Steven Weitz and Mary Rasley - The Edugaming Framework: Keeping the Quiz out ...SeriousGamesAssoc
Presenters:
Steven Weitz, Assistant Professor or Media Arts, Lehigh Carbon Community College
Mary Rasley, Professor of CIS, Lehigh Carbon Community College
This presentation discusses the “Edugaming Framework” which takes educational concepts and creates games from them. The focus of this framework is in keep quizzing out of games, while ensuring that the content itself becomes the core gameplay element in a game.
The final presentation for a design case in collaboration with Shosho and Koninklijke Kentalis.
Our project goal was to design a serious game to teach autistic children to recognize, understand and respond to emotions. Also, we explored different types of multimedia interactions that could act as a ‘game controller’ to input emotions.
Finding the Fun: Gameful Design of Classroom Goal Structures for Motivating S...Robert Songer
Master's Defense Presentation Slides given at Japan Advanced Institute of Science and Technology.
This research aims to identify key elements of game design that can be applied to classroom activities in a way that is beneficial to the learner. This is done through an extensive literature review of philosophical texts and research in psychology, game studies, gamification, and education. Following that, two studies examine the outcomes of game-like learning activities and their relationship to both the design qualities of an activity and the traits of the individual learners. The findings illustrate how opportunities for playful actions and the satisfaction of individual psychological needs contribute to the experiences of an activity.
Full-text paper and references can be found in the JAIST repository:
https://dspace.jaist.ac.jp/dspace/handle/10119/12938
Developing Computer-based Educational Game to support Cooperative Learning St...Eva Handriyantini
Game is one of learning media which can be used as a part of learning strategy in school
nowadays. Learning strategy using game can be more effective for students especially for
developing mathematical skills of primary school students. Educational game development can
use Waterfalls model, where development phases can be adjusted to be in accordance with the
development needs of educational games. Educational games have teaching material therefore
they can be used to support learning strategy in classroom.
Introduction to Gameful Design Heuristics (CHI 2017)Gustavo Tondello
Part 1/2 of CHI 2017 course "Applying Gameful Design Heuristics". This course will supply attendees with our gameful design heuristics and train them in using the heuristics on an example application. Finally, at the end of the second unit, we
will be discussing how to generate design ideas with the heuristics.
In gameful design, motivational affordances are often used to facilitate intrinsic and extrinsic motivations. This presentation details the 12 dimensions of motivational affordances according to the Gameful Design Heuristics by the HCI Games Group.
Steven Weitz and Mary Rasley - The Edugaming Framework: Keeping the Quiz out ...SeriousGamesAssoc
Presenters:
Steven Weitz, Assistant Professor or Media Arts, Lehigh Carbon Community College
Mary Rasley, Professor of CIS, Lehigh Carbon Community College
This presentation discusses the “Edugaming Framework” which takes educational concepts and creates games from them. The focus of this framework is in keep quizzing out of games, while ensuring that the content itself becomes the core gameplay element in a game.
The final presentation for a design case in collaboration with Shosho and Koninklijke Kentalis.
Our project goal was to design a serious game to teach autistic children to recognize, understand and respond to emotions. Also, we explored different types of multimedia interactions that could act as a ‘game controller’ to input emotions.
Finding the Fun: Gameful Design of Classroom Goal Structures for Motivating S...Robert Songer
Master's Defense Presentation Slides given at Japan Advanced Institute of Science and Technology.
This research aims to identify key elements of game design that can be applied to classroom activities in a way that is beneficial to the learner. This is done through an extensive literature review of philosophical texts and research in psychology, game studies, gamification, and education. Following that, two studies examine the outcomes of game-like learning activities and their relationship to both the design qualities of an activity and the traits of the individual learners. The findings illustrate how opportunities for playful actions and the satisfaction of individual psychological needs contribute to the experiences of an activity.
Full-text paper and references can be found in the JAIST repository:
https://dspace.jaist.ac.jp/dspace/handle/10119/12938
Developing Computer-based Educational Game to support Cooperative Learning St...Eva Handriyantini
Game is one of learning media which can be used as a part of learning strategy in school
nowadays. Learning strategy using game can be more effective for students especially for
developing mathematical skills of primary school students. Educational game development can
use Waterfalls model, where development phases can be adjusted to be in accordance with the
development needs of educational games. Educational games have teaching material therefore
they can be used to support learning strategy in classroom.
Introduction to Gameful Design Heuristics (CHI 2017)Gustavo Tondello
Part 1/2 of CHI 2017 course "Applying Gameful Design Heuristics". This course will supply attendees with our gameful design heuristics and train them in using the heuristics on an example application. Finally, at the end of the second unit, we
will be discussing how to generate design ideas with the heuristics.
In gameful design, motivational affordances are often used to facilitate intrinsic and extrinsic motivations. This presentation details the 12 dimensions of motivational affordances according to the Gameful Design Heuristics by the HCI Games Group.
Understanding and improving games through machine learning - Natasha LatyshevaLauren Cormack
Data Scientist at Jagex - Jagex has a diverse games portfolio, including a large MMORPG (RuneScape), a tactical FPS (Block N Load) and a collectible card game (Chronicle). In this presentation, Natasha Latysheva will showcase recent and upcoming data science and machine learning projects at Jagex – including quest recommender systems, player clustering by playstyle, deep learning player lifecycle sequences, and automatic bot and abuse detection – to give a taster of the insights that a machine learning approach can provide, whilst also offering project ideas for your own games.
Jeremiah Grabowski, instructional designer at the SUNY University at Buffalo, presents "gamification in the classroom" • To Identify the principle characteristics of games and gamification, and
• Discuss how gamification principles can be integrated into education
How is technology changing teaching and learning? What place does gaming have in building skills that are critical for today’s workplaces – and tomorrow’s? In this webinar, Associate Professors Beaumie Kim and Pratim Sengupta from UCalgary’s Werklund School of Education examine these topics and discuss how educators are using technology and gaming to engage students and deepen their learning.
Watch the webinar recording: http://explore.ucalgary.ca/technology-and-gaming-education
Although digital games can be wonderful tools for K-12 education, most public educators have limited access to computers in the classroom. As scientists/engineers who transitioned to teaching, we utilize simple, affordable tabletop game solutions to help children engage with complex STEM concepts. In this session we will discuss advantages of using tabletop games in the classroom, using our own experience as examples.
Our study discusses results from testing and co-designing Sandwich Robot, a game on algorithmic thinking targeting beginner programmers. The player composes code from a minimal set of blocks, to make a robotic character gather ingredients for a sandwich, following a specific order; the gameplay is similar to other Computational Thinking (CT) games like Karel the Robot or LightBot. The latest prototype of the game has been tested with three classes of 15-20 pupils from a technical high school in Denmark. The test was conducted in collaboration with their teacher in the subject Informatik, which focuses on CT and basic programming, and ended with a co-design workshop.
Our results shows that pupils were interest in the basic concept behind our game, they generally described our game as “fun”. Pupils and their teacher saw learning potential in the game, as a tool for understanding algorithmic thinking, but also for refining their learning at later stages. This expanded the role we envisioned for our game, leading us to rethink its relation to the pupils’ learning process. On-going and future work involves addressing pupils’ feedback and providing a level editor to allow Kahoot-style challenges. Our main contribution provides an exemplar of how the thinking behind algorithmic problem-solving can be transposed into game mechanics, embodied in a casual game, and how a non-technical narrative can support beginners learning CT.
Talk at VS-GAMES 2012 about learning analytics in educational games.
Ángel Serrano-Laguna, Javier Torrente, Pablo Moreno-Ger and Baltasar Fernández-Manjón. Tracing a little for big Improvements: Application of Learning Analytics and Videogames for Student Assessment
#galanoe
Talk given May 11, 2012 at Enriching Scholarship 2012, University of Michigan.
This session will focus on leveraging social media and online gaming to attract more women and other underrepresented groups to engineering professions. The slides contains examples from a Facebook game underdevelopment to illustrate how engineering educators can expose new audiences of potential students to professional engineering skills like leadership, teamwork, and project management.
Understanding and improving games through machine learning - Natasha LatyshevaLauren Cormack
Data Scientist at Jagex - Jagex has a diverse games portfolio, including a large MMORPG (RuneScape), a tactical FPS (Block N Load) and a collectible card game (Chronicle). In this presentation, Natasha Latysheva will showcase recent and upcoming data science and machine learning projects at Jagex – including quest recommender systems, player clustering by playstyle, deep learning player lifecycle sequences, and automatic bot and abuse detection – to give a taster of the insights that a machine learning approach can provide, whilst also offering project ideas for your own games.
Jeremiah Grabowski, instructional designer at the SUNY University at Buffalo, presents "gamification in the classroom" • To Identify the principle characteristics of games and gamification, and
• Discuss how gamification principles can be integrated into education
How is technology changing teaching and learning? What place does gaming have in building skills that are critical for today’s workplaces – and tomorrow’s? In this webinar, Associate Professors Beaumie Kim and Pratim Sengupta from UCalgary’s Werklund School of Education examine these topics and discuss how educators are using technology and gaming to engage students and deepen their learning.
Watch the webinar recording: http://explore.ucalgary.ca/technology-and-gaming-education
Although digital games can be wonderful tools for K-12 education, most public educators have limited access to computers in the classroom. As scientists/engineers who transitioned to teaching, we utilize simple, affordable tabletop game solutions to help children engage with complex STEM concepts. In this session we will discuss advantages of using tabletop games in the classroom, using our own experience as examples.
Our study discusses results from testing and co-designing Sandwich Robot, a game on algorithmic thinking targeting beginner programmers. The player composes code from a minimal set of blocks, to make a robotic character gather ingredients for a sandwich, following a specific order; the gameplay is similar to other Computational Thinking (CT) games like Karel the Robot or LightBot. The latest prototype of the game has been tested with three classes of 15-20 pupils from a technical high school in Denmark. The test was conducted in collaboration with their teacher in the subject Informatik, which focuses on CT and basic programming, and ended with a co-design workshop.
Our results shows that pupils were interest in the basic concept behind our game, they generally described our game as “fun”. Pupils and their teacher saw learning potential in the game, as a tool for understanding algorithmic thinking, but also for refining their learning at later stages. This expanded the role we envisioned for our game, leading us to rethink its relation to the pupils’ learning process. On-going and future work involves addressing pupils’ feedback and providing a level editor to allow Kahoot-style challenges. Our main contribution provides an exemplar of how the thinking behind algorithmic problem-solving can be transposed into game mechanics, embodied in a casual game, and how a non-technical narrative can support beginners learning CT.
Talk at VS-GAMES 2012 about learning analytics in educational games.
Ángel Serrano-Laguna, Javier Torrente, Pablo Moreno-Ger and Baltasar Fernández-Manjón. Tracing a little for big Improvements: Application of Learning Analytics and Videogames for Student Assessment
#galanoe
Talk given May 11, 2012 at Enriching Scholarship 2012, University of Michigan.
This session will focus on leveraging social media and online gaming to attract more women and other underrepresented groups to engineering professions. The slides contains examples from a Facebook game underdevelopment to illustrate how engineering educators can expose new audiences of potential students to professional engineering skills like leadership, teamwork, and project management.
Game Design as an Intro to Computer Science (Meaningful Play 2014)marksuter
Presented by Mark Suter at Michigan State University in November 2014 for the Meaningful Play Conference.
These are methods I use in my classroom to introduce computer science concepts, as well as some common syntax.
Leanna Prater - Can You Create A Game?: Rethinking Student AssessmentSeriousGamesAssoc
Presenter: Leanna Prater, District Technology Resource Teacher, Fayette County Public Schools
The Can You Create a Game Challenge is a framework to help educators bridge the gap between a student’s need to play, create and explore new digital tools while addressing state mandated standards for assessment. When carefully written, the Can You Create a Game Challenge uses a combination of game development/ designer constraints, player goals, narrative structures of a game and a student plan sheet for teachers to intentionally plan for and assess specific learning targets within student created digital games. In addition, students demonstrate understanding of skills, content knowledge, computation thinking, problem solving and creativity. Recent results of teacher creation and use of Can You Create a Game Challenge, the framework and classroom applications will be shared, as well as the 5E inquiry based instructional design model which can be use with existing games in the classroom.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
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How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
1. Evaluation of Computer Games
Developed by Primary School
Children to Gauge Understanding
of Programming Concepts
Amanda Wilson
Prof. Thomas Connolly
Dr Thomas Hainey
amanda.wilson@uws.ac.uk
thomas.connolly@uws.ac.uk
thomas.hainey@uws.ac.uk
3. Introduction
• New Curriculum in Scottish Schools
• New Computing Science Strand
• GBL encouraged
• Lack of Empirical evidence of GBL in schools
4. Programming for children
• Programming can be taught from an early age.
• Variety of languages aimed at the novice user
such as: Alice, Toontalk, Starlogo, Etoys, Scratch
and Kodu.
• Initiatives such as after school clubs also run to
introduce children to programming.
5. Games-based Construction
• Game construction is one of 3 ways to introduce
games-based learning (Van Eck, 2006).
• Commercial off the Shelf games (COTS)
• Using games specifically created for education
• Use of game construction as an approach to GBL
• Game construction is relatively unexplored within
the primary classroom (Baytak and Land 2010).
• Applications such as Scratch make games
construction more accessible to children.
6. Scratch
• A simple game creation platform using a visual
programming language.
•Developed originally for use in after school computer
clubhouses
8. Objectives
• Develop coding scheme for Scratch games
• To evaluate games made by primary school
children using Scratch
9. Methods
• 60 children aged between 8 and 11 from 3 classes
(Primary 4, 5/6 and 6/7) in one school participated
• They undertook lessons in pairs (or groups of 3)
• 8 one hour lessons were delivered
▫ Lesson 1 – Introduction to Scratch
▫ Lessons 2-4 – Creating a simple maze game
▫ Lessons 5-8 – Extending maze game/Creating new
game
10. Methods
• A game coding scheme was adapted from Denner,
Werner and Ortiz (2011) and refined based on the
programming concepts that can be learned with Scratch
• The coding was split into 3 main categories and 22
subcategories
▫ Programming Concepts
▫ Code organisation
▫ Designing for Usability
• Each game was coded for the presence of each element
(either 0/1) or in some cases the extent to which that
element was used within the categories using a range
from either 0-2 or 0-3.
11. Methods – Game Coding
• Programming Concepts category focused on the concepts
that Scratch supports that include:
▫ Sequence
▫ Iteration
▫ Variables
▫ Conditional Statements
▫ Lists
▫ Event handling
▫ Threads
▫ Coordination and Synchronisation
▫ Keyboard Input
▫ Random Numbers
▫ Boolean Logic
▫ Dynamic Interaction
▫ User Interface Design
12. Methods – Game Coding
• Code organisation category:
▫ Extraneous blocks
▫ Sprite names (the default is overridden).
▫ Variable names
• Designing for usability category:
▫ Functionality
▫ Goal
▫ Sprite customisation
▫ Stage customisation
▫ Instructions clear
▫ Game originality
13. Results
• During the study 29 games were created by the
groups of children
• The mean game score was 48% and a Kruskal-Wallis
one way analysis of variance test showed no
significant difference in game scores between class
groups (χ 2 = 0.072, p < 0.965) or between gender
groupings (χ 2 = 0.483, p < 0.785).
Class Stick with
maze game
Adapt maze
game (change
background
adapt game)
Adapt maze game
(change
background
adapt game to
two player)
Create new game
(come up with
another idea other
than maze game)
P4 0 3 4 2
P5/6 3 1 0 6
P6/7 2 2 0 6
14. Results
• The games varied in their complexity with over 90%
of them using the keyboard or mouse to control the
game with others either not having been completed
or having the user answer questions instead.
• Kruskal-Wallis tests showed no significant
difference in concepts used between class groups (χ 2
= 0.176, p < 0.916) or between gender groupings (χ 2
= 0.472, p < 0.790). However, Mann-Whitney U test
showed a significant difference between the
concepts used in maze-based games compared to
the original games made by all classes (Z=-2.535, p
< 0.010).
15. Results
Programming Concepts
% of games including programming
concepts
Sequence 93
Event Handling 90
Conditional Statements 86
Threads 83
Variables 72
Coordination and Synchronisation 72
Iteration 55
Keyboard Input 7
Random Numbers 3
16. Results
• 21% of the games included extraneous blocks.
• 72% of the games included meaningful variable
names most games only included a timer,
however some games also implemented a
scoring system as well.
• Only 3% of games had changed the default sprite
name.
17. Results
• Out of the 29 games only 1 had no functionality.
The others had varying degrees with 28% of the
games being fully functional.
Designing for Usability % of games
Functionality 97
Sprite customisation 97
Stage customisation 93
Clear Instructions 86
Game originality 83
Goal 59
19. Game Example 1
• The sprite in the game is controlled by the arrow
keys. Conditions are set that if the sprite touches
the green walls it will bounce off them while the
timer counts down how many seconds left the
user has.
20. Game Example 2
2 Player adapted maze game from the Primary 4 class
21. Game Example 2
• The sprites in the game are controlled by the
arrow keys for player 1 and player 2 used the
w,a,s,d keys.
• There were 2 variables within the game and
while the timer worked the scoring wasn’t
working correctly.
22. Discussion
• Few studies have been undertaken to look at
learning programming concepts through game
construction for children.
• These studies have shown that children are able
to learn programming concepts through game
construction although these have been
conducted mainly after school and little is
known within the classroom setting.
23. Discussion
• The 8 lessons were a basic introduction to game
making with Scratch.
• Most children were successful in creating their
own game.
• With those in the Primary 4 class preferring to
adapt the maze game rather than create their
own.
• 60% of each Primary 5/6 and 6/7 class opted to
create their own game.
24. Discussion
• The concepts most commonly used by the children in their
games were similar to those found in Maloney et al (2008)
▫ Key handling
▫ Iteration
▫ Conditional statements
• Gender groupings did not have a significant effect on the
games created, however the Primary 5/6 class which consisted
of mixed gender groups did have the highest mean score as
well as the most functional games of all 3 classes.
• Similar to the results of Baytak and Land (2011) this study
shows that given a short timeframe children were able to
make progress with Scratch show advances in their
programming skills.
25. Future Work
• Work with more classes (from Primary 4 to
Primary 7) in other schools within Glasgow to
attain further empirical results to produce more
statistically significant evidence.
• Refinement of the instrument of evaluation
through a series of pilot studies.