Packet Delivery: An Investigation of Educational Video Games for Computer Science Education

The field of educational video games has rapidly grown since the 1970s, mostly producing video games to teach core education concepts such as mathematics, natural science, and English. Recently, various research groups have developed educational games to address elective topics such as finance and health. Educational video games often target grade school audiences and rarely target high school students, college students, or adults. Computer science topics are not a common theme among educational video games; the games that address Computer Science topics teach computer fundamentals, such as typing or basic programming, to young audiences. Packet Delivery, an educational video game for introductory computer science students, is an investigation into the use of apprenticeship learning, constructivism, and scaffolding learning paradigms to teach the Domain Name System (DNS) lookup process. In Packet Delivery, the player\u27s primary task is delivering letters without addresses to recipients via a search mechanism that emulates the DNS lookup process. Through practice and in-game upgrades, the player\u27s goal is to learn the basics of DNS lookup and its optimizations. To analyze comprehension and retention of students playing Packet Delivery, a study containing three tests were given to participants over the course of a few weeks; a pretest gauging prior knowledge, a post-test gauging immediate comprehension, and a follow-up post-test gauging retention. The study provided a proof of concept that educational video games not only have a significant place in higher education, but that apprenticeship learning, constructivism, and scaffolding are highly effective learning paradigms for use within educational video games. Adviser: Shruti Bolma

Assessing Adaptive Learning Styles in Computer Science Through a Virtual World

abstract: Programming is quickly becoming as ubiquitous and essential a skill as general mathematics. However, many elementary and high school students are still not aware of what the computer science field entails. To make matters worse, students who are introduced to computer science are frequently being fed only part of what it is about rather than its entire construction. Consequently, they feel out of their depth when they approach college. Research has discovered that by teaching computer science and programming through a problem-driven approach and focusing on a combination of syntax and computational thinking, students can be prepared when entering higher levels of computer science education. This thesis describes the design, development, and early user testing of a theory-based virtual world for computer science instruction called System Dot. System Dot was designed to visually manifest programming instructions into interactable objects, giving players a way to see coding as tangible entities rather than text on a white screen. In order for System Dot to convey the true nature of computer science, a custom predictive recursive descent parser was embedded in the program to validate any user-generated solutions to pre-defined logical platforming puzzles. Steps were taken to adapt the virtual world to player behavior by creating a system to detect their learning style playing the game. Through a dynamic Bayesian network, System Dot aims to classify a player’s learning style based on the Felder-Sylverman Learning Style Model (FSLSM). Testers played through the first half of System Dot, which was enough to test out the Bayesian network and initial learning style classification. This classification was then compared to the assessment by Felder’s Index of Learning Styles Questionnaire (ILSQ). Lastly, this thesis will also discuss ways to use the results from the user testing to implement a personalized feedback system for the virtual world in the future and what has been learned through the learning style method.Dissertation/ThesisMasters Thesis Computer Science 201

Aligning operational and corporate goals: a case study in cultivating a whole-of-business approach using a supply chain simulation game

This paper outlines the development and use of an interactive computer-based supply chain game to facilitate the alignment of disconnected operational and corporate goals. A multi-enterprise internal cattle supply chain was simulated targeting the operational property managers and the overall impacts of their decision making on corporate goals A three stage multidisciplinary approach was used. A case study based financial analysis was undertaken across the internal cattle supply chain, a participative action research component (developing the game to simulate the flow of product and associated decisions and financial transactions through the internal supply chain of the company for different operational scenarios using measurable and familiar operational and financial criteria as tracking tools), and a qualitative analysis of organisational learning through player debriefing following playing the game. Evaluation of the managers' learning around the need for a change in general practice to address goal incongruence was positive evidenced by changes in practice and the game regarded by the users as a useful form of organisational training. The game provided property managers with practical insights into the strategic implications of their enterprise level decisions on the internal supply chain and on overall corporate performance. The game is unique and is a tool that can be used to help address an endemic problem across multi-enterprise industries in the agrifood sector in Australia

Using motivation derived from computer gaming in the context of computer based instruction

This paper was originally presented at the IEEE Technically Sponsored SAI Computing Conference 2016, London, 13-15 July 2016. Abstract— this paper explores how to exploit game based motivation as a way to promote engagement in computer-based instruction, and in particular in online learning interaction. The paper explores the human psychology of gaming and how this can be applied to learning, the computer mechanics of media presentation, affordances and possibilities, and the emerging interaction of playing games and how this itself can provide a pedagogical scaffolding to learning. In doing so the paper focuses on four aspects of Game Based Motivation and how it may be used; (i) the game player’s perception; (ii) the game designers’ model of how to motivate; (iii) team aspects and social interaction as a motivating factor; (iv) psychological models of motivation. This includes the increasing social nature of computer interaction. The paper concludes with a manifesto for exploiting game based motivation in learning

Game Changer: Investing in Digital Play to Advance Children's Learning and Health

Based on a literature review and interviews with digital learning experts, explores how digital games can foster skills and knowledge for better academic performance and health. Makes recommendations for government research, partnerships, and media

Maximising gain for minimal pain: Utilising natural game mechanics

This paper considers the application of natural games mechanics within higher education as a vehicle to encourage student engagement and achievement of desired learning outcomes. It concludes with desiderata of features for a learning environment when used for assessment and a reflection on the gap between current and aspired learning provision. The context considered is higher (tertiary) education, where the aims are both to improve students’ engagement with course content and also to bring about potential changes in the students’ learning behaviour. Whilst traditional approaches to teaching and learning may focus on dealing with large classes, where the onus is frequently on efficiency and on the effectiveness of feedback in improving understanding and future performance, intelligent systems can provide technology to enable alternative methods that can cope with large classes that preserve the cost-benefits. However, such intelligent systems may also offer improved learning outcomes via a personalised learning experience. This paper looks to exploit particular properties which emerge from the game playing process and seek to engage them in a wider educational context. In particular we aim to use game engagement and Flow as natural dynamics that can be exploited in the learning experience

Mobile exergaming in adolescents’ everyday life—contextual design of where, when, with whom, and how: the SmartLife case

Exergames, more specifically console-based exergames, are generally enjoyed by adolescents and known to increase physical activity. Nevertheless, they have a reduced usage over time and demonstrate little effectiveness over the long term. In order to increase playing time, mobile exergames may increase potential playing time, but need to be engaging and integrated in everyday life. The goal of the present study was to examine the context of gameplay for mobile exergaming in adolescents’ everyday life to inform game design and the integration of gameplay into everyday life. Eight focus groups were conducted with 49 Flemish adolescents (11 to 17 years of age). The focus groups were audiotaped, transcribed, and analyzed by means of thematic analysis via Nvivo 11 software (QSR International Pty Ltd., Victoria, Australia). The adolescents indicated leisure time and travel time to and from school as suitable timeframes for playing a mobile exergame. Outdoor gameplay should be restricted to the personal living environment of adolescents. Besides outdoor locations, the game should also be adaptable to at-home activities. Activities could vary from running outside to fitness exercises inside. Furthermore, the social context of the game was important, e.g., playing in teams or meeting at (virtual) meeting points. Physical activity tracking via smart clothing was identified as a motivator for gameplay. By means of this study, game developers may be better equipped to develop mobile exergames that embed gameplay in adolescents’ everyday life