduce programming in a
creative context. We want to make it more engaging and less complicated, but still cover all
the essential concepts expected in an introductory programming course curriculum.
In this book, you will step into the world of creating 3D animations. Each chapter
presents the concepts of programming with hands-on examples that illustrate creating a
short animation or game for Lawrence Prenderghast’s Haunted Circus, an original story writ-
ten by Laura Paoletti. In the example animation and gaming projects, you will be bringing
the story to life by creating programs that illustrate portions of the and games presented in
the chapters and exercises. Alice was originally developed as a tool for creating prototype
animations for use with head-mounted devices in virtual reality research. Alice is similar
to professional software tools used by animators in animation and gaming studios (Pixar,
Disney, DreamWorks, Nickelodeon, Electronic Arts, and many others). In animation and
gaming studios, a project team is often composed of artists, animators, designers, and pro-
grammers who work together to create short animated segments that evolve and are com-
bined into the final product. Likewise, your instructor may ask you to work on a project
with a team.
Depending on your goals, you may also transfer your work from Alice to Java. Java is
a production-level programming language used by professionals to create real-world soft-
ware applications. For example, Alice itself is written in Java. The Java chapters in this
book provide examples that apply the concepts learned in Alice to write code in Java. This
experience is most helpful to students who plan to continue developing their programming
skills by taking an AP Computer Science or CS1 (or CS 101) college or university-level pro-
gramming course.
Supplementary materials for this textbook are at www.alice.org/Alice3ToJava.

xxv
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