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Game Assignments in computer Science
Game Assignments in computer Science
Game Assignments in computer Science
Game Assignments in computer Science
Game Assignments in computer Science
Game Assignments in computer Science
Game Assignments in computer Science
Game Assignments in computer Science
Game Assignments in computer Science
Game Assignments in computer Science
Game Assignments in computer Science
Game Assignments in computer Science
Game Assignments in computer Science
Game Assignments in computer Science
Game Assignments in computer Science
Game Assignments in computer Science
Game Assignments in computer Science
Game Assignments in computer Science
Game Assignments in computer Science
Game Assignments in computer Science
Game Assignments in computer Science
Game Assignments in computer Science
Game Assignments in computer Science
Game Assignments in computer Science
Game Assignments in computer Science
Game Assignments in computer Science
Game Assignments in computer Science
Game Assignments in computer Science
Game Assignments in computer Science
Game Assignments in computer Science
Game Assignments in computer Science
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Game Assignments in computer Science

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Using Standard Software Metrics to Analyze Student Effort on Games

Using Standard Software Metrics to Analyze Student Effort on Games

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  • 1. Learning with Games - MRU SoTL Nov. 2010 1 Do Game Assignments HelpDo Game Assignments Help Programming Students Learn More?Programming Students Learn More? Katrin Becker J.R.Parker Nov 2010 This session focuses on the measurable effects of using games as assignments in a programming class.
  • 2. Learning with Games - MRU SoTL Nov. 2010 2 What I’m Playing Now
  • 3. Learning with Games - MRU SoTL Nov. 2010 3 What Are We Trying to Do? Constructivist and Behaviourist (Instructionist) approaches are both useful in some circumstances. Can we see an advantage to either one in the first CS courses?
  • 4. Learning with Games - MRU SoTL Nov. 2010 4 What Are We Trying to Do? Can we suggest a method or protocol for experimenting with this kind of question? Eve online
  • 5. Learning with Games - MRU SoTL Nov. 2010 5 Can We Determine If One Is Working Better? Use each method on different but equivalent CS102 classes. Record: o Amount of work done o Progress in successor courses Blood Magic
  • 6. Learning with Games - MRU SoTL Nov. 2010 6 An Opportunistic Experiment • Different sections of the same course - (Computer Science 233) were allowed to proceed individually, with no formal coordination of assignments or exams. • This was not the norm, but it did allow us to conduct a simple comparison of the methods used in the two courses. • Specifically, the assignments given to the students could be assessed and compared.Heavy Rain
  • 7. Learning with Games - MRU SoTL Nov. 2010 7 Experimental Protocol Four sections of the class were offered in the Winter session. One instructor chose to assign a behaviorist assignment set, the other a constructivist set, both using the Java language. The courses were taught to the same course description and explicit syllabus, and should have included the same basic content. Limbo
  • 8. Learning with Games - MRU SoTL Nov. 2010 8 Experimental Protocol Students submit their assignment solutions using an on-line system, allowing us to collect all of the solutions as they were completed. We used standard software engineering complexity metrics to determine how complex the solutions were. Student grades in successor course were collected and averaged for comparison. Limbo
  • 9. Learning with Games - MRU SoTL Nov. 2010 9 Tomb Raider Assuming that the assignment grades in both classes are equivalent, then the assignments that involved the largest amount of work or effort should be an indicator of how much was learned. Using Observed Effort
  • 10. Learning with Games - MRU SoTL Nov. 2010 10 Behaviourist vs Contructivist •Specified in great detail (methods, parameters, even names) •Little room for variation •Designed to mimic a specific tiny application that is fully understood. •Stated Objective; details left to student •Considerable room for variation •Designed to reside at the edge of the student’s ZPD
  • 11. Learning with Games - MRU SoTL Nov. 2010 11 Constructivist Assignments* 1. Be accessible to everyone at the start. 2. Invite students to make decisions. 3. Encourage "what if" questions. 4. Encourage students to use their own methods. 5. Promote discussion and communication. 6. Be replete with patterns. 7. Lead somewhere. 8. Have an element of surprise. 9. Be enjoyable. 10. Be extendable. (*G. H. Wheatley) School Tychoon
  • 12. Learning with Games - MRU SoTL Nov. 2010 12 Behaviourist Assignments 1. Student Grades (% to letter) 2. A Point class 3. Class extension (shape, circle) 4. Mortgage Calculator (Swing GUI) 5. Greenhouse simulation (Sensors control devices) Secret of Monkey Island
  • 13. Learning with Games - MRU SoTL Nov. 2010 13 Constructivist Assignments 1.Transition - convert small program to Java 2. First Class - implement a class that serves as an enhanced version of a data type that was used in the previous program. 3. Encapsulation; Simple Data Structures - Write an ACSII-graphics version of the Four Seasons Solitaire game. 4. Parsing -Design and write a recursive parser for expressions. 5. Inheritance -ASCII-graphics version of the Centipede arcade game. Mass Effect
  • 14. Learning with Games - MRU SoTL Nov. 2010 14 Measuring the Programs They are some of the oldest measures of program complexity (1977). We chose the commonly encountered Halstead metrics because… they are commonly encountered. Grim Fandango
  • 15. Learning with Games - MRU SoTL Nov. 2010 15 Measuring the Programs Elder Scrolls IV: Oblivion These metrics are based on the simple measurements: n1 = the number of distinct operators n2 = the number of distinct operands N1 = the total number of operators N2 = the total number of operands
  • 16. Learning with Games - MRU SoTL Nov. 2010 16 Measuring the Programs Program Length N A measure of program length in terms of the number of tokens used by the program. It is calculated as N = N1 + N2 (total # operators & operands)
  • 17. Learning with Games - MRU SoTL Nov. 2010 17 Measuring the Programs Vocabulary n The number distinct symbols used by the program. It is calculated as n = n1 + n2 (# distinct operators & operands)
  • 18. Learning with Games - MRU SoTL Nov. 2010 18 Measuring the Programs Lines of Code (LOC) The number distinct symbols used by the program. It is calculated as LOC = N / 3.14
  • 19. Learning with Games - MRU SoTL Nov. 2010 19 Measuring the Programs Effort: the relationship between an estimate of the volume of information required to specify a software program (V) and the program level, a measure of the relation between the volumes of the most compact representation and the actual program. E = V/PL PL = 1 / (( n1 / 2 ) * ( N2 / n2 )) V= N * (LOG2 n)
  • 20. Learning with Games - MRU SoTL Nov. 2010 20 Measuring the Programs Time to code: This is an estimate of how long it would generally take to write the program. T = E/K For the Java language the constant 0.9 was used.
  • 21. Learning with Games - MRU SoTL Nov. 2010 21 Averaged over all assignments Constructivist Behaviourist # of tokens N: 481.1 368.6 Vocabulary: 533.8 315.4 Length: 4846.4 2556.2 (total=29,078.5) (total=12,780.8) LOC: 153.2 117.4 (total=919.3) (total=586.9)
  • 22. Learning with Games - MRU SoTL Nov. 2010 22 Games Vs Other Assignments Median Effort Assignment Constructivist Behaviourist 1 9178.415946 2 18316 10102 3 29045 7669.9 4 22018 11427 5 40438 22972   Unbiased mean 24,91013,623   Total Effort 149,461 68,117
  • 23. Learning with Games - MRU SoTL Nov. 2010 23 Games Vs Other Assignments Median Time to Code Assignment Constructivist Behaviourist 1 2.8328 4.9215 2 5.6531 3.1178 3 8.9647 2.3672 4 6.7956 3.527 5 12.481 7.0902   Unbiased mean     7.69 4.20  Total Time 46.13 21.02
  • 24. Learning with Games - MRU SoTL Nov. 2010 24 Measuring the Programs Cyclomatic Complexity: A measure of how many paths there are through a program. A graph can be created in which each node corresponds to a block of code, and each arc to a branch. The cyclomatic number is the maximum number of linearly independent circuits.
  • 25. Learning with Games - MRU SoTL Nov. 2010 25 Measuring the Programs Cyclomatic Complexity The results of multiple experiments (G.A. Miller) suggest that modules approach zero defects when McCabe's Cyclomatic Complexity is within 7+/- 2. Cyclomatic Complexity between 10 and 15 minimized the number of module changes.
  • 26. Learning with Games - MRU SoTL Nov. 2010 26 Cyclomatic Complexity (Computed by JavaNCSS) Assignment Constructivist Behaviourist 1 8 28 2 3.87  1.69 3 4.18    1.69 4 3.05    1.13 5 2.15    1.7
  • 27. Learning with Games - MRU SoTL Nov. 2010 27 Successor Classes The students in the constructivist group achieved an average grade 0.7 higher than did the behaviourist group in the successor programming class; Grades are computed on a 4-point scale, so this would represent an 18% improvement Ace Combat 5
  • 28. Learning with Games - MRU SoTL Nov. 2010 28 Successor Classes This improvement deteriorates with time. Taking the successor 4 months later reduces the improvement to 0.1 from 0.7, or 2.5%. Improvement is somewhat higher for the 'A' students. Neo Steam The Shattered Continent
  • 29. Learning with Games - MRU SoTL Nov. 2010 29 Conclusions The constructivist assignment set appears to require much more effort than the behaviourist set. We have results of other measures, including cyclomatic complexity, methods per class, and object oriented metrics, that confirm this. Constructivist taught students do slightly better in the next course. Super Mario Galaxy 2
  • 30. Learning with Games - MRU SoTL Nov. 2010 30 Next Steps • Repeated • Find analogous measures in other work. • Longer follow- up.*** Super Mario Galaxy 2
  • 31. Learning with Games - MRU SoTL Nov. 2010 31 Thanks!! Title Slide: Sonny Chan Game Images courtesy of: Official Game Sites (images are identified by game) Fan Art Mobygames.com Gamespot.com IGN.com Gamewallpapers.com

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