Johanna Pirker

Motivational active learning: engaging university students in computer science education

Attracting and engaging computer science students to enhance their mathematical and algorithmic thinking skills are challenging tasks. In winter 2013 we introduced a new teaching format for a course, which combines theory in computer science with hands-on algorithmic challenges, mathematical thinking activities, and collaborative problem-solving. Therefore, we introduced the pedagogical model Motivational Active Learning (MAL), which is grounded in MITs successful format for teaching physics, Technology-Enabled Active Learning (TEAL), and combines it with motivational strategies usually used by game designers. Results from the initial setup in class reveals that students indeed assessed the course structure as more interactive and motivating compared to other similar courses. In this paper we discuss the course design, issues, and the impact, and analyze the first results in detail.

The Value of Game Prototyping Projects for Students and Industry

Game prototyping projects and various types of game development events teach different skills important for working in industry. This includes aspects such as advancing development and project management skills, but also improved effort estimations, first prototypes for portfolios, and strengthening networking and communication skills. Other prospects of such efforts can also be support for and the strengthening of local industry by connecting and training new talents, opening recruiting possibilities, and building a vivid and strong local developers network. In recent years, we have run different types of game prototyping projects in different settings at Graz University of Technology. These have included traditional digital 48-hour game jams, analog jams, development projects running for some months, and projects with an interdisciplinary and international setting. Each format supports different learning goals and has different potentials to bridge industry and academia. In this paper we summarize different benefits of the different formats and compare their potential to support (computer science) students in learning different aspects important for their future career and discuss general aspects related to game jams with potential for strengthening the local industry.

Design and Evaluation of a Learner-Centric Immersive Virtual Learning Environment for Physics Education

There is a growing interest in virtual immersive environments such as virtual worlds for gaming, socialization, and also learning purpose. Frequently three major issues are mentioned, when using 3D worlds for educational scenarios: high technical requirements, low user acceptance and missing technical know-how. The last two issues can be decreased using an elaborate user-centric design with focus on the pedagogical objectives to improve the user experience and enhance the usability. This paper discusses design principles for immersive, three-dimensional environments and in-world tools with focus on pedagogical aspects and presents based on these principles an implementation of a virtual world environment for physics education which integrates the pedagogical model TEAL. A first showcase was built in Open Wonderland and evaluated and tested by student groups and domain experts with focus on usability and pedagogical ambitions. The evaluation shows how the implementation of a learning-centric model focusing on the pedagogical main objectives and designed in-line with the usability guidelines can minimize issues such as user acceptance and missing technical know-how.

Educational Gamified Science Simulations

Modern STEM education is mainly grounded in constructivism. It requires instructors to not only recite learning content, but also to teach the concepts and ideas behind abstract formulas. Interactive simulations are one of the most powerful tools for increasing the students’ problem-solving abilities, and enhancing their understanding of conceptual models and formulas, which are hard to visualize without technology-enhanced tools. Creating simulation tools of interest to students has the potential to enhance their understanding of the phenomena and increase their interest in science. However, many simulations are not engaging and students will lose interest in interacting with them after a short time. Hence, it is important to advance in particular the motivational design aspects of such educational tools. One idea for motivating students is the use of computer games. Different studies show the positive impacts of a game-based or gamified approach in the field of STEM education and training. Several theories and frameworks were researched and developed to support the game design and gamification process of various scenarios. However, only a few cover specific design issues and implications of educational and instructional simulations. In this chapter we introduce a gamification model, which is adapted accordingly to the characteristics of constructivist STEM education approaches with focus on the usage of science simulations. Therefore we will introduce a model for the adaption of gamification techniques to design, develop, and adapt educational simulations. Based on a background and literature study, a framework for implementing a gamification approach for different kinds of simulations is introduced and applied to an application scenario of our own research. As a result, both the lessons learned and further recommendations are outlined.

Implementation and evaluation of a collaborative learning, training and networking environment for start-up entrepreneurs in virtual 3D worlds

Exchange of knowledge and ideas, building up a social network and gaining the specific expertise are the first most important steps before starting an own business or enterprise. Business incubator programs and also university innovation courses try to provide these services and impart the according knowledge to start-up entrepreneurs. Especially for potential entrepreneurs already in workforce who want to study further it is hard to find time for training sessions or workshops offered by incubators. Virtual 3D Worlds can support the needs of start-up entrepreneurs who cannot participate at local meetings, so that they can build up social contacts to peers, experts and also to potential financiers, but have also the possibility to participate in virtual seminars and workshops to gain the required knowledge. This paper focuses on identifying advantages of using Virtual 3D Worlds to enhance the imparting of the required expertise to start a business and points out ways to improve learning effects. Within this framework a Virtual 3D World especially for incubation services is implemented followed by an evaluation by students, domain experts and also pedagogical and cognitive science experts. Two different and independent studies were used to identify issues and potentials of the designed Virtual Incubator World and should also help to generalize the findings to the field of research.

Evaluating Experiences in Different Virtual Reality Setups

This paper describes the evaluation of three different scenarios in the fully immersive room-based virtual environment DAVE (Definitely Affordable Virtual Environment) and a head-mounted display, the Oculus Rift. The evaluation focuses on comparing the two immersive environments and three different scenarios (observation, emotion in a roller coaster, and interaction) in regards to typical virtual-reality characteristics, such as immersion, engagement, but also on cybersickness and the overall experience. First results indicate the DAVE environment better supports scenarios, which require the user to directly interact with the environment. The roller coaster scenario creates stronger immersion and a higher nausea-level, while the interactive task is more engaging in terms of fun.

Integrating and Inspecting Combined Behavioral Profiling and Social Network Models in Destiny

In this paper two key venues of investigation in game analytics are combined: behavioral profiling and social network analysis. Both venues of research are well developed but combined they permit pattern evaluation across player performance and networks. Here, competitive networks covering almost 3.5 million players of the hybrid online shooter game Destiny are developed and combined with behavioral profiles based on match performance metrics and defined using archetypal analysis. The profiles are embedded in the networks along with other performance indicators for Destiny players. The social behavior of different archetypes is described. Network visualizations are presented which target the problem of making dense networked results actionable.

Interdisciplinary and International Game Projects for Creative Learning

In traditional computer science courses, students do not often get the chance to experience an entire project cycle, starting from the idea development stage and ending with the final release of a product together with collaborators from different disciplines. Developing a game gives learners the possibility to experience an entire development cycle, to learn how to work in a team, and to learn new skillsets required to create games. Students can profit even more from an interdisciplinary and international setup. In this paper, we describe a first pilot of an interdisciplinary and international student game project, during which students from different backgrounds, and with different nationalities and different learning expectations can work together to develop games. We report on a first pilot with 24 students studying different subjects, such as computer science, law, or biology, in two different countries. First results show that such programs are highly engaging for students, can boost their employability, have a high learning outcome, and raise their interest in international collaborations.

A Practical Experience on the Use of Gamification in MOOC Courses as a Strategy to Increase Motivation

The rapid and constant pace of change in technology and the increasing involvement of educational institutions in the massive online open courses (MOOC) movement elicit a large myriad of opportunities and challenges. One of the main issues is the reported high dropout rate. In this sense, gamification strategies have been proposed as a complement to existing learning approaches providing a powerful and motivational learning experience to students. Examples of gamification strategies for MOOC environments include rewards for learning activities, applying levels and leader-boards to encourage progress and competition, and badges for participation in forums. The aim of this study is to contribute to the analysis of motivational factors to provide improved learning experiences for cloud-based learning services. This paper presents lessons learned from the MOOC course “Authoring tools for e-learning courses”. 1678 participants experienced a mix of gamification strategies: Badges – Leaderboard forums; Students Classifier League and Reward strategy. Findings revealed the reward strategy as the most effective one, and indicated increased motivation to complete the assigned learning activities.

Location-based Mobile Application Creator creating educational mobile scavenger hunts

Using mobile devices for entertainment, knowledge transfer, and learning has been an important development in recent years. The use of mobile games as pedagogical tools has also become more and more popular. The mobility of the devices can enhance applications with location-based information. Why not combine these aspects to create mobile, location-based learning games to make users aware of their environment? In this paper we introduce an online tool for easily creating such an application, which combines teaching, gaming, and location-based information. First, we briefly present the Location-based Mobile Application Creator (LMAC), a framework for creating different mobile location-aware applications. Then, we introduce an application created with LMAC in more detail: a game-based scavenger hunt for children enabling them to learn facts about the city of Graz, Austria. Similar to a traditional scavenger hunt, users are able to gather geo-referenced information with mobile phones and learn about the environment in a playful way. With LMAC, teachers can easily create individual scavenger hunts adapted to the current subject matter.