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Teaching and practicing the students‘ knowledge using games


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The main idea of this strategy is based on the essential textbook of pedagogy Orbis sensualium pictus which was written according to Komenský’s belief that the school should be a game. It was first published in Nürnberg in 1658. He believed, contrary to the teaching practices at the time, that the pupils should be able to teach learned matter not only to renounce mechanically but to understand what they were learning. He, therefore, provided a textbook with some illustrations so that it would be captivating for the children. It was about biology (living and inanimate nature), theology and man, something that can now be called the foundations of social sciences.

Modern times have brought new opportunities to implement this strategy.

For example, using simple computer games for practicing and verifying the student’s knowledge. During the lecture, several computer games created for this purpose will be presented. Games are primarily designed to teach automation and programming in MATLAB software at university.

They are created in the way that the data about the matter are read from an external file. This file is enough to be edited and used for any subject of the study program. In the lecture, there will also be introduced several electronic aids facilitating the teaching of work with graphics programs and programs in the office at secondary schools in the Czech Republic. All these games and utilities were rated by students using questionnaires after the completion of the courses, and these results will be presented, too.

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Teaching and practicing the students‘ knowledge using games

  1. 1. Teaching and practicing the students‘ knowledge using games Perůtka Karel Faculty of Applied Informatics, Tomas Bata University in Zlin, Nam. T.G.M. 5555, 760 01 Zlin, Czech Republic
  2. 2. O CV (4) O Zlín Region (15) o Zlín (5) o Kroměříž (4) o Uherské Hradiště (5) O Tomas Bata University in Zlín o General information
  3. 3. O Faculty of Applied Informatics (14) o General information (2) o Study programs (4) o Research (8) O Theoretical introduction to teaching aids (5) o Role of teacher as driving force (2) o Visual aids (2) o Computer as teacher (1)
  4. 4. O Created games in MATLAB (40) o Game 1 – Labyrinth of MATLAB (11) o Game 2 – LUDO (15) o Game 3 – Automtest (13) o Game 4 – Riskuj (1)
  5. 5. Karel Perutka received his Ph.D. degree in 2007 at Tomas Bata University in Zlin, Faculty of Applied Informatics, Czech Republic, where he is the senior lecturer. Technical Cybernetics was the principal branch of his first research. Karel Perutka was the editor of the book about MATLAB in English, the author of one monograph about MATLAB, several book chapters about MATLAB and control theory, and author or co-author of more than 80 papers in the conference proceedings. He is a member of the organizing and reviewing committees of several conferences. He lead more than 100 Bachelor and Master Theses.
  6. 6. Karel Perutka is teaching MATLAB programming, electronics, microelectronics, diagnosis of digital systems and modulations and demodulations of signals. He is the most popular teacher of curriculum IT for administrative studies voted by students where he teaches the software used in the office.
  7. 7. His main research interests are adaptive control, real-time control, control of multivariable systems, application of MATLAB and new methods of teaching programming, and creating didactic aids for secondary schools and for measurements in lab of communication systems, programming in C++ and VBA in MS Excel.
  8. 8. He is working on the topic Teaching and practicing the students knowledge using games for last 6 years. He lead the students of Master degree Teachers of Informatics for 6 years, he published 15 papers about this topic, created several teaching games and multimedia tools with the focus in the control theory, the computer graphics, the software in office.
  9. 9. The Europe Award - for the Best European First Film The Best of All Worlds (Austria, 2017), directed by Adrian Goiginger
  10. 10. O Settled continuously from the stone age O Boii created large settlement in late Iron Age O Quadi built here fortress and used bricks manufactured in Carnuntum in Austria O Main town of the Slavic state in 7th century
  11. 11. O Pilgrim place from 9th century O Holds the Golden Rose from Vatican O St. Cyrill and St. Metodius relics
  12. 12. O Established in 2001 O 11.000 students O Holds the name of Tomas Bata, man who established shoe company in Zlín, supporting university and now headed from Toronto, Canada O 6 faculties O
  13. 13. O Faculty of Technology O Faculty of Applied Informatics O Faculty of Humanities O Faculty of Management and Economics O Faculty of Multimedia Communications O Faculty of Logistics and Crisis Management O University Institute O Polymer Center O CEBIA Tech Research Center
  14. 14. O Established in 2006 O 1200 students O 7 departments and 1 research center O
  15. 15. O Department of Informatics and Artificial Intelligence O Department of Computer and Communication Systems O Department of Automation and Control Engineering O Department of Electronics and Measurements O Department of Security Engineering O Department of Mathematics O Department of Process Control O CEBIA Tech Research Center
  16. 16. O Security technologies, systems and management – in Zlin and Prague O Information and Control Technologies (in Czech or English) O IT in administrative studies O Intelligent systems with robots O Software Engineering
  17. 17. O Automatic Control and Informatics O Security Technologies, Systems and Managements – Technical Branch (in Czech or English) O Security Technologies, Systems and Managements – Management Branch (in Czech or English) O IT (in Czech or English) O Integrated Systems in Buildings (in Czech or English) O Computer and Communication Systems O Teaching Informatics at Secondary Schools
  18. 18. O Automatic Control and Informatics (in Czech or English) O Engineering Informatics (in Czech or English)
  19. 19. O shall execute authority in habilitation and professorial procedures in the field of Machine and Process Control
  20. 20. O Mathematical Modelling O Artificial Intelligence Theory and Applications O Process Management, Optimisation and Simulation O Suggestions for the Use and Application of PC Parallel Calculation Methods O Proposals for the Realisation and Implementation of IT Security Technologies O Mobile Application Development on iOS, ANDROID and Windows Platforms O Virtualisation and Cloud Computing
  21. 21. Research and Development, during the last decade has brought to the working practice sphere, the fruition of the staggering tempo of innovation – which has been realised in the form of follow-on, next-generation Mobile Communications Access Networks Standards, known under the abbreviation GSM – (Global System for Mobile Communication), Universal Mobile Telecommunications System (UMTS), and the current research – designated as LTE – (Long Term Evolution), whose continuation is expected up until 2025 – or beyond. The individual stages are indicated – not as a business strategy, but as real technical innovation, stages – in which new technical telecommunication services´ principles are applied.
  22. 22. Modern Automatic Control Methods O Delayed Systems O Robust Steering Systems O Auto-tuning (Controller Tuning) O Variable Parameter Systems Decentralised Systems O (Embedded) Control Systems Design O Real-time Software Solutions for Technological Processes O Monitoring and Control Systems at the Technological Level O Supervisory Visualisation and Control Systems – (In Touch, Control Web, WizCon, etc.) O The Solution and Implementation of Dedicated Computer Controllers Modelling and Simulation of Technological Processes O Tanning Industry Processes O Energy Processes with an Orientation on Centralised Heat Supply O Intelligent Building Technology Processes O Systems and Processes Optimisation to Minimise Production Costs O The Simulation of Proposed Models and Their Control Systems
  23. 23. O Electro-Magnetic Ccompatibility (EMC) O Terahertz Spectroscopy and its applications in Forensic Sciences O Raman Spectroscopy and its applications in Forensic Sciences O Remote experiments and their applications in university teaching O Microwave Scanning Microscopy and Atomic Force Microscopy (AFM) for materials analysis
  24. 24. O People and Property Protection O Security Industry Technical Resources O Commercial Security Technology O Information and Crisis Management O Security Management O Modelling Crisis Situations O Population Protection O Critical Infrastructure Protection O Critical Infrastructure Resilience O Technical Protection System Functionality and Penetration Test Analysis O Designing Technical Protection Systems O Risk Analysis
  25. 25. O differential equations O differential geometry O universal algebra and theory of unions O numerical mathematics / finite element method (FEM) O statistics
  26. 26. O Modelling, Identification and Simulation of Technological Processes O Adaptive Control of Single- and Multi-variable Control Systems, and Self-tuning Controllers O Non-linear Control of Processes associated with Non- linarites O Predictive Control of Linear and Non-linear Systems O A Multi-model Approach to the Design of Process Control O Decentralised Control and Supervised Control O Robotics
  27. 27. O grid computing and application of artificial intelligence O production systems O intelligent buildings O embedded systems O detection and analysis system for hazardous substances with the use of THz frequencies O small mobile data and telecommunication networks for emergency units O technological methods for protection of electronic systems against interference from outer and inner electromagnetic fields O alternative energy resources
  28. 28. A pedagogical theory framework is required for the effective introduction of technology in education. Teachers should be supported and guided to best exploit its tools in the most adequate and effective way. It is not new pedagogies that we need, but new ways of providing existing pedagogy efficiently and flexibly. Teachers who make the most changes in the classroom are those who have the greatest level of support.
  29. 29. The proper profile of the involved teacher should include for example the knowledge of the motivation of the students, the communication and interaction skills, the ability to find and explain practical example of usage the tested knowledge, and mostly to be “expert” in the field. Teachers who taught the given subject should be selected according to the specific needs according to the work with students “in the ground”.
  30. 30. During teaching it is usually used verbal communication channel, but for many reasons, there is more efficient visual information. The main benefits of visual aids are: 1) They attract attention Even if you prepare for an hour, you cannot teach the pupils without the attention of the students. Ignoring the new image on the slide of the data projector is difficult - ignoring the new sentence of dialogue not. Getting attention in the age of television and computers is not easy, and we need to use all of help. When you look at your visual aid, its attention is not diverted by other visual stimuli - such as a window view.
  31. 31. 2) They help conceptualization It is a major advantage visual aids. Many concepts and ideas we understand rather visual than verbal – e.g., "practical skills" such as soldering. If knowledge we remember, and we understand it visually, we should visually communicate. Most novice teachers are aware of this, but they often do not do it visually. It is best to resort to many abstract concepts, such as "fractions" or "attracting money." 3) They are easier to remember Based on our research, we know that most people best remember rather visual than verbal information. For example, mapping problems with submitting the report helps our memory. 4) They are an expression of your interest When you spend time preparing visual aids, pupils see that you want to teach them something.
  32. 32. Computer-assisted learning in the world uses the abbreviation CAL ("computer-assisted learning“). Computer programs that allow the computer to function as a teacher are they called as learning software. Of course, computers can display text and charts, but they can also show moving images that are often very useful for teaching - in particular when a moving image is used for the certain purpose - slowing or accelerating lessons. Computers, of course, can also play questions, check responses, and record the results of the pupil. They can do this to help you out in explaining or the testing of pupils.
  33. 33. The game is for single player only. The game contains a total of 10 rooms that the player has to pass within a given time limit. In each room, there is a labyrinth in which there are obstacles in the form of so- called gates. The player passes through the gateway if he correctly answers the question from the MATLAB usage. The player's position in the labyrinth is indicated by a green square that you can move with the arrow keys. We answer the questions by entering a letter on the keyboard, such as a, b, c or d.
  34. 34. The Labyrinth of MATLAB can be played by anyone who is able to answer the questions correctly, it is necessary to have the basic experience with MATLAB. The game is based on the multiple activities at the same time when the player has to look for the right way to go through the labyrinth, keep track of time, collect as many points as possible and also show his/her knowledge of MATLAB.
  35. 35. The game is for 1-3 players. As the title suggests, the rules of the game are the same as the Risk television entertainment program. Specifically, in this game, the themes are focused on describing the MATLAB environment, operators, string operations, complex numbers, arrays, and matrices. The game is controlled by mouse and keyboard. The player on the move selects the topic and value of the question he / she wants to answer. If the answer is correct, it is added to the score. The game has a time limit for both the player's response and the lap length, both of which are represented by the progress bar. After the timeout, a player with more points wins. The game itself contains about 40 M-files and 5 files with FIG. Since the entire app is a learning program, this game is de facto nice application for users who can verify their MATLAB knowledge in a funny way.
  36. 36. Thank You for Your Attention!