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# The prime slaughter game

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Dec 3rd mini-presentation

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### The prime slaughter game

1. 1. The Prime Slaughter game (and PlayDT) Andrea Valente (Medialogy) Emanuela Marchetti (Learning and Philosophy) Aalborg University Esbjerg 1 of 11
2. 2. Our goal: transpose abstract mathematical concepts into playful visual interaction (e.g. games) Focus on factorization and prime numbers… because relevant and difficult to transpose 18/2 = 9 18/3 = 6 18/4 = X ... 9/2 = X 9/3 = 3 ... 1 :D 2 :) 3 :) 4 X 5 :) 6 X 7 :) 8 X ... 2 of 11
3. 3. Survey of math games: • computer-augmented exercises • exploratory/manipulative environments • very few genuine games Number Ninjas Refraction 3 of 11
4. 4. Our design: • abstract concepts: visual representation of numbers and their properties (e.g. primality) as elements of the game = 2 3 • procedural aspects: goal-directed activities within game framework & integral part of the gameplay • support different forms of play (as from previous work) -> kill AND grow 4 of 11
5. 5. The gameplay • Numbers are monsters and swords • Division as cutting • Factorize: divide with the right sword(s) Number 12 => 2*6, 6 => 2*3 => ... => 3*4, 4 => 2*2 => ... 5 of 11
6. 6. Walkthrough http://www.greenfoot.org/scenarios/3870 6 of 11
7. 7. What we have done so far: Start from participatory design results (MicroCulture) Children adpot different forms of play • military/strategy board-game play • and designerly play Used theories like apprentice in thinking (Rogoff) • learning by engaging in goal-directed activities within informal contexts • children usually supported by adults when reaching the boundary of their knowledge Designed and implemented Prime Slaughter Then we run a whole-day participatory workshop to test the game, and collect feedback 7 of 11
8. 8. Findings kids learning, math relevant questions: “what is the next prime number?” “how can I/we define a prime number?” interaction in the game, engagement or frustration, performance makes epistemic assumptions ”every odd number is prime” explicit individual players were able to play and get in flow, pairs adapted to the UI in creative ways social interaction: express emotional state, talking & laughing & pointing to indicate a playmate that an action was required teacher’s POV: teaching aid (classroom), clearer understanding of what each student gets/find difficult, better support individual needs 8 of 11
9. 9. Use cases HOME Learning: self-directed Individual or social and/or network 2 versions: PC & Tablet SCHOOL Traditional classroom teaching But… math as an empirical study: explore alternative hypothesis & verify them through experiments Learners move from cognitive to experiential reflection 9 of 11
10. 10. Playful Domain-specific Knowledge Transposition Based on MicroCulture, Prime Slaughter and other related work (e.g. 1D games) Generalization: a framework for the analysis and design of interactive games as media for learning 4 phases: • • • • Analysis (concepts -> tasks) Focusing Analogy (narrative and mechanics) Game design and creation Theoretical background: transposition • structuralism and epistemology (Piaget and Papert) • multiple modalities of play (Sutton-Smith) • playful goal-directed activities (Rogoff ) 10 of 11
11. 11. Conclusion Is 15 prime? a computer game can effectively turn abstract math concepts and procedures into a virtual artefact learners can then probe it in a playful way, explore alternative hypothesis and verify them through experiments 2,3,5,7, ? Guidelines are emerging towards a systematic analysis and design of knowledge transposition games for playful learning -> PlayDT (Marchetti, Valente and Jensen 2013) 11 of 11