Discovery-based games for learning software

ABSTRACT We propose using discovery-based learning games to teach people how to use complex software. Specifically, we developed Jigsaw, a learning game that asks players to solve virtual jigsaw puzzles using tools in Adobe Photoshop. We conducted an eleven-person lab study of the prototype, and found the game to be an effective learning medium that can complement demonstration-based tutorials. Not only did the participants learn about new tools and techniques while actively solving the puzzles in Jigsaw, but they also recalled techniques that they had learned previously but had forgotten

RANCANG BANGUN MULTIMEDIA PEMBELAJARAN BERBASIS GAME DENGAN MODEL PEMBELAJARAN DISCOVERY LEARNING PADA MATA PELAJARAN PEMROGRAMAN DASAR UNTUK MENINGKATKAN KEMAMPUAN KOGNITIF SISWA

Pemrograman Dasar merupakan salah satu mata pelajaran kompetensi untuk jurusan Rekayasa Perangkat Lunak di Sekolah Menengah Kejuruan. Mata pelajaran pemrograman dasar adalah mata pelajaran yang sebagian besar melibatkan aspek kognitif. Namun, berdasarkan penelitian, aspek kognitif siswa pada mata pelajaran pemrograman dasar masih rendah. Upaya yang dilakukan untuk meningkatkan kemampuan kognitif siswa yaitu menerapkan multimedia pembelajaran berbasis adventure games dengan model pembelajaran Discovery learning pada mata pelajaran pemrograman dasar. Metode penelitian pada penelitian ini menggunakan metode Siklus Hidup Menyeluruh (SHM). Dari penelitian ini didapatkan hasil: 1) Multimedia Pembelajaran berbasis adventure games dengan model discovery learning ini telah diuji kelayakannya oleh ahli multimedia dengan persentase rata-rata sebesar 80% berada dalam kategori sangat baik untuk digunakan dan ahli materi memberikan persentase rata-rata sebesar 90% berada dalam kategori sangat baik untuk digunakan, 2) Multimedia pembelajaran berbasis adventure games dengan model discovery learning ini dapat meningkatkan kemampuan kognitif siswa, hal ini dapat dilihat dari nilai rata-rata siswa sebelum menggunakan multimedia sebesar 57.07, mengalami kenaikan setelah menggunakan multimedia menjadi rata-rata nilai sebesar 76.99, dan diperkuat dengan rata-rata nilai gain yang diperoleh sebesar 0,46 dengan kategori sedang.; Basic Programming is a competency course for majoring in Software Engineering in Vocational High Schools. A lot of basic programming in Vocational High Schools involved Cognitive capability. However, based on research, there are still some students have low cognitive capability on basic programming. Attempts by researchers to improve the cognitive capability of students are applying the Discovery Learning Model with Adventure Game approach on the subjects of the basic programming. Research method of this research used Comprehensive Life Cycle method. The results of this research obtained: 1) Multimedia Learning based adventure games with discovery learning model has been developed and considered good and feasible to use, with an average percentage of feasibility of 90% by material experts, 80% by media experts, 2) Multimedia Learning based adventure game with discovery learning model can improve cognitive capability of students, it is reasoned the average student before using multimedia of 57.07 and the average upgraded after using multimedia to 76.99, and coupled with the highest average gain which get 0,48 in the medium category

Cognitive and affective perspectives on immersive technology in education

This research explains the rationale behind the utilization of mobile learning technologies. It involves a qualitative study among children to better understand their opinions and perceptions toward the use of educational applications (apps) that are available on their mobile devices, including smartphones and tablets. The researchers organized semi-structured, face-to-face interview sessions with primary school students who were using mobile technologies at their primary school. The students reported that their engagement with the educational apps has improved their competencies. They acquired relational and communicative skills as they collaborated in teams. On the other hand, there were a few students who were not perceiving the usefulness and the ease of use of the educational apps on their mobile device. This study indicates that the research participants had different skillsets as they exhibited different learning abilities. In conclusion, this contribution opens-up avenues for future research in this promising field of study.peer-reviewe

Computer‐simulated experiments and computer games: A method of design analysis

This paper describes a new research programme to design computer‐simulated experiments in the field of fuels and combustion, and describes a method of categorization based on a taxonomy proposed by Gredler. The key features which enhance science content and process skills are identified The simulations are designed to be as realistic as possible, and are built using three‐dimensional computer‐aided design, rendering and animation tools, with the intention of creating an interactive virtual laboratory on the computer screen. A number of computer games are also categorized against the computer simulations and the same taxonomy for comparison. The paper then describes how designers of computer simulations can add to their own learning by retrospectively analysing their own simulations

Project:Filter - using applied games to engage secondary schoolchildren with public policy

Applied games present a twenty-first-century method of consuming information for a specific purpose beyond pure entertainment. Objectives such as awareness and engagement are often used as intended outcomes of applied games in alignment with strategic, organizational, or commercial purposes. Applied games were highlighted as an engagement-based outcome to explore noPILLS, a pan-European policy research project which presented policy pointers and suggested methods of interventions for reducing micropollution within the wastewater treatment process. This paper provides an assessment of a video game which was developed for the purpose of public engagement with policy-based research. The video game, Project:Filter, was developed as a means of communicating noPILLS to secondary school children in Scotland as part of a classroom-based activity. Knowledge development and engagement were identified using Interpretative Phenomenological Analysis to evidence topical awareness, depth of understanding, and suggested methods of intervention. Analysis of observations also provided insights into challenges surrounding logistics, pedagogy, social interactions, learning, and gender as contributing factors to the schoolchildren’s experiences of Project:Filter. The intention of this paper is two-fold: firstly, to provide an example of developing video games from policy-based research; and secondly, to suggest methods of phenomenological assessment for identifying play-based engagement

Multi-Layer Cyber-Physical Security and Resilience for Smart Grid

The smart grid is a large-scale complex system that integrates communication technologies with the physical layer operation of the energy systems. Security and resilience mechanisms by design are important to provide guarantee operations for the system. This chapter provides a layered perspective of the smart grid security and discusses game and decision theory as a tool to model the interactions among system components and the interaction between attackers and the system. We discuss game-theoretic applications and challenges in the design of cross-layer robust and resilient controller, secure network routing protocol at the data communication and networking layers, and the challenges of the information security at the management layer of the grid. The chapter will discuss the future directions of using game-theoretic tools in addressing multi-layer security issues in the smart grid.Comment: 16 page

Using gaming paratexts in the literacy classroom

This paper illustrates how digital game paratexts may effectively be used in the high school English to meet a variety of traditional and multimodal literacy outcomes. Paratexts are texts that refer to digital gaming and game cultures, and using them in the classroom enables practitioners to focus on and valorise the considerable literacies and skills that young people develop and deploy in their engagement with digital gaming and game cultures. The effectiveness of valorizing paratexts in this manner is demonstrated through two examples of assessment by students in classes where teachers had designed curriculum and assessment activities using paratexts