Learning GO

Hal Larsson

Sam Ogami

What is GO

Learning Problem

• Programs of GO instruction lose the interest of novice players. – The lack of a mental model in the Learn to

Play GO (LTPG) book makes it difficult to learn GO

– There are six chapters in the book before the central idea of territory is discussed in the game

Learning Goals

• Discover how students create cognitive models of GO and how this process can be facilitated

Design Principles

• C2 Sequences of Conceptual Development– The idea of territory is central to GO and is easily

relatable to learners’ existing experience – How are student linking GO to other existing

experiences

• C3 Explicit Attention to Generality– Territory is as an organizing principle to playing GO– What other organizing principles are learners forming

in the learning of GO

Study

• Two groups of ten middle school children

• Groups A and B will follow a six-week course of GO instruction based on the first seven chapters of Learn To Play GO

Study

• Group A will follow a curriculum that follows the book linearly

• Group B will follow the same basic structure with the following exception: the first week of instruction will cover the issues of territory introduced in chapter seven first

Study

Study

• To collect the data based off of open end interview with the students and final project.

• Data will be collected in these three ways:

1. Entrance interviews2. Weekly interviews3. Final project

Weekly Interviews

• What does this weeks lesson remind you of ?

• Did something else you were doing this week remind you of GO?

• How do you think the concepts of this week’s lesson relate to last week’s?

• To previous weeks?

What we are looking for in Interviews

• Conceptual maps that use or describe GO.

• The number of complexity of how they use GO in there answer

• How are they relating current lesson to other concepts

• How are they relating current lesson to previous lessons

• How much are they engaged in GO

Prospective Findings

• We expect to find that group B will find GO more accessible than group A

• With both groups we hope to find what other types of links learners are creating in there understanding of GO

• With both groups we hope to find additional concept maps and schema that the learner are using to understand GO

Design Solution

• We hope to gather content that will help develop better cognitive models to teach GO

• Develop a concept first curriculum for GO

• Apply other age appropriate links that learners create when playing GO

Questions

Thank You