Design and Implementation of Robo : an Applied Game for Teaching
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To What Extent Is Programming Impacting on Teacher's Behavioural
To what extent is programming impacting on teacher’s behavioural attitude in primary schools? A dissertation submitted in partial fulfilment of the requirements for the degree of Bachelor of Science (Honours) in Computing by Adrian Tomasz Grzymala Department of Computing & Information Systems Cardiff School of Management Cardiff Metropolitan University April 2016 i Declaration I hereby declare that this dissertation entitled “To what extent is programming impacting on teacher’s behavioural attitude in primary schools?” is entirely my own work, and it has never been submitted nor is it currently being submitted for any other degree. Candidate: Adrian Tomasz Grzymala Signature: Date: Supervisor: Dr. Ana Calderon Signature: Date: ii 1 ABSTRACT “Computers are now part of everyday life” (Berry, 2013). Computer Science is increasingly becoming a part of our lives that has a great impact on most businesses and also education. Computer programming outlines the importance of ‘Computational Thinking’ that is being used in every aspect of our day-to-day living. This dissertation project strive to define the evolutionary change that took place in September 2014. Computing has been introduced to the curriculum across primary schools in UK. The aim of this research paper is to signify the behavioural aspects of teachers teaching computing as well as the changes that occurred in relation to teaching the particular subject. In regards to the research methods, the research project involves primary and secondary data. Through the primary research, Semi-Structured interviews has been constructed to support the qualitative approach of obtaining data. Additionally, there are 3 teachers from Glan Usk School that will provide this research with valuable data regarding the issues they face when teaching programming. -
KODU for KIDS: the Official Guide to Creating Your Own Video Games
for Kids James Floyd Kelly The Official Guide to Creating Your Own Video Games Kodu for Kids Editor-in-Chief Greg Wiegand Copyright © 2013 by Pearson Education All rights reserved. No part of this book shall be reproduced, stored Acquisitions Editor in a retrieval system, or transmitted by any means, electronic, Laura Norman mechanical, photocopying, recording, or otherwise, without written permission from the publisher. No patent liability is assumed with Managing Editor respect to the use of the information contained herein. Although Kristy Hart every precaution has been taken in the preparation of this book, the publisher and author assume no responsibility for errors or Senior Project Editor omissions. Nor is any liability assumed for damages resulting from Jovana Shirley the use of the information contained herein. ISBN-13: 978-0-7897-5076-1 Copy Editor ISBN-10: 0-7897-5076-7 Seth Kerney Library of Congress Control Number: 2013936931 Indexer Printed in the United States of America Erika Millen First Printing: April 2013 Proofreader Trademarks Dan Knott All terms mentioned in this book that are known to be trademarks Technical Editors or service marks have been appropriately capitalized. Que Kodu Game Lab Team Publishing cannot attest to the accuracy of this information. Use of a term in this book should not be regarded as affecting the validity Editorial Assistant of any trademark or service mark. Cindy Teeters Warning and Disclaimer Cover Designer Every effort has been made to make this book as complete and Mark Shirar as accurate as possible, but no warranty or fitness is implied. Compositor The information provided is on an “as is” basis. -
DESIGN-DRIVEN APPROACHES TOWARD MORE EXPRESSIVE STORYGAMES a Dissertation Submitted in Partial Satisfaction of the Requirements for the Degree Of
UNIVERSITY OF CALIFORNIA SANTA CRUZ CHANGEFUL TALES: DESIGN-DRIVEN APPROACHES TOWARD MORE EXPRESSIVE STORYGAMES A dissertation submitted in partial satisfaction of the requirements for the degree of DOCTOR OF PHILOSOPHY in COMPUTER SCIENCE by Aaron A. Reed June 2017 The Dissertation of Aaron A. Reed is approved: Noah Wardrip-Fruin, Chair Michael Mateas Michael Chemers Dean Tyrus Miller Vice Provost and Dean of Graduate Studies Copyright c by Aaron A. Reed 2017 Table of Contents List of Figures viii List of Tables xii Abstract xiii Acknowledgments xv Introduction 1 1 Framework 15 1.1 Vocabulary . 15 1.1.1 Foundational terms . 15 1.1.2 Storygames . 18 1.1.2.1 Adventure as prototypical storygame . 19 1.1.2.2 What Isn't a Storygame? . 21 1.1.3 Expressive Input . 24 1.1.4 Why Fiction? . 27 1.2 A Framework for Storygame Discussion . 30 1.2.1 The Slipperiness of Genre . 30 1.2.2 Inputs, Events, and Actions . 31 1.2.3 Mechanics and Dynamics . 32 1.2.4 Operational Logics . 33 1.2.5 Narrative Mechanics . 34 1.2.6 Narrative Logics . 36 1.2.7 The Choice Graph: A Standard Narrative Logic . 38 2 The Adventure Game: An Existing Storygame Mode 44 2.1 Definition . 46 2.2 Eureka Stories . 56 2.3 The Adventure Triangle and its Flaws . 60 2.3.1 Instability . 65 iii 2.4 Blue Lacuna ................................. 66 2.5 Three Design Solutions . 69 2.5.1 The Witness ............................. 70 2.5.2 Firewatch ............................... 78 2.5.3 Her Story ............................... 86 2.6 A Technological Fix? . -
Game Development for Computer Science Education
Game Development for Computer Science Education Chris Johnson Monica McGill Durell Bouchard University of Wisconsin, Eau Bradley University Roanoke College Claire [email protected] [email protected] [email protected] Michael K. Bradshaw Víctor A. Bucheli Laurence D. Merkle Centre College Universidad del Valle Air Force Institute of michael.bradshaw@ victor.bucheli@ Technology centre.edu correounivalle.edu.co laurence.merkle@afit.edu Michael James Scott Z Sweedyk J. Ángel Falmouth University Harvey Mudd College Velázquez-Iturbide [email protected] [email protected] Universidad Rey Juan Carlos [email protected] Zhiping Xiao Ming Zhang University of California at Peking University Berkeley [email protected] [email protected] ABSTRACT cation, including where and how they fit into CS education. Games can be a valuable tool for enriching computer science To guide our discussions and analysis, we began with the education, since they can facilitate a number of conditions following question: in what ways can games be a valuable that promote learning: student motivation, active learning, tool for enriching computer science education? adaptivity, collaboration, and simulation. Additionally, they In our work performed prior to our first face-to-face meet- provide the instructor the ability to collect learning metrics ing, we reviewed over 120 games designed to teach comput- with relative ease. As part of 21st Annual Conference on ing concepts (which is available for separate download [5]) Innovation and Technology in Computer Science Education and reviewed several dozen papers related to game-based (ITiCSE 2016), the Game Development for Computer Sci- learning (GBL) for computing. Hainey [57] found that there ence Education working group convened to examine the cur- is \a dearth of empirical evidence in the fields of computer rent role games play in computer science (CS) education, in- science, software engineering and information systems to cluding where and how they fit into CS education. -
Gaming Systems and Features of Discovery Centre Station 1
Gaming systems and features of Discovery Centre Station 1: XBox 1 with Remote The Book of Unwritten Tales 2 Wii U and Wii U Remote Braid Playstation 4 with Remote The Bridge Gaming PC with Gaming keyboard and The Cat and the Coup mouse Cave Story+ Downloaded games in station 1 include: Closure 7 Grand Steps, Step 1: What Ancients Begat Cogs 140 Coil AaAaAA!! – A Reckless Disregard for Colosse Gravity Colour Bind ABE VR Crawl Achron Cube & Star: An Arbitrary Love AltscpaceVR Dayz Amnesia: The Dark Descent Deep Under the Sky Analogue: A Hate Story Desktop Dungeons A Story About My Uncle Destinations B.U.T.T.O.N. Dinner Date Bad Hotel Dream Banished The Dream Machine Bastion The Dream Machine: Chapter 3 The Beginner’s Guide The Dream Machine: Chapter 4 Besiege The Dream Machine: Chapter 5 Between IGF Demo Dungeon of the Endless Bientôt l’été Dust: An Elysian Tail Bigscreen Beta Elegy for a Dead World BioShock Infinite Endless Legend The Binding of Isaac: Rebirth Ephemerid: A Musical Adventure BIT.TRIP RUNNER Estranged: Act 1 BlazeRush Carleton University Library and the Discovery Centre September 2019 Euro Truck Simulator 2 Interstellar Marines Evoland Intrusion 2 Evoland 2 Invisible, Inc. Fallout Jamestown Fallout 2 Joe Danger Fallout Tactics Keep Talking and Nobody Explodes Farming Simulator 17 Kentucky Route Zero Flotilla LA Cops FLY’N Legend of Dungeon The FOO show Life is Strange The Forest LIMBO Fotonica Lisa Frozen Synapse Little Inferno FTL: Faster than -
Chapter One - Introduction
Understanding learning within a commercial video game: A case study Allan Fowler B.Bus, MBA, M.Ed. a thesis submitted to the faculty of design and creative technologies AUT University in partial fulfilment of the requirements for the degree of doctor of philosophy School of Computing and Mathematical Sciences Auckland, New Zealand 2014 i DECLARATION I hereby declare that this submission is my own work and that, to the best of my knowledge and belief, it contains no material previously published or written by another person nor material which to a substantial extent has been accepted for the qualification of any other degree or diploma of a University or other institution of higher learning, except where due acknowledgement is made in the acknowledgements. ........................... ii ACKNOWLEDGMENTS This thesis has been undertaken at the Faculty of Design and Creative Technologies of AUT University in Auckland, New Zealand. I would like to take this opportunity to thank all the people who have given me invaluable feedback and support throughout the development, research, and completion of the research project and the production of this thesis. I received considerable support from many colleagues, peers, and leading academics at the various conferences I have been fortunate enough to attend. Thank you. I apologise if I fail to mention all the people who helped me, but the list would fill several pages. First and foremost, I would like to thank my supervisor, Dr. Brian Cusack for your support, feedback, and guidance over the last five years. Without your support, I am very sure this research would not have been possible. -
2015 Engineering Gift Guide
1. Dynamo Dominoes. 1 Ages 3+; hapetoys.com 2 $39.99 2. Mighty Makers Inventor’s Clubhouse Building Set. Ages 7+; knex.com $59.99 3. Cool Circuits. Ages 8+; sciencewiz.com $24.95 4. YOXO Orig Robot. Ages Gift ideas that engage girls and boys in engineering thinking and design 6-12; yoxo.com $19.99 5. Weird & Wacky Contraption Lab. Ages 8+; 3 smartlabtoys.com $39.99 6. Crazy Forts! Ages 5+; crazyforts.com $49.95 7. Geomag Mechanics 222 Pieces. Age 5+; geomagworld.com $129 4 5 6 7 Nine ways engineers help their children learn about engineering In one study, over 80 engineers were interviewed or surveyed about what they do to help their children learn about engineering. Below are 9 of their most common responses. Play hands-on with everyday items Play with puzzles Challenge your questions about what they are While playing with everyday items, children to find several ways to solve building: What are you building? Who encourage your children to imagine new puzzles and to explain the different is it for? How will they use it? Why did uses for them. processes they used. you…? Encourage them to ask questions Visit science centers or children’s Develop mathematics and science Foster your children’s natural curiosity museums They will allow your skills Visit your local library or store by encouraging them to ask you questions children to explore STEM concepts at their to find software, videos, books and kits that and helping them figure out how and where own pace, often through hands-on allow your children to practice mathematics to find the answers. -
PROGRAMMING LEARNING GAMES Identification of Game Design Patterns in Programming Learning Games
nrik v He d a apa l sk Ma PROGRAMMING LEARNING GAMES Identification of game design patterns in programming learning games Master Degree Project in Informatics One year Level 22’5 ECTS Spring term 2019 Ander Areizaga Supervisor: Henrik Engström Examiner: Mikael Johannesson Abstract There is a high demand for program developers, but the dropouts from computer science courses are also high and course enrolments keep decreasing. In order to overcome that situation, several studies have found serious games as good tools for education in programming learning. As an outcome from such research, several game solutions for programming learning have appeared, each of them using a different approach. Some of these games are only used in the research field where others are published in commercial stores. The problem with commercial games is that they do not offer a clear map of the different programming concepts. This dissertation addresses this problem and analyses which fundamental programming concepts that are represented in commercial games for programming learning. The study also identifies game design patterns used to represent these concepts. The result of this study shows topics that are represented more commonly in commercial games and what game design patterns are used for that. This thesis identifies a set of game design patterns in the 20 commercial games that were analysed. A description as well as some examples of the games where it is found is included for each of these patterns. As a conclusion, this research shows that from the list of the determined fundamental programming topics only a few of them are greatly represented in commercial games where the others have nearly no representation. -
Evaluation of Existing Resources (Study/Analysis)
Evaluation of existing resources (study/analysis) Francisco José García-Peñalvo GRIAL Research Group, Research Institute for Educational Sciences University of Salamanca, Spain [email protected] Jenny Hughes, Angela Rees Pontydysgu, Welsh educational research institute, UK [email protected], [email protected] Ilkka Jormanainen, Tapani Toivonen School of Computing, University of Eastern Finland, Finland {ilkka.jormanainen, tapani.toivonen}@uef.fi Daniela Reimann Karlsruhe Institute of Technology KIT Institute of Vocational and General Education IBP Karlsruhe, Germany [email protected] Maire Tuul Institute of Educational Sciences Tallinn University, Tallinn, Estonia [email protected] Marjo Virnes Aalto University [email protected] Version 1.0 Date: October 24th, 2016 KA2 project “TACCLE 3 – Coding” (2015-1-BE02-KA201-012307) Abstract Within TACCLE 3 – Coding European Union Erasmus+ KA2 Programme project, a review and evaluation of a set of resources that can contribute to teaching programming to younger children has made. This document represents the TACCLE 3 O4 deliverable entitled “Evaluation of existing resources (study/analysis)”. Keywords Computational Thinking; Coding; Resources; TACCLE 3 This report may be cited as follows: García-Peñalvo, F. J., Hughes, J., Rees, A., Jormanainen, I., Toivonen, T., Reimann, D., Tuul, M., & Virnes, M. (2016). Evaluation of existing resources (study/analysis). Belgium: TACCLE3 Consortium. doi: 10.5281/zenodo.163112 TABLE OF CONTENTS 1. INTRODUCTION 1 2. METHODOLOGY 2 3. REVIEW RESULTS 3 4. RESOURCES CATALOGUE FOR INTRODUCING PROGRAMMING 6 4.1. BAXTER ROBOT 7 4.2. GEOMAGIC TOUCH HAPTIC 8 4.3. MINECRAFT 9 4.4. SCRATCH 10 4.5. DR. ROLAND 11 4.6. 5PHERO KIDS 12 4.7. -
Building in the Sand: Levelling Up
Leveling Up Teaching and Learning Through Video Game Construction by Kandise Michelle Salerno A thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Elementary Education University of Alberta © Kandise Michelle Salerno, 2016 Abstract Video game construction plays an important role for students and teachers. The experience of constructing a video game aligns with students’ out-of-school experiences while connecting with the in-school experience of learning content. This qualitative study examined 4 upper elementary teachers, 11 upper elementary students, and 1 principal regarding how they experienced video game construction in the classroom. The following questions guided the study: (1) What pedagogical approaches may upper elementary content-area teachers use to integrate game construction into teaching and learning? (2) How may upper elementary content- area teachers experience student-based game construction with their students? (3) How may students experience video game construction in a content-area classroom? Using constructionism as the theoretical framework, this study sought to understand the kinds of experiences both teachers and students encountered when constructing video games in the classroom, and the externalized expectations that derived from collaborating with and through the technology and with others. The data collection tools I used were direct observations, interviews with the students, teachers, and principal, and artifacts. Audio recordings of the interviews were transcribed, the transcriptions and field notes of the students’ and teachers’ artifacts were connected with the interviews, and themes were identified. For the teachers the themes that were constructed include teacher pedagogy, collaboration, planning, writing and gaming, time, and assessment. -
Computer-Based Software Information Sheet
Computer-Based Software Information Sheet Name Curricular Use 7-Zip 7-Zip is an open source file archiver. Adobe Reader View, create, manipulate, print and manage files in PDF Format Audacity This software looks and acts like a tape recorder. Just hit record and talk, sing, play and export to mp3 for a finished product. CamStudio Chemistry Add-in for Word ComicLife Enchanting FET Fonts4Teachers Gimp GIMP is the GNU Image Manipulation Program. It is a freely distributed piece of software for such tasks as photo retouching, image composition and image authoring. Gimp Tutorials Google Earth Google SketchUp Graph HoverCamFlex Image Resizer InfanView iTunes Kodu Game Lab Komposer MDS Calculator Microsoft Mathematics Microsoft Office Mp4Cam2Avi This software is to convert Mp4 video files from a camera to an Avi video file. MuseScore Paint.NET Paint.NET is free image editing and photo manipulation software. It features an intuitive and innovative user interface with support for layers, unlimited undo, special effects, and a wide variety of useful and powerful tools. Paint.NET Tutorials. Photo Story Microsoft Photo Story is a free application that allows users to create a visual story (show and tell presentation) from their digital photos. Photosynth Pivot Stickfigure Animator Pivot makes it easy to create stick-figure animations. You can build your own stick figures and load your own backgrounds. The animations can be saved as animated gifs to be used on web pages. Scratch Songsmith SMART Education Software (Notebook) SMART Ideas StoryBoardPC VirtualDub Windows Movie Maker WinScp Zoomit . -
A Scripting Game That Leverages Fuzzy Logic As an Engaging Game Mechanic
Fuzzy Tactics: A scripting game that leverages fuzzy logic as an engaging game mechanic ⇑ Michele Pirovano a,b, Pier Luca Lanzi a, a Dipartimento di Elettronica, Informazione e Bioingegneria Politecnico di Milano, Milano, Italy b Department of Computer Science, University of Milano, Milano, Italy 1. Introduction intelligent. The award-winning game Black & White (Lionhead Studios, 2001) leverages reinforcement learning to support the Artificial intelligence in video games aims at enhancing players’ interaction with the player’s giant pet-avatar as the main core of experience in various ways (Millington, 2006; Buckland, 2004); for the gameplay. Most of the gameplay in Black & White (Lionhead instance, by providing intelligent behaviors for non-player charac- Studios, 2001) concerns teaching what is good and what is bad ters, by implementing adaptive gameplay, by generating high- to the pet, a novel mechanic enabled by the AI. In Galactic Arms quality content (e.g. missions, meshes, textures), by controlling Race (Hastings, Guha, & Stanley, 2009), the players’ weapon prefer- complex animations, by implementing tactical and strategic plan- ences form the selection mechanism of a distributed genetic algo- ning, and by supporting on-line learning. Noticeably, artificial rithm that evolves the dynamics of the particle weapons of intelligence is typically invisible to the players who become aware spaceships. The players can experience the weapons’ evolution of its presence only when it behaves badly (as demonstrated by the based on their choices. In all these games, the underlying artificial huge amount of YouTube videos showing examples of bad artificial intelligence is the main element that permeates the whole game intelligence1).