A constructionism framework for designing game-based simulations for supporting computational problem solving

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Chen-Chung Liu, iLearn LabGraduate Institute of Network Learning Technology,National Central University

Collaboration Classroom

The classroom contains six workspaces.

Each group workspace was equipped with a LCD shared displays.

The shared displays are used as boundary objects to sustain intimacy and share individual contributions.

高中職多媒體教學中心規劃介紹

內壢高中 – 競合式互動未來教室

The recent works

Creativity

Problem Solving

Collaboration

Narrative

Animated Web sketch books-- Expressive flexibility -- Narrative nature-- Sharing and collaboration

Train B&P-- World-Wide Invitingness -- Transcend physical limitation-- Dealing with uncertainty-- Sharing and collaboration

beginPowerUp(55);endbegin

repeat(3){ while(true){ if(TrainPassMe()){ train0.Break(100); print("Break"); break; } }}end

beginrepeat(3){ while(true){ if(TrainPassMe()){ train0.ReleaseBreak(); train0.PowerUp(30); print("PowerUP"); break; } }}end

beginrepeat(3){ while(true) { if(TrainPassMe()) { break; } }}train0.Break(100);print("Finish");end

火車啟動火車下坡經過此處煞車

火車下坡經過此處放開煞車，加速

火車經過此處三次煞車

OutlineIntroductionRelated worksThe constructionism framework MethodResultsConclusion Implications

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Introduction

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http://www.youtube.com/watch?v=J1B5iee31z0

Introduction – Computational Problem Solving

Problem solving is one of the integral approaches to achieving effective and meaningful learning (Jonassen, 2004).

Problem solving has been extensively applied to many subject

domains such as science (Linn, Clark, & Slotta, 2003), mathematics (Jonassen, 2003) and design (Jermann & Dillenbourg, 2008) as a means of promoting learning in these domains.

Considered to be the core competency of computer science education because computer science involves broad problem solving skills, rather than purely technically centered activity (Kay et al., 2000).

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Introduction – Computational Problem Solving However, novice programmers suffer from a wide

range of difficulties and deficits. One of the major issues facing computer science

educators is how to foster students’ abilities to solve problems with computer programs.

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Introduction – Simulation Game Simulation games on computers may be helpful in fostering

students’ problem solving ability.

Such games simulate a model of a system or a process, and thus allow students to experience the scientific discovery process such as hypothesis generation, experiment designs and data interpretation (de Jong & van Joolingen, 1998)

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Introduction -- – Flow Experience Games may facilitate a flow experience considered as a useful

construct for improving problem solving.

Many studies have confirmed that experiencing a state of flow may foster students’ learning, as well as their exploratory behaviors (Hoffman & Novak,1996)

　 In particular, the higher level of flow perceived by learners

correlates positively with higher engagement in experimentation (Trevino& Webster, 1992) and flexible learning (Webster, Trevino, & Ryan, 1993). 　　

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Introduction – Game design However, recent investigations into game-based learning

yield divergent results regarding the effect of the games on learning. The question/answer games have limitations in

fostering long-term motivation to learn and in-depth learning strategies.　

Therefore, it is necessary understand how to integrate

learning tasks into game-based learning systems to transform the learning activities into flow learning experiences.　

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Introduction – Our goal

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Design guidelines for game-based learning from the perspective of constructionism

Construction as the goal, Low threshold and high ceiling Simulation of ideas

Scratch (Monroy-Hernández & Resnick, 2008), Alice (Dann, Cooper, & Pausch, 2006), Tangible Programming Bricks (McNerney, 2004), and the Greenfoot system (Kulling & Henriksen, 2005),

Introduction – The research question

How novice programmers may learn in the game-based learning system developed with the constructionism framework?

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Related works

2.1 Computer simulation for supporting problem solving

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Computer simulation Provides an opportunity for students to learn by doing

Increasingly applied to foster problem solving abilities in several scientific subject domains

ex: a computer simulation application was designed to facilitate medical science students to analyze

information, formulate working hypotheses and identify medical learning issues

It can be helpful in improving the students’ understanding of complex concepts, inquiry strategies and self-learning abilities

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But ! Students often interact with simulations simply on a superficial

and playful level Such superficial interaction is partly due to the fact that most

students cannot solve problems without instructional support Consistent with the finding of Holzinger et al. (2009):

although simulations can be helpful in improving the understanding of complex concepts, students may not know how to interact with sophisticated simulations in order to solve a problem.

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2. Related works

2.2 Problem solving in games

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Computer games An effective approach to providing instructional supports in

computer simulations to help students solve problems Promote students to apply logic, memory, visualizations and

problem solving, and, thus, can enhance learning Have a significant impact on learning experiences:

As negative learning experiences such as boredom and frustration are more likely to remain for a long period of time, computer games can provide a pathway to transforming the experiences into positive states so that students are more likely to engage in meaningful strategies to solve problems.

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Computer games

Shih et al. (2010) found that games featuring clear goals, rules, challenges and a sense of achievement can enhance collaboration among students.

Lee and Chen (2009) also confirmed the positive effect of games on problem solving.

The claim made by Kiili (2005):

games with immediate feedback, clear goals and challengescan constitute an approach to creating positive learning experiences.

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Computational problem solving

However, how we can design a game or a game-like system to enhance computational problem solving is still not sufficiently discussed.

The goal of the study:To understand how constructionist’s principles may be applied to design game-based learning system?

To investigate the influence of simulation games on problem solving in terms of both learning experience states and problem solving behaviors

To obtain a clearer picture of the problem solving strategies adopted by students learning with simulation games.

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The constructionism framework

The constructionism framework

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Game design guideline

Constructionism principle

Guideline for designing game-like learning systems/activities

Enhancing motivation and persistent reengagement

Construction as the goal

Motivating students to learn by supporting them to build a product in a game

Challenge and freedom

Low-threshold-high-ceiling activity

Enabling novice students to easily participate in, while allowing them to work on increasingly complex products

In-depth learning Computer simulations

Supporting students to initiate and simulate ideas

Construction as the goal

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Using Train B&P to construct a rail model. And Program it! To learn the computational thinking skills, and

think scientifically for generating a railway model.

(1)

(2)

(3)

beginint count=0;while(true){ if(TrainPassMe()){count++;print (count);} if(count==3){train0.Break(30);print "Train0 Break[30]";print("Train is stopping");} }

The program governs the behavior of the track in (3)

Low threshold and high ceiling

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Several building blocks such as straight tracks, curved tracks, branch tracks and bridges to build a rail system.

Resembles the manipulative building blocks of a physical toy, its threshold to construct is quite low

Press the “g” key to start a train

Or program code to build complex railways

Simulation of ideas

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Simulate the programs in the 3D environment

Train B&P was developed with a physics engine

Gravity, speed, acceleration, and friction, to simulate the behavior of railway systems in the real world

Method

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Participants

117 first-year students in a university in northern Taiwan

They were novice programmers who did not have rich experience in programming

This study designed a simulation game for the students to learn and use their programming knowledge to solve some contextualized problems which are related to the transportation control of a railway system.

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The simulation game Train B &P

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Simulation of embodied experiences• TrainB&P was developed with a physics engine which

could simulate the physics phenomena, such as gravity, speed, acceleration, and friction, to simulate the real behaviors of railway systems in the real world.

• Tutorial and examples

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develop programs to make a train in a railway model go three rounds and then stop where it set off.

Procedures traditional(1.5months)-> learning experience survey ->game-

based learning activity (two weeks)->learning experience survey

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The evaluation of learning experiences Learners will be more likely to experience flow when the

challenge of an activity matches their skill (Massimini, Csikszentmihalyi, & Delle Fave, 1988).

The 3-channel flow model,(Csikszentmihalyi, 1975): flow state, anxiety state and boredom state

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Flow: perceived challenge = perceived skillAnxiety: Higher perceived challenge with lower perceived

skillBoredom: lower perceived challenge with higher perceived

skill

Survey for learning motivations

The Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich et al., 1991)

The MSLQ contains eight questions with a five-point Likert scale concerning the extrinsic and intrinsic motivations associated with learning.

The students responded to the two surveys before and after the game-based learning activity.34

3.6. Activity logs Solution development: the students typed the codes or modified the codes

in the program panel.

Experiment: the students applied the simulation function of the game to verify the behavior of the programs they developed.

Solution review: the students opened the program panel to review the program they developed without typing or modifying any of the program code.

Solution reuse: the students copied code segments in the tutorial or in the programs, which they had already developed, to generate new solutions.

Reading tutorial: The students retrieved existing examples, knowledge related to generic computational problem solving, or information about the building blocks in the tutorial.

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3.7. Data analysis Comparative analysis:

Students’ motivation and perceived learning experience in traditional lectures and in the simulation game approach

Problem solving behavior analysis: Sequential pattern analysis How the students developed solutions through the five types

of problem solving behaviors

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Result

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Results (learning experience) The problem solving tasks

given in the traditionallectures perceived a high level of challenge (mean= 3.87, S.D. = .79) but a low level of skill (mean = 2.62, S.D. = .88). Students expressed anxiety in traditional lecture approach The students’ feedback in the

simulation game setting reveal

that the level of skill (mean = 3.05, S.D. = .71) is closer to the level of challenge (mean = 3.48, S.D. ¼=.69). The level of challenge approached the level of skill.

Learning experience

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The simulation game may be helpful in promoting the positive experience of computational problem solving

Results (learning experience)Flow states

Results (motivations)Motivations

The game transformed the learning exepreince from an extrinsic motivation into a intrinsic motivation.

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Students in flow states, compared to those in anxiety state, tended to apply solution reuse to solve problems.

Results (problem solving behaviors)

Results (problem solving strategies)

learning -by-example: reading tutorial→ solution

reuse → experiment

trial-and-error: solution development → experiment

→ solution review→ solution development

analytical reasoning: solution development →

solution review

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learning -by-example: reading

tutorial→ solution reuse →

experiment

trial-and-error: solution development

→ experiment → solution review→

solution development

analytical reasoning: solution

development → solution review

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Results (problem solving strategies)

learning -by-example: reading

tutorial→ solution reuse →

experiment trial-and-error: solution development

→ experiment →solution review

→solution development

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Students in boredom state did not frequently apply analytical reasoning approach to solve problem.

Results (problem solving strategies)

trial-and-error: solution development →

experiment → solution review→solution

development

analytical reasoning: solution development

→ solution review

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Students in anxiety state did not frequently apply learning by example strategy

Results (problem solving strategies)

Conclusion and implications

This study proposes a constructionism framework for designing computer game to assist students in developing their computational problem solving abilities.

It is found that the students’ intrinsic motivation was enhanced when they learned with such constructivist approaches.

The students were more likely experience a flow state when they learn with the game.

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Conclusion and implications Students may apply different problem solving strategies in

a simulation game according to their learning experience states.

For the students who felt a flow experience, Learning by example, analytical reasoning and trial-and-error

strategies

For the students who feel anxious about simulation games, it is necessary to provide instructional support to alleviate

their anxiety. For instance, to help them learn by examples.

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Conclusion and implications

For students who feel bored The teacher may increase the complexity of the problem

according to the ability of each student so that the student may need to analyze the solution critically in order to solve the problem.

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Thanks for your listening!

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