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THE USE OF VIDEOGAMES IN ONE MOUSE PER CHILD
MIGUEL NUSSBAUM - JOSÉ RICARDO DE REZENDE ZENI - WERNER RODRÍGUEZ
UNIVERSIDAD CATÓLICA DE CHILE - UNIVERSIDADE ESTADUAL PAULISTA - UNIVERSIDAD DE COSTA RICA
1. Overview
The use of computer games favors the development of complex thinking skills related to problem
solving, strategic planning and self-regulated learning. Computer games also enable the development of
different learning styles, since speed and level of difficulty can be adjusted according to the player.
Furthermore, within a classroom, each student is different, which is why personalized teaching is a great
challenge. The research question of this project is, therefore, how can play be introduced in a pedagogical
environment where children receive personal feedback through the use of Single Display Groupware so as to
minimize the technological costs?
Our proposition is to make use of the One Mouse per Child approach, oriented toward individual work,
while at the same time involving the entire class with just one PC, one projector and one mouse per child.
We want to show that in the domain of teaching arithmetic it is possible to introduce a play-based approach
to the One Mouse per Child method, and that the children’s appropriation and involvement is greater than
in an activity that is purely pedagogical. We will develop a collection of games that will cover different needs
for a curricular unit which allow an analysis of the children’s behavior in class when using the application in a
sustained manner, together with strategies for the teacher which clearly define how the system fits into the
school setting, determining the integration of digital and non-digital resources
A complementary aim of the project is to understand which elements are culturally dependent so as to
develop mechanisms that allow us to control the corresponding ludic and pedagogic variables. With this
purpose in mind, we will work in three countries: Brazil, Chile and Costa Rica, in two schools per country:
one in the city, and another in a rural community.
2. Schedule
April
2011
May
2011
Jun.
2011
Jul.
2011
Schedule April 2011/March 2012
Aug.
Sept.
Oct.
Nov.
2011
2011
2011
2011
Literature review and game development.
Game testing.
Experimental work in Chile.
Experimental work in Brazil.
Dec.
2011
Jan.
2012
Feb.
2012
Experimental work in Costa Rica.
Writing of paper.
Unforeseen events.
Mar.
2012
3. Deliverables
The project’s current state of development allows for two types of deliverables: software and
observation instruments.
3.1 Software
The framework is the result of an adaptation of the Massive Multiple Mouse application and the
plugin model implemented for such application. In addition to the game developed as a plugin for this
framework, which consists of six Mini Games described below.
For a better understanding of the Mini Games we described their main ideas.
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The task consists of choosing between 3 elements, and picking the one that corresponds to the
mathematical challenge proposed by the narrative.
For all games, when the player chooses the correct element, he wins two coins; if not, he loses one
coin.
Once a MiniGame is finished, the player wins a prize, which can be a customization element for his
avatar, or a bag of gold coins, the accumulation of which allows for play-based progress.
3.1.1 Main Game – Building bridges
The elements are “magical” spheres that fall from the sky (Fig. 1.1) or turn opaque in a random
position on the screen. The goal is to move to the right by adding parts to the bridge, which is under
construction by choosing the correct sphere (Fig. 1.2). If the player makes a mistake, he jumps backwards
and loses one piece of the bridge (Fig. 1.3).
Fig 1.1 Building bridges – Magical sphere elements.
Fig 1.2 Building bridges – Player chooses the correct answer.
Fig 1.3 Building bridges – Player chooses the wrong answer.
3.1.2 MiniGame (MG) 1 – Catching chickens
The elements are the chickens, which move by hopping randomly in all four directions (Fig. 2.1). If
the correct chicken is chosen, it is caught and thrown into the barn (fig. 2.2); if the incorrect answer is
chosen, it escapes and another chicken jumps over the barn fence (Fig. 2.3).
Fig 2.1 Catching chickens – Chicken elements.
Fig 2.2 Catching chickens – Player chooses the correct chicken.
Fig 2.3 Catching chickens – Player chooses the wrong chicken.
3.1.3 MG 2 - Fishing
The elements are the fish, which move right and left randomly (Fig. 3.1). If the correct fish is
chosen, it is stored on the boat (Fig. 3.2); if not, that fish escapes and another fish jumps overboard from the
boat (Fig. 3.3).
Fig 3.1 Fishing – Fish elements.
Fig 3.2 Fishing – Player chooses the correct fish.
Fig 3.3 Fishing – Player chooses the wrong fish.
3.1.4 MG 3 – Keeping bats away
The elements are the bats, which move in circular trajectories (Fig. 4.1). If the correct bat is chosen,
the player earns one coin (Fig. 4.2), otherwise he loses one point (Fig. 4.3).
Fig 4.1 Keeping bats away - Bat elements.
Fig 4.2 Keeping bats away - Player chooses the correct bat.
Fig 4.3 Keeping bats away - Player chooses the wrong bat.
3.1.5 MG 4 – Fixing the dam
The elements are the screws that control the water pressure (Fig. 5.1). The goal is to keep the
pressure gauge in the green zone (Fig. 5.2). If not, the dam breaks and the player loses a coin (Fig. 5.3).
Fig 5.1 Fixing the dam - Screw elements.
Fig 5.2 Fixing the dam - Player chooses the correct screw.
Fig 5.2 Fixing the dam - Player chooses the wrong screw.
3.1.6 MG 5 – Target shooting
The elements are three targets which change position. The goal is to shoot the correct target while
it moves. (Fig. 6.1).
Fig 6.1 - Target shooting - Target elements.
Fig 6.2 - Target shooting – Player shoots the correct target.
Fig 6.2 - Target shooting – Player shoots the wrong target.
3.2 Observation instruments
For a complete collection of data, the following instruments were developed and validated: preand post-tests, involvement observation guidelines, questionnaire about access to technology and games,
and questionnaire about involvement. Below we describe in detail the aforementioned instruments:
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Pre- and post-test: consist of a test with 45 questions, each one about basic arithmetic and which
look to evaluate previous and after the experimental work knowledge.(see attachment A)
Involvement observation guidelines: table comprising a list of 22 events which must be observed as
the children are interacting with the application. It looks to evaluate the level of involvement in the
game which is played. (see attachment B)
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Questionnaire about access to technology and games: set of 15 multiple choice questions, looks to
evaluate the impact that games and technology have on the children’s behavior as they interact
with the application. (see attachment C)
Questionnaire about involvement: questionnaire of 24 multiple choice questions, looks to evaluate
the level of involvement in the game which the children showed (the proposal is to compare the
observations with the children’s answers) (see attachment D)
Technology access observation guidelines: table comprising 17 possible characteristics of the social
environment where the experimental work is carried out, which looks to contextualize the data
which is collected. (see attachment E)
4. Evaluation Methods
The instruments indicated in 3.2 will be used. Added by the results that will be collected automatically by
the system.
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•
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Data per unit
– Start and finish time of each unit
– Gaming time at each stage (MiniGames)
– Number of questions answered by each child at each stage.
Data per child
– Current avatar (play-based factor)
– Number of coins collected (play-based factor)
Data per question
– Time for first answer
– Time for second answer
– Total time on question
– Score (correct on first attempt=2, correct on second attempt=1, incorrect=0)
– Level of question
– Type of operation
– Distracters
– Question/answer
5. Data Collected
The project’s current state of development did not allow for the collection of data. This will be collected
once the experimental work starts in August 2011.
6. Conclusions
The development of the investigative activities of a project which involves experimental work which
wishes to meet the objectives set out in the established time periods should have as a necessary condition
to respect the stipulated schedule. However, this condition is not sufficient; the reality of where the
experimental work is carried out cannot be changed.
The carrying out of experimental work in Chilean schools, which should have taken place at the beginning of
June as per the original schedule, had to be postponed due to the strike in schools in Santiago. That
generated the need for a correction plan which distributes the experimental work throughout the second
semester as is shown in section 2 of this document.
7. List of Publications
Given the current state of development of this investigation there is still not enough material to
write a paper.
8. List of Presentations
st
th
The project was presented to the IDB on June 21 and to the World Bank on July 18 .
10. Teaching Impact
Given the current state of development of this investigation there are still no results to report.
11. Changes that we would have made
In addition to the change to the Schedule as explained in section 6 of this document, the following
changes were also necessary:
1.
2.
3.
Secondary play-based objectives were added to the main objective of the game, this involved
the development of respective narratives, mechanics and graphics for each new objective.
The teacher was incorporated as a participant in the activity, responsible for the play-based
progress of the game.
A feedback mechanism was added to give the teacher instant progress reports for each child.
12. Learned ‘Aha’
Although everything that is required for the development of an investigation is ready, this must be
adapted to our reality as we cannot change this; in our particular case the strike in schools.
13. Future Steps
For the remaining time of this project there are three main events: (1) carrying out of experimental
work in Chile, Brazil and Costa Rica, (2) writing and sending of the paper which comes as a result of this
project to the magazine ISI, (3) presentation of results to the IDB and World Bank.
Attachment A
Attachment B
Eventos
El participante se da cuenta cuando ha respondido de forma correcta o incorrecta (hay expresión verbal o
física)
El participante, en las pausas y/o durante el juego ESTA ATENTO A LO QUE HACEN SUS COMPAÑEROS,
ESCUCHA SUS OPINIONES.
El participante, en las pausas y/o durante de juego ES DISRRUPTIVO (hace ruidos, molesta).
El participante reconoce a su personaje en la pantalla (lo ve y/o verbaliza alguna característica).
La acción es coherente con los controles en pantalla (los usa para lo que están hechos)
El participante, en las pausas y/o durante de juego OPINA sobre el juego
El participante se muestra SATISFECHO POR PARTICIPAR EN EL JUEGO (hay expresiones emocionales
positivas).
El participante NO SE MUESTRA SATISFECHO CON SU PARTICIPACIÓN (hay expresiones emocionales
negativas hacia el juego o hacia su participación).
El participante se muestra INDIFERENTE CON EL JUEGO (hace otras cosas, se aísla).
Realiza acciones en pantalla que son reforzadas (por el sistema, compañeros, o profesor)
Las acciones del participante son coherentes con las instrucciones en pantalla
Utiliza los ítems en forma eficiente (para facilitar su juego o el de sus compañeros)
El participante, en las pausas y/o durante de juego PREGUNTA/APOYA A LOS DEMÁS.
Las acciones realizadas por el personaje en pantalla vinculadas a la solución del Quest FUERON REALIZADAS
PORQUE OTRO PARTICIPANTE LE DIJO QUE HACER.
Las acciones realizadas por el personaje en pantalla vinculadas a la solución del Quest FUERON INICIATIVA
DEL PARTICIPANTE.
NO REALIZÓ ACCIONES VINCULADAS A LA SOLUCIÓN de la etapa
El participante mantiene la atención durante los videos de narrativa
El participante DEMUESTRA QUE APRENDIÓ LOS CONTENIDOS A TRAVÉS DEL JUEGO (hace comentarios que
indican que sabe que hacer o por qué gano/perdió el quest).
El participante SE MUESTRA CONFUNDIDO (sus comentarios indican poca o nula comprensión del quest).
Dialoga con otros participantes sobre el juego, su historia o la tarea que está realizando
El participante colabora con otros participantes en la sala para lograr un objetivo vinculado al juego.
El participante, en las pausas y/o durante de juego SUGIERE ACCIONES CONCRETAS A LOS DEMAS.
Attachment C
Attachment D
Attachment E
Preguntas.
¿Cuál es la Metodología de enseñanza del colegio?
¿Es un colegio Subsidiado por el estado?
¿Cuál es el Número de alumnos del colegio?
¿Cuál es el Número de cursos terceros básicos y los demás?
¿Cuál es el Promedio de alumnos por curso?
¿Cuál es la Clasificación nacional del colegio y de los terceros básicos?
¿Cuál es el porcentaje de alumnos que viven con ambos padres?
¿Hay laboratorio de Informática? ¿Es usado en clase? ¿En qué otras actividades el laboratorio es usado?
¿Cuál es la Renta per cápita de las familias del entorno?
¿Cuál es el Nivel escolar de los padres?
¿Cuál es el promedio de la edad de los padres?
¿Cuál es el promedio del tamaño de las familias?
¿Cuál es el Perfil profesional de los familiares?
¿Cuál es la Densidad demográfica de la ciudad?¿Cuál es la clasificación de la ciudad con respecto a la
densidad?
¿Hay Cyber Café o centros de internet cercanos al colegio? ¿Cuántos son?
¿Cuál es el Promedio de permanencia en el colegio de los profesores?
¿Cuál es el Promedio de Retraso escolar?