Learning Biology through Innovative Curricula: A Comparison of Game- and Nongame-Based Approaches

This study explored student learning in the context of innovative biotechnology curricula and the effects of gaming as a central element of the learning experience. The quasi-experimentally designed study compared learning outcomes between two curricular approaches: one built around a computer-based game and the other built around a narrative case. The research questions addressed student learning of basic biological principles, development of interest in learning science, and how a game-based approach compared to a nongame-based approach in terms of supporting learning. The study employed a pre-post design with 1,888 high school students nested within the classes of 36 biology teachers. Results indicated that students participating in both approaches demonstrated statistically and practically significant gains on both proximal and distal assessments of biological content knowledge. Neither group demonstrated gains in science interest. The curriculum by time interaction was not statistically different, indicating that students in both groups showed similar results. Implications for game-based science learning and future research include building better awareness of technological and professional development challenges associated with implementing educational games, the need for new strategies for understanding the impacts of games for learning, and the need for cost-benefit analyses in the planning of game-based educational approaches

Learning Biology through Innovative Curricula: A Comparison of Game- and Nongame-Based Approaches

This study explored student learning in the context of innovative biotechnology curricula and the effects of gaming as a central element of the learning experience. The quasi-experimentally designed study compared learning outcomes between two curricular approaches: one built around a computer-based game and the other built around a narrative case. The research questions addressed student learning of basic biological principles, development of interest in learning science, and how a game-based approach compared to a nongame-based approach in terms of supporting learning. The study employed a pre-post design with 1,888 high school students nested within the classes of 36 biology teachers. Results indicated that students participating in both approaches demonstrated statistically and practically significant gains on both proximal and distal assessments of biological content knowledge. Neither group demonstrated gains in science interest. The curriculum by time interaction was not statistically different, indicating that students in both groups showed similar results. Implications for game-based science learning and future research include building better awareness of technological and professional development challenges associated with implementing educational games, the need for new strategies for understanding the impacts of games for learning, and the need for cost-benefit analyses in the planning of game-based educational approaches

Learning Biology through Innovative Curricula: A Comparison of Game- and Nongame-Based Approaches

This study explored student learning in the context of innovative biotechnology curricula and the effects of gaming as a central element of the learning experience. The quasi-experimentally designed study compared learning outcomes between two curricular approaches: one built around a computer-based game and the other built around a narrative case. The research questions addressed student learning of basic biological principles, development of interest in learning science, and how a game-based approach compared to a nongame-based approach in terms of supporting learning. The study employed a pre-post design with 1,888 high school students nested within the classes of 36 biology teachers. Results indicated that students participating in both approaches demonstrated statistically and practically significant gains on both proximal and distal assessments of biological content knowledge. Neither group demonstrated gains in science interest. The curriculum by time interaction was not statistically different, indicating that students in both groups showed similar results. Implications for game-based science learning and future research include building better awareness of technological and professional development challenges associated with implementing educational games, the need for new strategies for understanding the impacts of games for learning, and the need for cost-benefit analyses in the planning of game-based educational approaches

Sparse Positional Strategies for Safety Games

We consider the problem of obtaining sparse positional strategies for safety games. Such games are a commonly used model in many formal methods, as they make the interaction of a system with its environment explicit. Often, a winning strategy for one of the players is used as a certificate or as an artefact for further processing in the application. Small such certificates, i.e., strategies that can be written down very compactly, are typically preferred. For safety games, we only need to consider positional strategies. These map game positions of a player onto a move that is to be taken by the player whenever the play enters that position. For representing positional strategies compactly, a common goal is to minimize the number of positions for which a winning player's move needs to be defined such that the game is still won by the same player, without visiting a position with an undefined next move. We call winning strategies in which the next move is defined for few of the player's positions sparse. Unfortunately, even roughly approximating the density of the sparsest strategy for a safety game has been shown to be NP-hard. Thus, to obtain sparse strategies in practice, one either has to apply some heuristics, or use some exhaustive search technique, like ILP (integer linear programming) solving. In this paper, we perform a comparative study of currently available methods to obtain sparse winning strategies for the safety player in safety games. We consider techniques from common knowledge, such as using ILP or SAT (satisfiability) solving, and a novel technique based on iterative linear programming. The results of this paper tell us if current techniques are already scalable enough for practical use.Comment: In Proceedings SYNT 2012, arXiv:1207.055

Learning to play in digital games

There is growing interest in the use of games for educational purposes, particularly with regard to teaching curriculum subjects. Much of the research however has focused either on the content of games or the learning theory they illustrate. This paper presents a methodology that allows for an examination of how players learn to play. An understanding of this process is arguably crucial for incorporating games into educational systems. Three case studies are presented that illustrate the application of this method. We also evaluate its usefulness and limitations. The paper concludes with a discussion of issues in researching learning from games, and suggestions for how research methods in this area might be developed

Technology Solutions for Developmental Math: An Overview of Current and Emerging Practices

Reviews current practices in and strategies for incorporating innovative technology into the teaching of remedial math at the college level. Outlines challenges, emerging trends, and ways to combine technology with new concepts of instructional strategy