Card games for teaching data structures and algorithms

Hakulinen, Lasse

doi:10.1145/2094131.2094157

Cited by 11 publications

(3 citation statements)

References 3 publications

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“…As per the literature, many games [10,17,35,36] have been evaluated using a questionnaire-based user survey combined with TAM model. TAM has been widely used over time to evaluate learning games such as multimedia learning environment [30], ARTutor [21], and many more.…”

Section: Discussionmentioning

confidence: 99%

ML-Quest: A Game for Introducing Machine Learning Concepts to K-12 Students

Priya¹,

Bhadra²,

Chimalakonda³

2021

Preprint

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Today, Machine Learning (ML) is of a great importance to society due to the availability of huge data and high computational resources.This ultimately led to the introduction of ML concepts at multiple levels of education including K-12 students to promote computational thinking. However, teaching these concepts to K-12 through traditional methodologies such as video lectures and books is challenging.Many studies in the literature have reported that using interactive environments such as games to teach computational thinking and programming improves retention capacity and motivation among students. Therefore, introducing ML concepts using a game might enhance students' understanding of the subject and motivate them to learn further. However, we are not aware of any existing game which explicitly focuses on introducing ML concepts to students using game play. Hence, in this paper, we propose ML-Quest, a 3D video game to provide conceptual overview of three ML concepts: Supervised Learning, Gradient Descent and K-Nearest Neighbor (KNN)Classification. The crux of the game is to introduce the definition and working of these concepts, which we call conceptual overview, in a simulated scenario without overwhelming students with the intricacies of ML. The game has been predominantly evaluated for its usefulness and player experience using the Technology Acceptance Model (TAM) model with the help of 23 higher-secondary school students. The survey result shows that around 70% of the participants either agree or strongly agree that the ML-Quest is quite interactive and useful in introducing them to ML concepts.CCS Concepts: • Human-centered computing → Game for Learning.

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Section: Discussionmentioning

confidence: 99%

ML-Quest: A Game for Introducing Machine Learning Concepts to K-12 Students

Priya¹,

Bhadra²,

Chimalakonda³

2021

Preprint

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“…We wanted to focus on teaching interventions where students play games opposed to developing games, as using games as topics in programming assignments is more widely used. We developed card games for learning sorting algorithms that required students to discuss and justify their statements about the time complexity and other features of sorting algorithms [64]. The games were played in small groups during one lab session with physical cards.…”

Section: Rq22 Are There Differences In Terms Of Achievement Goal Ormentioning

confidence: 99%

QR code programming tasks with automated assessment

Hakulinen

Malmi

2014

Proceedings of the 2014 Conference on Innovation &Amp; Technology in Computer Science Education - ITiCSE '14

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The main objective of this thesis is to enrich computer science education by studying two gameful teaching interventions: 1) achievement badges and 2) alternate reality games.Gamification is the use of game design elements in non-game contexts, and achievement badges are one commonly used gamification method that can be used to provide optional challenges for students. We studied the use of achievement badges in a Data Structures and Algorithms course and found out that badges can be used to steer students' behavior even if they are not tied to tangible rewards such as course grades. Specifically, students used more time in the online learning environment, had more sessions in the system, and spent more time between exercise submissions when the badges were used. Furthermore, we found out that students' attitudes towards the badges varied. We also studied the use of badges in relation to achievement goal orientations that characterize students' preferences to different goals and outcomes. We found out that students who had high avoidance orientation were less motivated by the badges than other students. On the other hand, students who were the most motivated by the badges had higher mastery-intrinsic, mastery-extrinsic, and performance-approach orientations, and lower avoidance orientation. Furthermore, we compared the badge intervention with the use of heatmaps that provided feedback on one's behavior in a nongameful way. An interest towards the badges correlated with mastery-extrinsic and performance-approach, whereas interest towards the heatmaps correlated with masteryextrinsic and performance-avoidance orientations.Alternate Reality Games (ARG), are games that blur the line between reality and fiction and typically they involve puzzles and an interactive narrative. We explored the use of ARGs for teaching computer science by organizing an ARG covering a wide range of computer science concepts. In the feedback collected after the game, participants reported learning several computer science concepts during the game. We also evaluated how authenticity, intrinsic motivation, and replayability were taken into account in the game design. Furthermore, we present an example of an educational ARG that was not part of any official curriculum and relied on voluntary participation. Based on the results, alternate reality games seem like a promising approach to be used in computer science education.In addition to evaluating the two approaches, we provide support for applying them in education by describing the implementation of our badge systems and introducing a method for producing automatically assessed programming tasks that are suitable for ARGs. Tiivistelmä Väitöskirjassa tarkastellaan kahta pelillistä tapaa monimuotoistaa tietotekniikan opetusta: 1) suoritusmerkit ja 2) vaihtoehtotodellisuuspelit.Pelillistämisellä tarkoitetaan pelielementtien soveltamista eri ympäristöissä. Suoritusmerkit ovat eräs yleinen pelillistämisen keino, jolla voidaan tarjota opiskelijoille vapaaehtoisia lisä-haasteita. Väitöskir...

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“…Em áreas eminentemente técnicas, como Estruturas de Dados, a utilização de jogos ainda é muito tímida. Existem alguns jogos que são voltados apenas para testar o conhecimento de caráter enciclopédico, sem gerar vivências práticas do conteúdo [16]. Por outro lado, existem trabalhos voltados a jogos baseados em pequenas maratonas de programação [17], mas que não focam no ensino de algoritmos de ordenação.…”

Section: Introductionunclassified

SORTIA 2.0:Um jogo de ordenação para o ensino de Estrutura de Dados

Battistella

Petri

Wangenheim

et al. 2016

Anais Do Simpósio Brasileiro De Sistemas De Informação (SBSI)

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RESUMOO ensino de algoritmos de ordenação nas disciplinas de estrutura de dados, dos cursos da área de Computação, tipicamente é realizado por meio de aula-expositiva e implementação de algoritmos pelos alunos. Com objetivo de apoiar o ensino de algoritmos, o artigo apresenta o jogo SORTIA 2.0, que visa ensinar o algoritmo de ordenação Heapsort através da simulação da sua execução. Ele é um jogo online, single player e gratuito. Para a avaliação sistemática do jogo foi realizado um estudo de caso utilizando o modelo MEEGA, tendo como amostra 25 alunos da disciplina de estrutura de dados do curso de Ciência da Computação da Universidade Federal de Santa Catarina (UFSC). Os resultados da avaliação evidenciam que os alunos se sentiram satisfeitos, confiantes, imersos e se divertiram com o jogo. Mas principalmente consideraram que ele realmente contribui para o aprendizado na disciplina e também profissionalmente. ABSTRACTThe teach of sorting algorithms in data structure discipline of Computer courses, typically is accomplished through lectures and implementation of algorithms by students. With the aim of support the teaching algorithms, this paper presents the SORTIA 2.0 game, which aims to teach the Heapsort sorting algorithm through simulation of its execution. It is an online game, single player and free. To evaluate the game we used the model for assessment educational game MEEGA. The evaluation involved 25 students of the discipline of data structure of Computer Science course, of the Federal University of Santa Catarina (UFSC).The results of this first evaluation show that students felt satisfied, confident, immersed and have fun with the game, but principally consider that it really contributes to learning the discipline and also professionally.

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Card games for teaching data structures and algorithms

Cited by 11 publications

References 3 publications

ML-Quest: A Game for Introducing Machine Learning Concepts to K-12 Students

ML-Quest: A Game for Introducing Machine Learning Concepts to K-12 Students

QR code programming tasks with automated assessment

SORTIA 2.0:Um jogo de ordenação para o ensino de Estrutura de Dados

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