Full Project – Design and implementation of an educational game – Who Wants To Be A Computer Genius

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CHAPTER ONE

INTRODUCTION

• BACKGROUND OF THE STUDY

In recent years, educational games have become more and more prevalent. There is an abundance of specifically designed educational games such as the kaboot, algebraic function, who wants to be a millionaire etc. There are also many entertainment games that have been used for training or education. Educational games are serious games specifically used for education. Serious games, in turn, are a concept with numerous definitions. In a broad sense the term refers to the idea of using games (Specifically designed ones) for purposes beyond pure entertainment. With educational games being widely used, there is a clear need to analyze how the effectiveness of game-based learning has been studied and how the results from such studies can inform practitioners.

There are numerous definitions of computerized games and there are also widely used in educational concepts. Salen and Zimmerman Summarize eight different definitions focusing on different elements and arrive at a quite condensed definition: “ A game is a system in which players engage in an artificial contest, defined by rules, that results in quantifiable outcome.” The definition is narrow, in particular with respect to quantifiable outcomes. In many occasions a more open characterization, such as the one provided by prensky, including the elements rules, goals and objectives, outcomes and feedback, conflict, competition, challenge, opposition, interaction, and representation or story is useful. The concept of cooperation is also an important aspect of playing educational games. Indeed, there are many games that do not focus on competitive elements or winning. The term educational games have been defined by Zyda as follows: “Educational game is a mental contest, played with a computer in accordance with specific rules that uses entertainment to further educational objectives”

Over the last few years, an emerging trend of games in the area of learning has been observed. From early isolated reports on conferences and books reflecting about possible application of digital games for learning (Gee 2003) more and more practitioners and researchers embraced the idea, including the E learning community. The discussion are primarily focused on the pros and Cons of the application of the game for learning, trying to find answers to why don’t we use games more often in classrooms? Often it is painted at the difficulty to find games that cover the curricular topics, the low tolerance of the environment towards the games where the games are often perceived as unserious activity, with some lecturers fearing that the learning objectives wouldn’t be reached. Another important factor is the quantity aspect of the games for learning where games should have an explicit learning purpose and can be used, adapted and adopted for supporting, improving and fostering learning processes, Kasvi (2000) lists the six requirements suggested by Norman (1993) for an effective educational game to:

1. Have specific goals and established procedures
2. Be motivational
3. Provide a continual feeling of challenge not too difficult to be frustrating nor too easy to create boredom.
4. Provide a sense of direct engagement on the task involved.
5. Provide the appropriate tools that fit the task; and
6. Avoid distractions and disruptions that destroy the subjective experience.

Kasvi (2000) suggests that a computerized educational game fulfill all of these requirements and believes that they “Satisfy them better than most other learning mediums” However, it is difficult to find a game that includes a learning curriculum that is appropriate for different schooling levels. Popular games like ‘Maths Blaster’ from vivendi universal, has captivated children but only targets ages 8 to 9 years. Even if the game were upgraded to include a higher level of mathematics, it would be doubtful that today’s 14 year old student would play this kind of game. But take a constructivists point of view and ask the same student to design an educational game, and the response would be quite different.

 

1.2STATEMENT OF THE PROBLEM

Computing is the foundation of modern society. A proficient computing workforce is essential for maintaining the country’s leadership and competiveness in the global economy. For this reason, the recent decline in the involvement across computer science departments and the decrease in the student diversity pose significant challenges to the continuation of the nation’s prominent position in the global high technology arena. An immediate solution is urgently needed. For the health of the educational performance, national economy, and to sustain successful and vibrant software companies like Microsoft, we must build an excitement and enthusiasm for our discipline in order to attract a bright generation of students early in their academic careers by initiating educational games. In the recent professional gatherings, numerous computer science educators have reported that incorporating computer gaming in classes creates high level of excitement and motivations. This phenomenon is observed first hand by the PI in this graphics programming classes where gaming components have drastically increased the enrolments and engaged student’s interest in challenging physics and mathematics topics. Integrating computer educational games, is the first programming courses students can encounter, and it is a promising strategy for recruiting and retaining potential students especially the classroom version of this project.

We hereby proposed to design and implement an educational game; for computer science students using visual basics 6.0 as the developing language.

The modules will be self-contained so that lecturers currently teaching in the department of computer science can pick or choose from our game based questions, and combine them with their own class room questions in order to increase the interactivity and widen the scope of the students’ knowledge. Lectures will be able to incorporate their own questions with a minimum of effort, a minimum knowledge on computer educational games, and minimum investment in computer gaming specific curricula. We believe that the key to success, widespread adoption of computer educational game is to provide educators with easy, pre-packaged gaming modules that can be incorporated quickly and easily into existing courses.

 

• AIM AND OBJECTIVES

The aim of the study is to design an educational game using visual basics.

The Objectives are:

1. to Incorporate computer gaming in classes will create a high level of excitement and motivations.
2. to improve students’ learning skills

• to broaden the knowledge of students in computer science by posting questions from different spheres of computer science

1. to bring the attentiveness of the students
2. to increase Memory
3. to improve students strategic thinking

1.4       SIGNIFICANCE OF THE STUDY

With the proper implementation of this educational game: who wants to be a computer genius, the following can be achieved:

1. An increase in student’s motivation and desire for self-improvement
2. Improve the students strategic thinking
3. With the classroom version, increase level of interactivity between lecturers and students.
4. Enable the students to learn at their own speed and cognitive level.
5. It can be used in the classroom as a basis for rewarding students by their performance. This will in turn become a motivation to the student
6. It provides opportunity for students to learn more and add to their knowledge.

1.5       SCOPE AND LIMINATION OF THE STUDY.

As stated in the introductory part of this project report, as cons of other educational games, this project is not able cover all the subject curriculum of computer science.  According to our design, 50 questions was programmed to be asked from four core courses which are computing, basic troubleshooting, networking and programming.

 

DEFINATION OF TERMS

 

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Full Project – Design and implementation of an educational game – Who Wants To Be A Computer Genius