A PROPOSAL FOR ENGINEERING
STUDENTS TO MODEL A LEVER SYSTEM
AND DESIGN A SERIOUS GAME IN ORDER
TO PROMOTE THEIR MATHEMA...
AIM OF THIS WORK
 This work describes part of a proposal for college
students to design and program Serious Games for
...
THEORETICAL FRAMEWORK
 Constructionism and
microworlds as a basis
for our proposal
 Papert & Harel (1991)
 Kebritc...
METHODOLOGICAL CONSIDERATIONS
 How mathematical concepts and tools relate to the
real world in which students will work...
METHODOLOGICAL CONSIDERATIONS (CONT.)
 Main objective:
 each student (or team of students) designs and
programs (buil...
A SG FOR THE LEARNING OF THE CONCEPT OF
EQUILIBRIUM BASED ON A MATHEMATICAL MODEL OF A
FIRST CLASS LEVER.
 Description...
A SG FOR THE LEARNING OF THE CONCEPT… (CONT.)
 two levels leading to the abstraction of the
theoretical concepts used b...
DESCRIPTION OF THE MATHEMATICAL MODEL
EMBEDDED IN THE SG.
 Effort (P): Force to apply.
 Resistance (R): Force to
ove...
DESCRIPTION OF THE MATHEMATICAL MODEL… (CONT.)
Case 1. Fulcrum centred, implying
that the effort and resistance arms
ar...
PUZZLE DESIGN.
10
WCCE 2013, Torun, Poland Pretelín & Sacristán, 2013
AESTHETICAL ASPECT OF THE SG
 This aspect is embedded in the story of the SG,
and in the way in which the story will in...
A SIMPLE EXAMPLE OF A SG FOR THE PROPOSED PROBLEM
 The SG story occurs in the world of Garabato and
Garagato.
 The us...
A SCREENSHOT OF A SG IMPLEMENTED IN GAME MAKER STUDIO
13
WCCE 2013, Torun, Poland Pretelín & Sacristán, 2013
EDUCATIONAL MODEL OF SG (EMSG).
 In order to establish the EMSG, we use the ideas
proposed by Amory & Seagram (2003), s...
EDUCATIONAL MODEL OF SG (EMSG).
SG
STORY
Learning Objective
Learn the concept of balance
of forces in a system throug...
EDUCATIONAL MODEL OF SG (EMSG).
Purpose of Acts
Achieve equilibrium in the
different class 1 balance
models presented ...
EDUCATIONAL MODEL OF SG (EMSG).
LEARNING
OBJECTIVES
FRAME
PUZZLES
CHARACTERS
MOTIVATION
17
WCCE 2013, Torun, Polan...
SOME EXAMPLES OF SERIOUS GAMES
 Interaction with game engine
18
WCCE 2013, Torun, Poland Pretelín & Sacristán, 2013
FINAL REMARK
 We have presented a proposal for students to
construct SG as a possibly significant activity that
may he...
THANK YOU!
Contact:
Angel Pretelín-Ricárdez, apretelin@ipn.mx
Ana Isabel Sacristán, asacrist@cinvestav.mx
REFERENCES
 Amory, A. & Seagram, R. (2003) Educational Game Models: Conceptualization and evaluation. South African Jour...
of 21

A proposal for engineering students to model a lever system and design a serious game in order to promote their mathematical learning

Do you want to cite this work? ¿Quieres citar este trabajo? Pretelín-Ricárdez, A., & Sacristán A. I., (2013). A Proposal for Engineering Students to Model a Lever System and Design a Serious Game in Order to Promote their Mathematical Learning. En N. Reynolds y M. Webb (Eds.), Proceeding of 0th IFIP World Conference on Computers in Education, (pp. 208-217). Torun, Poland: ISBN: 978-83-231-3093-2 You can find the full papers in: Puedes encontrar los trabajos en extenso en: https://www.researchgate.net/profile/Angel_Pretelin_Ricardez https://ipn.academia.edu/AngelPretel%C3%ADnRic%C3%A1rdez
Published on: Mar 4, 2016
Published in: Education      
Source: www.slideshare.net


Transcripts - A proposal for engineering students to model a lever system and design a serious game in order to promote their mathematical learning

  • 1. A PROPOSAL FOR ENGINEERING STUDENTS TO MODEL A LEVER SYSTEM AND DESIGN A SERIOUS GAME IN ORDER TO PROMOTE THEIR MATHEMATICAL LEARNING Angel Pretelín-Ricárdez¹ ², Ana Isabel Sacristán¹ ¹Centro de Investigación y de Estudios Avanzados (Cinvestav-IPN), Mexico ²Instituto Politécnico Nacional, UPIITA, Mexico
  • 2. AIM OF THIS WORK  This work describes part of a proposal for college students to design and program Serious Games for the learning of certain concepts involved in some mechanical systems. 2 WCCE 2013, Torun, Poland Pretelín & Sacristán, 2013
  • 3. THEORETICAL FRAMEWORK  Constructionism and microworlds as a basis for our proposal  Papert & Harel (1991)  Kebritchi & Atsusi (2008)  Hoyles & Noss (1987)  Serious games  Pretelin-Ricardez & Mora (2010)  Game design for learning  Kafai & Resnick (1996)  Kafai, Franke, Ching & Shih (1998)  Kafai (2006)  Baytak and Land (2010)  Holbert, Penney and Wilensky (2010) 3 WCCE 2013, Torun, Poland Pretelín & Sacristán, 2013
  • 4. METHODOLOGICAL CONSIDERATIONS  How mathematical concepts and tools relate to the real world in which students will work?  We wanted to relate and contextualize the mathematics used in modelling in engineering through video game building.  a constructionist microworld for the programming – by students— of a serious game. 4 WCCE 2013, Torun, Poland Pretelín & Sacristán, 2013
  • 5. METHODOLOGICAL CONSIDERATIONS (CONT.)  Main objective:  each student (or team of students) designs and programs (builds) a Serious Game that is both effective and meaningful in the context of the engineering concepts being studied.  Each student, or team of students, chooses a problem that is linked to a story that he/she will develop in the Serious Game. 5 WCCE 2013, Torun, Poland Pretelín & Sacristán, 2013
  • 6. A SG FOR THE LEARNING OF THE CONCEPT OF EQUILIBRIUM BASED ON A MATHEMATICAL MODEL OF A FIRST CLASS LEVER.  Description of the mathematical model embedded in the SG.  Puzzle design.  Aesthetical aspect of the SG  A simple example of a SG for the proposed problem  Educational model of SG (EMSG). 6 WCCE 2013, Torun, Poland Pretelín & Sacristán, 2013
  • 7. A SG FOR THE LEARNING OF THE CONCEPT… (CONT.)  two levels leading to the abstraction of the theoretical concepts used by the student in what he/she will build:  In the programming code: through the description derived from the understanding of the mathematical relationships involved in the situation (equations and models).  In the actual contextualization of the SG into an engineering “story”. 7 WCCE 2013, Torun, Poland Pretelín & Sacristán, 2013
  • 8. DESCRIPTION OF THE MATHEMATICAL MODEL EMBEDDED IN THE SG.  Effort (P): Force to apply.  Resistance (R): Force to overcome.  Effort arm (BP): Distance between the point at which we apply the effort (P) and the fulcrum.  Resistance arm (BR): Distance between the point at which apply resistance (R) and the fulcrum. 8 WCCE 2013, Torun, Poland Pretelín & Sacristán, 2013
  • 9. DESCRIPTION OF THE MATHEMATICAL MODEL… (CONT.) Case 1. Fulcrum centred, implying that the effort and resistance arms are (BP = BR) Case 2. Resistance (R) close to the fulcrum, so that the effort arm (BP) would be greater than the resistance arm (BR). (BP> BR). Case 3. Fulcrum close to effort (P), so the effort arm (BP) would be smaller than the resistance arm (BR). (BP <BR) 9 WCCE 2013, Torun, Poland Pretelín & Sacristán, 2013
  • 10. PUZZLE DESIGN. 10 WCCE 2013, Torun, Poland Pretelín & Sacristán, 2013
  • 11. AESTHETICAL ASPECT OF THE SG  This aspect is embedded in the story of the SG, and in the way in which the story will influence the user.  The story is composed of elements of the user interface:  characters,  music  and gameplay. 11 WCCE 2013, Torun, Poland Pretelín & Sacristán, 2013
  • 12. A SIMPLE EXAMPLE OF A SG FOR THE PROPOSED PROBLEM  The SG story occurs in the world of Garabato and Garagato.  The user interface is the means by which the user interacts with the SG and vice versa.  The characters drawings ("blocks and characters") are very simple, but attempting to be charismatic to make the player identify with them.  The music of the game is very important, because it reinforces the level of immersion.  The gameplay should be simple and intuitive. 12 WCCE 2013, Torun, Poland Pretelín & Sacristán, 2013
  • 13. A SCREENSHOT OF A SG IMPLEMENTED IN GAME MAKER STUDIO 13 WCCE 2013, Torun, Poland Pretelín & Sacristán, 2013
  • 14. EDUCATIONAL MODEL OF SG (EMSG).  In order to establish the EMSG, we use the ideas proposed by Amory & Seagram (2003), such as the Game Achievement Model (GAM), that provide a useful way for developing and documenting educational games. 14 WCCE 2013, Torun, Poland Pretelín & Sacristán, 2013
  • 15. EDUCATIONAL MODEL OF SG (EMSG). SG STORY Learning Objective Learn the concept of balance of forces in a system through a class 1 lever model. Acts: n The balance will appear with different positions of the fulcrum. What can stop the game until the player makes a mistake. 15 WCCE 2013, Torun, Poland Pretelín & Sacristán, 2013
  • 16. EDUCATIONAL MODEL OF SG (EMSG). Purpose of Acts Achieve equilibrium in the different class 1 balance models presented in the SG through the placement of blocks weighing 1N ACT Frame of ACT ESCENES 16 WCCE 2013, Torun, Poland Pretelín & Sacristán, 2013
  • 17. EDUCATIONAL MODEL OF SG (EMSG). LEARNING OBJECTIVES FRAME PUZZLES CHARACTERS MOTIVATION 17 WCCE 2013, Torun, Poland Pretelín & Sacristán, 2013
  • 18. SOME EXAMPLES OF SERIOUS GAMES  Interaction with game engine 18 WCCE 2013, Torun, Poland Pretelín & Sacristán, 2013
  • 19. FINAL REMARK  We have presented a proposal for students to construct SG as a possibly significant activity that may help them relate and contextualize their learning about mathematical modelling with their engineering practice.  We look forward to later present results of our study. 19 WCCE 2013, Torun, Poland Pretelín & Sacristán, 2013
  • 20. THANK YOU! Contact: Angel Pretelín-Ricárdez, apretelin@ipn.mx Ana Isabel Sacristán, asacrist@cinvestav.mx
  • 21. REFERENCES  Amory, A. & Seagram, R. (2003) Educational Game Models: Conceptualization and evaluation. South African Journal of Higher Education, 17 (2), 206-2017.  Baytak, A., Land, S. M. (2010). A case study of educational game design by kids and for kids. Procedia - Social and Behavioral Sciences, 2(2), 5242-5246  Cejarosu (2005). MecanESO/Palanca. Retrieved from http://concurso.cnice.mec.es /cnice2006/material107/operadores/ope_palanca.htm  Harel, I. (1990) Children as Software Designers: A Constructionist Approach for Learning Mathematics. Journal of Mathematical Behavior, 9 (1) 3-93.  Holbert, N., Penney, L.,& Wilensky, U. (2010). Bringing Constructionism to Action Gameplay. In J. Clayson & I. Kalas (Eds.) Proceedings of the Constructionism 2010 Conference. Paris, France, Aug 10-14.  Hoyles, C. & Noss, R. (1987). Synthesizing mathematical conceptions and their formalization through the construction of a Logo-base school mathematics curriculum. International Journal of Mathematics education in science and technology, 18 (4), 581-595  Juul, J. (2005). Half-Real: Video Games between Real Rules and Fictional Worlds. Boston, Massachusetts: MIT Press.  Kafai, Y. B. (2006). Playing and making games for learning: Instructionist and constructionist perspectives for game studies. Games and Culture 1(1), 36-40.  Kafai, Y. B., Franke, M., Ching, C., & Shih, J. (1998). Game design as an interactive learning environment fostering students’ and teachers’ mathematical inquiry. International Journal of Computers for Mathematical Learning, 3(2), 149–184.  Kafai, Y., & Resnick, M. (1996). Constructionism in practice: Designing, thinking, and learning in a digital world. Mahwah, NJ: Lawrence Erlbaum.  Kebritchi, M. & Atsusi, "2c" H. (2008). Examining the pedagogical foundations of modern educational computer games. Computers & Education, 51 (4),1729-1743.  Klopfer, E., Osterweil, S., & Salen, K. (2009). Moving learning games forward. Obstacles opportunities & openness. Retrieved: March 30, 2012, from http://education.mit.edu/papers/MovingLearningGamesForward_EdArcade.pdf.  Michael, D. & Sande C. (2006). Serious Game. Games That Educate, Train And Inform. Boston, MA: Thompson Course Technology.  Packer, A. (2003). Making Mathematics Meaningful. Retrieved: May 10, 2012, from maa.org: http://www.maa.org/ql/pgs171_173.pdf.  Papert, S. & Harel, I. (1991). Situating Constructionism. In I. Harel & S. Papert (ed.) Constructionism. Ablex Publishing Corporation. Retrieved January, 2012, from papert.org: http://www.papert.org/articles/SituatingConstructionism.html  Prensky, M. (2001). Digital Game-Based Learning. St. Paul, Minnesota: Paragon House.  Pretelín-Ricardez, A. & Mora, C. (2010). The Serious Games in the teaching-learning process in physics: What are they? What has been done? Where do they go? In Book of Abstracts of the International Conference GIREP-ICPE-MPTL 2010 - Teaching and learning Physics today: Challenges? Benefits?. Reims, France 22 - 27 August 2010 (pp. 196). Reims: URCA-GIREP-ICPE-MPTL.  Raybourn, E. M. & Bos, N. (2005). Design and evaluation challenges of serious games. In Proceedings of ACM Conference on Human Factors in Computing Systems. 2-7 April 2005 (pp. 2049-2050). Portland, Oregon, USA: ACM Press.  Salen, K. & Zimmerman, E. (2004). Rules of play: Game design fundamentals. Cambridge, MA: MIT Press.  Salen, K. & Zimmerman, E. (2006). The Game Design Reader: A Rules of Play Anthology. Massachusetts: MIT Press.  Shaffer, D. W. (2006). How Computer Games Help Children Learn. New York: Palgrave Macmillan.  Suits, B. (2005). The Grasshopper: Games, Life and Utopia. Peterborough, Ontario, Canada: Broadview Press.  Zyda, M. (2005). From visual simulation to virtual reality to games. IEEE Computer, 38, 25-32. 21 WCCE 2013, Torun, Poland Pretelín & Sacristán, 2013