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Microsoft Word 97 for Windows Sample Disseratation View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by University of Saskatchewan's Research Archive CONUNDRUM: A SERIOUS GAME INFORMED BY BLOOM’S TAXONOMY FOR TEACHING ETHICS AND SOCIAL ISSUES A Thesis Submitted to the College of Graduate Studies and Research In Partial Fulfillment of the Requirements For the Degree of Masters of Science In the Department of Computer Science University of Saskatchewan Saskatoon By Adam McKenzie Copyright Adam Kenneth McKenzie, March, 2013. All rights reserved. Permission to Use In presenting this thesis in partial fulfilment of the requirements for a Postgraduate degree from the University of Saskatchewan, I agree that the Libraries of this University may make it freely available for inspection. I further agree that permission for copying of this thesis in any manner, in whole or in part, for scholarly purposes may be granted by the professor or professors who supervised my thesis work or, in their absence, by the Head of the Department or the Dean of the College in which my thesis work was done. It is understood that any copying or publication or use of this thesis or parts thereof for financial gain shall not be allowed without my written permission. It is also understood that due recognition shall be given to me and to the University of Saskatchewan in any scholarly use which may be made of any material in my thesis. Requests for permission to copy or to make other use of material in this thesis in whole or part should be addressed to: Dr. Eric Neufeld Head of the Department of Computer Science University of Saskatchewan Saskatoon, Saskatchewan, S7N 5C9 i ABSTRACT Building technology to support students who must learn ethics and social issues is a difficult problem. In fact ethics and social issues is an example of an ill-defined domains, which typically are resistant to standard intelligent tutoring systems techniques. An analysis of current pedagogical tools for teaching Computer Science ethics and social issues using Bloom’s Taxonomy shows that the task needs tools for achieving Application, Evaluation and Creation educational goals. One promising approach which has the potential to achieve such goals is educational games. This paper explores a proof of concept educational game called Conundrum. This serious game provides three ways for learners to interact with it, each supporting a level of Bloom’s Taxonomy. An experiment was run in a Computer Science ethics and social issues class showing promising results that the design of Conundrum led to students achieving Application, Evaluation and Creation goals. A multidimensional student model was also developed to aid instructors and learners understand their progress. The experiment showed that the design of Conundrum did have some good aspects but leaves a lot of future work to maximize its potential. ii ACKNOWLEDGMENTS There are several people without whom this dissertation would not have been possible. My supervisor Gord McCalla with our many discussions and the beginning of a lifelong coffee addiction. My Father and Mother who have always been supportive. My sister Gail with practical help and direction even in times of great strife. The many back and forth discussions with Chris Brooks. The unending patience of my wife Carie. Finally, many other great friends who have helped me in this process throughout the years. iii Dedication This dissertation is dedicated to my late sister Cora. For the masters and PHD she would have done but never got a chance to. iv TABLE OF CONTENTS page ABSTRACT ........................................................................................................................ ii ACKNOWLEDGMENTS ................................................................................................. iii LIST OF TABLES ............................................................................................................ vii LIST OF FIGURES ......................................................................................................... viii LIST OF ABBREVIATIONS ............................................................................................ ix INTRODUCTION ...............................................................................................................1 RELATED WORK ..............................................................................................................3 Bloom’s Taxonomy of Educational Objectives .......................................................................... 3 Bloom’s Taxonomy and Ethics and Social Issue Pedagogy ....................................................... 4 Serious Game as Solution for Application, Evaluation and Creation Skills ............................... 6 Creation of User Generated Content ......................................................................................... 14 Serious Games for Ethics and Social Issues Skills ................................................................... 15 Board Games about Ethics and Social Issues ........................................................ 16 Games For Change About Ethics and Social Issues .............................................. 18 Educational Serious Games About Ethics and Social Issues ................................. 19 CONUNDRUM SYSTEM.................................................................................................22 Conundrum Game Play ............................................................................................................. 22 Acts Designed For Play in Conundrum ................................................................. 29 Security vs. Deadline .......................................................................................30 Conflict of Interest ...........................................................................................34 Intellectual Property .........................................................................................36 Computer Crime...............................................................................................38 Flashback .................................................................................................................................. 41 Act Editor .................................................................................................................................. 44 EXPERIMENT AND RESULTS ......................................................................................48 Experiment ................................................................................................................................ 48 Data Collected ........................................................................................................................... 49 Game Data .............................................................................................................. 49 Flashback Data ....................................................................................................... 51 Act Editor Data ...................................................................................................... 51 Results ....................................................................................................................................... 52 Participants Achieved Bloom’s Level of Apply .................................................... 52 Participants Achieved Bloom’s Level of Evaluate ................................................ 55 Flashback Usage ..............................................................................................57 Flashback Questions ........................................................................................57 v Using Jumps .....................................................................................................58 Participants Achieved Bloom’s Level of Create .................................................... 59 The Simplest Acts ............................................................................................60 Middle Complexity Acts ..................................................................................62 Most Complex Acts .........................................................................................63 Additional Results from the Conundrum Experiment ........................................... 65 Participant Details ............................................................................................65 Summary of Results ............................................................................................... 69 CONCLUSION AND DISCUSSION ...............................................................................70 Conclusion ................................................................................................................................ 70 Future Research ........................................................................................................................ 72 Develop and Deploy a Model of Student Participation in Conundrum ................. 72 (i) Breadth - Number of Issues a Participant has Explored ........................72 (ii) Depth – Number of Choices a Participant has Explored .......................73 (iii) Relative Usage of Conundrum by Time Spent Playing and Reflecting.75 (iv) Flashback vs. Gameplay Proportion of Time ........................................76 Allowing the Instructor and Learners to Visualize the Metrics: Opening the Student Model ...............................................................................................................77
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