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Wednesday, July 8 • 4:00pm - 5:00pm
Math Games

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Tiny Points In Space - Using Virtual Reality to Visualize Calculus
Eric Russell, Aline Click, Jason Underwood

The goal of this project is to create an inexpensive virtual reality experience to help users better visualize the three-dimensional models, representations, and graphs that are critical to learning advanced mathematics like Calculus. Using relatively inexpensive hardware (a computer, the Oculus Rift and a game controller) and open source software developed as a part of this project, we would like to give advanced mathematics students and instructors a new way to explore three-dimensional representations of mathematics from a first person, immersive perspective.


Mobile Movement Mathematics (M3): Discussing Iterative (re)Design of a Digital Tablet Tutor-Game for Learning FrActions
Michael Swart, Ben Friedman, Sorachai Kornkasem, John Black, Jon Vitale, Sandra Sheppard, Kristin DiQuallo

Researchers developed Iteration-1 (i1) of a digital tablet tutor-game exploring the impact of narratives (strong (S) vs. weak (W)) and gestural mechanics (conceptual (C) vs. deictic (D)) on players’ understanding of mathematical fractions. Tutor-log data revealed that students using conceptual gestures were significantly more accurate at estimating and denominating fractions than students using deictic gestures and a possible interaction between narrative and gesture. We discuss how these findings, combined with observational notes, student exit surveys and clinical interviews, informed ludological revisions for the redesign of assets, mechanics, pedagogy (instructions/scaffolding/feedback) and narrative for Iteration 2 (i2).


Alice in Arealand
Kristen DiCerbo, Chris Crowell, Michael John

Alice in Arealand focuses on teaching and assessing geometric measurement, specifically the understanding of area. Many curricula and classes still focus on teaching the formula area = length x width. However, students miss the significance of what the resulting number indicates, namely the number of square units that can fill the space. The key challenge for the game is to simultaneously 1) be engaging 2) scaffold students through the research-based learning progression and 3) gather evidence for the creation of assessment models that indicate whether students have mastered the stages of the progression.

This worked example describes the evolution of game design from multiple perspectives (learning, assessment, and engagement). Using the description of one design problem, it illustrates the push and pull among the perspectives, and a situation where they come to similar conclusions for different reasons.


Moderators
avatar for Dennis Ramirez

Dennis Ramirez

Technical Director, USC IMGD, Videogame Researcher

Speakers
avatar for Aline Click

Aline Click

Director, Digital Convergence Lab and eLearning Services, Northern Illinois University
Director of the Digital Convergence Lab at Northern Illinois University. Research on girls and video game, STEM, and gender issues. Interests include, teaching video game design, virtual worlds as learning environments, online education, and cockatoos.
avatar for Kristen DiCerbo

Kristen DiCerbo

Vice President of Education Research, Pearson
Kristen is the Vice-President of Education Research at Pearson, working to integrate learning science research into digital products. Her personal research program centers around game-based assessment, specifically the collaborative design of games as both learning and assessment tools and the use of statistical models to turn data into evidence of student knowledge, skills, and attributes. She has worked on a computer networking game at Cisco... Read More →


Wednesday July 8, 2015 4:00pm - 5:00pm
Class of '24

Attendees (28)