Learning and Games

Part of the Volume on the Ecology of Games: Connecting Youth, Games, and Learning In this chapter, I argue that good video games recruit good learning and that a game's design is inherently connected to designing good learning for players. I start with a perspective on learning now common in the Learning Sciences that argues that people primarily think and learn through experiences they have had, not through abstract calculations and generalizations. People store these experiences in memory -- and human long-term memory is now viewed as nearly limitless -- and use them to run simulations in their minds to prepare for problem solving in new situations. These simulations help them to form hypotheses about how to proceed in the new situation based on past experiences. The chapter also discusses the conditions experience must meet if it is to be optimal for learning and shows how good video games can deliver such optimal learning experiences. Some of the issues covered include: identity and learning; models and model-based thinking; the control of avatars and "empathy for a complex system"; distributed intelligence and cross-functional teams for learning; motivation, and ownership; emotion in learning; and situated meaning, that is, the ways in which games represent verbal meaning through images, actions, and dialogue, not just other words and definitions

Self-Directed Learning in Teacher-Lead Minecraft Classrooms

Minecraft, an online multi-player sandbox video game, is now being used as a teaching tool for course subjects ranging from digital literature to computer science. To understand how Minecraft was being adopted as a classroom tool, we interviewed 16 teachers and 10 students who had used Minecraft inside a classroom setting. Analysis revealed three key ways in which Minecraft enables and motivates students to work towards their own learning goals: the ability to customize context, live through stories, and assume roles in the virtual world. Drawing from these themes we propose a set of design recommendations for online informal learning spaces

Efficient Generation of Shape-Based Reference Frames for the Corpus Callosum for DTI-based Connectivity Analysis

Yushkevich et.al. [17, 18] established a PDE-based deformable modeling approach called continuous medial representation (cm-rep), in which the geometric relationship between the medial axis of a 3D object and its boundary is captured. Continuous medial description of an object not only provides useful shape features for object characterization and comparison; it also imposes a shape-based reference frame on the interior of that object. Such a reference frame provides a useful means of representing different instances of an anatomical structure using a common canonical parametrization domain. This paper presents an efficient method to construct continuous medial shape models for 2D objects. A closed form solution for the ordinary differential equation (ODE) is derived via Pythagorean hodograph (PH) curves. That closed form solution reduces the computation complexity from solving an ODE system to pure algebraic manipulation. Using this method, we generate shape-based reference frames, and demonstrate how they can be applied to the analysis of anatomical connectivity of corpora callosa, obtained by fiber tracking in diffusion tensor magnetic resonance imaging (DTI) in a chromosome 22q11.2 deletion syndrome study

NODEO: A Neural Ordinary Differential Equation Based Optimization Framework for Deformable Image Registration

Deformable image registration (DIR), aiming to find spatial correspondence between images, is one of the most critical problems in the domain of medical image analysis. In this paper, we present a novel, generic, and accurate diffeomorphic image registration framework that utilizes neural ordinary differential equations (NODEs). We model each voxel as a moving particle and consider the set of all voxels in a 3D image as a high-dimensional dynamical system whose trajectory determines the targeted deformation field. Our method leverages deep neural networks for their expressive power in modeling dynamical systems, and simultaneously optimizes for a dynamical system between the image pairs and the corresponding transformation. Our formulation allows various constraints to be imposed along the transformation to maintain desired regularities. Our experiment results show that our method outperforms the benchmarks under various metrics. Additionally, we demonstrate the feasibility to expand our framework to register multiple image sets using a unified form of transformation,which could possibly serve a wider range of applications

AtDelfi: Automatically Designing Legible, Full Instructions For Games

This paper introduces a fully automatic method for generating video game tutorials. The AtDELFI system (AuTomatically DEsigning Legible, Full Instructions for games) was created to investigate procedural generation of instructions that teach players how to play video games. We present a representation of game rules and mechanics using a graph system as well as a tutorial generation method that uses said graph representation. We demonstrate the concept by testing it on games within the General Video Game Artificial Intelligence (GVG-AI) framework; the paper discusses tutorials generated for eight different games. Our findings suggest that a graph representation scheme works well for simple arcade style games such as Space Invaders and Pacman, but it appears that tutorials for more complex games might require higher-level understanding of the game than just single mechanics.Comment: 10 pages, 11 figures, published at Foundations of Digital Games Conference 201

The principle of situated practice in literacy learning: students’ perspectives

O artigo resulta de uma investigação realizada no âmbito de uma iniciativa governamental destinada a melhorar os níveis de literacia nas séries iniciais do ensino fundamental em Portugal. A investigadora estudou as representações dos alunos sobre essa experiência por meio da realização de entrevistas em grupo. Este artigo analisa os dados referentes às representações dos alunos sobre uma das dimensões pedagógicas centrais da aprendizagem da literacia, nomeadamente a constituída pela prática situada. A análise qualitativa revela representações muito positivas sobre a prática que situou a aprendizagem, tendo os alunos expressado opiniões e sentimentos extremamente favoráveis sobre a prática de aprendizagem de literacia que experimentaram. A análise dos dados desvelou ainda que o contexto que situou a aprendizagem foi ativo, lúdico, colaborativo e mediado pelas TIC. Esses resultados fundamentam, do ponto de vista único dos próprios aprendentes, uma redefinição do entendimento atual do princípio da prática situada da literacia nas séries iniciais do ensino fundamental, no sentido do reconhecimento da centralidade da ludicidade nessa aprendizagem.This article derives from research developed in the context of the implementation of a governmental initiative aimed to enhance literacy learning in primary education in Portugal. The researcher studied students’ representations about their learning experience through group interviews. This article focuses on data concerning students’ representations about one of the central pedagogical dimensions of literacy learning, namely situated practice. Qualitative analysis revealed students’ very positive representations about the practice which situated their learning, as they expressed extremely favourable opinions and feelings. Data analysis further unveiled that the context of learning was active, playful, collaborative, and mediated by ICT. Such results provide foundations for a theoretical redefinition of current conceptions of situated practice by evidencing the centrality of playfulness as learning practice in the education of the first grades of primary education. This is an original contribution made from the perspectives of learners themselves(undefined)info:eu-repo/semantics/publishedVersio

Ion flow in a zeolitic imidazolate framework results in ionic diode phenomena

Ionic transport (for applications in nanofluidics or membranes) and “ionic diode” phenomena in a zeolitic imidazolate framework (ZIF-8) are investigated by directly growing the framework from aqueous Zn2+ and 2-methylimidazole as an “asymmetric plug” into a 20 ?m diameter pore in a ca. 6 ?m thin poly-ethylene-terephthalate (PET) film