Gaming Your Mathematics Course: The Theory and Practice of Games for Learning

Learning through play is fundamental to humans and to many other animals. Game Based Learning is an interactive pedagogy that has as its foundation the tenet that games, by their very nature, increase learning through positive emotional experience. This article introduces readers to what games in mathematics classes have the potential to do, including to decrease anxiety, increase motivation, and deepen learning through immersive gaming. The article then connects this theory to practice, providing examples of both computer and non-computer games in introductory middle school, high school and college mathematics. The article analyses how these games work, and makes the distinction between intrinsic games, in which the concept being taught is an integral part of the game, and extrinsic games which can be used for a variety of classes and topics, and tend to be more about review than about learning new concepts

Makers at School, Educational Robotics and Innovative Learning Environments

This open access book contains observations, outlines, and analyses of educational robotics methodologies and activities, and developments in the field of educational robotics emerging from the findings presented at FabLearn Italy 2019, the international conference that brought together researchers, teachers, educators and practitioners to discuss the principles of Making and educational robotics in formal, non-formal and informal education. The editors’ analysis of these extended versions of papers presented at FabLearn Italy 2019 highlight the latest findings on learning models based on Making and educational robotics. The authors investigate how innovative educational tools and methodologies can support a novel, more effective and more inclusive learner-centered approach to education. The following key topics are the focus of discussion: Makerspaces and Fab Labs in schools, a maker approach to teaching and learning; laboratory teaching and the maker approach, models, methods and instruments; curricular and non-curricular robotics in formal, non-formal and informal education; social and assistive robotics in education; the effect of innovative spaces and learning environments on the innovation of teaching, good practices and pilot projects

Automatic Generation of Dynamic Musical Transitions in Computer Games

In video games, music must often change quickly from one piece to another due to player interaction, such as when moving between different areas. This quick change in music can often sound jarring if the two pieces are very different from each other. Several transition techniques have been used in industry such as the abrupt cut transition, crossfading, horizontal resequencing and vertical reorchestration among others. However, while several claims are made about their effectiveness (or lack thereof), none of these have been experimentally tested. To investigate how effective each transition technique is, this dissertation empirically evaluates each technique in a study informed by music psychology. This is done based on several features identified as being important for successful transitions. The obtained results led to a novel approach to musical transitions in video games by investigating the use of a multiple viewpoint system, with viewpoints being modelled using Markov models. This algorithm allowed the seamless generation of music that could serve as a transition between two composed pieces of music. While transitions in games normally occur over a zone boundary, the algorithm presented in this dissertation takes place over a transition region, giving the generated music enough time to transition. This novel approach was evaluated in a bespoke video game environment, where participants navigated through several pairs of different game environments and rated the resulting musical transitions. The results indicate that the generated transitions perform as well as crossfading, a technique commonly used in the industry. Since crossfading is not always appropriate, being able to use generated transitions gives composers another tool in their toolbox. Furthermore, the principled approach taken opens up avenues for further research