scholarly journals Rainbow Agents: A Collaborative Game For Computational Literacy

2019 ◽  
Author(s):  
Anthony Pellicone ◽  
Leilah Lyons ◽  
Vishesh Kumar ◽  
Eda Zhang ◽  
Matthew Berland
Keyword(s):  
Collaborative Game ◽  
Computational Literacy

scholarly journals Ibigkas!: The Iterative Development of a Mobile Collaborative Game for Building Phonemic Awareness and Vocabulary

2020 ◽  
Author(s):  
Ma. Mercedes T. Rodrigo ◽  
Jaclyn L. Ocumpaugh ◽  
Danna Aduna ◽  
Emily Tabanao ◽  
Kaśka Porayska-Pomsta ◽  
...  
Keyword(s):  
Language Proficiency ◽  
Phonemic Awareness ◽  
English Language ◽  
Design Development ◽  
Major Barrier ◽  
Computer Based Learning ◽  
Iterative Development ◽  
Collaborative Game ◽  
Computer Based ◽  
Filipino Learners

Filipino learners’ lack of English language proficiency is a major barrier to higher education opportunities and participation in high-value industries. Computer-based learning systems have the potential to increase educational quality, equity, and efficacy in the Global South. However, a key challenge is to design systems that are developmentally and socio-culturally appropriate and engaging for the target learners. In this paper, we describe the design, development, and preliminary testing of Ibigkas!, a collaborative, mobile phone-based game designed to provide phonemic awareness and vocabulary building support to Filipino learners aged 10-12. Cite as Rodrigo, M.M.T., Ocumpaugh, J., Diy, W.D., Moreno, M., De Santos, M., Cargo, N., Lacson, J., Santos, D., Aduna, D., Beraquit, J.I., Bringula, R., Caparros, M.R.M., Choi, A.T., Ladan, S., Lim, J., Manahan, D.M.A., Paterno, J.M.G., Saturinas, K., Tabanao, E., Tablatin, C., Torres, J., Porayska-Pomsta, K., Olatunji, I., Luckin, R. (2019) Ibigkas!: The Iterative Development of a Mobile Collaborative Game for Building Phonemic Awareness and Vocabulary. Computer-Based Learning in Context, 1(1), 28-42. DOI: 10.5281/zenodo.4057282

The carrot and the stick

2008 ◽  
Vol 9 (2) ◽  
pp. 179-203 ◽  
Author(s):  
Christoph Bartneck ◽  
Juliane Reichenbach ◽  
Julie Carpenter
Keyword(s):  
Error Rate ◽  
Computer Screen ◽  
Human Partner ◽  
Collaborative Game ◽  
Real Robot ◽  
Very High ◽  
Insight Into

This paper presents two studies that investigate how people praise and punish robots in a collaborative game scenario. In a first study, subjects played a game together with humans, computers, and anthropomorphic and zoomorphic robots. The different partners and the game itself were presented on a computer screen. Results showed that praise and punishment were used the same way for computer and human partners. Yet robots, which are essentially computers with a different embodiment, were treated differently. Very machine-like robots were treated just like the computer and the human; robots very high on anthropomorphism / zoomorphism were praised more and punished less. However, barely any of the participants believed that they actually played together with a robot. After this first study, we refined the method and also tested if the presence of a real robot, in comparison to a screen representation, would influence the measurements. The robot, in the form of an AIBO, would either be present in the room or only be represented on the participants’ computer screen (presence). Furthermore, the robot would either make 20% errors or 40% errors (error rate) in the collaborative game. We automatically measured the praising and punishing behavior of the participants towards the robot and also asked the participant to estimate their own behavior. Results show that even the presence of the robot in the room did not convince all participants that they played together with the robot. To gain full insight into this human–robot relationship it might be necessary to directly interact with the robot. The participants unconsciously praised AIBO more than the human partner, but punished it just as much. Robots that adapt to the users’ behavior should therefore pay extra attention to the users’ praises, compared to their punishments.

scholarly journals LevelMerge: Collaborative Game Level Editing by Merging Labeled Graphs

2018 ◽  
Vol 38 (4) ◽  
pp. 71-83 ◽  
Author(s):  
Christian Santoni ◽  
Gabriele Salvati ◽  
Valentina Tibaldo ◽  
Fabio Pellacini
Keyword(s):  
Labeled Graphs ◽  
Collaborative Game

Acquiring the History of the City with Collaborative Game Based Learning

2017 ◽  
pp. 106-115
Author(s):  
Dariusz Czerwinski ◽  
Marek Milosz ◽  
Patryk Karczmarczyk ◽  
Mateusz Kutera ◽  
Marcin Najda
Keyword(s):  
Game Based Learning ◽  
History Of ◽  
Collaborative Game ◽  
The City

From Computational Thinking to Computational Doing

2021 ◽  
pp. 1-20
Author(s):  
Marina Umaschi Bers
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
21St Century ◽  
Computer Programming ◽  
Computational Thinking ◽  
Future Generations ◽  
Broad Definition ◽  
Childhood Education ◽  
Computational Literacy

Computer programming is becoming an essential skill in the 21st century, and in order to best prepare future generations, the promotion of computational thinking and literacy must begin in early childhood education. Computational thinking can be defined in many ways. The broad definition offered in this chapter is that computational thinking practices refer to techniques applied by humans to express themselves by designing and constructing computation. This chapter claims that one of the fundamental ways in which computational thinking can be supported and augmented is by providing children with opportunities to code and to create their own interactive computational media. Thus, computational literacy will allow children to become producers and not only consumers of digital artifacts and systems.

Rhyme and Reason

2021 ◽  
pp. 84-106
Author(s):  
Madhu Govind ◽  
Ziva Reimer Hassenfeld ◽  
Laura de Ruiter
Keyword(s):  
Early Childhood ◽  
Teaching And Learning ◽  
Empirical Work ◽  
Computational Thinking ◽  
Pedagogical Approach ◽  
Computational Literacy

The chapter begins with an exploration of computational thinking (CT) and its relationship to computational literacy, followed by a summary of theoretical and empirical work that aims to elucidate the connections among coding, CT, and literacy. The authors argue that these connections thus far have been predominantly one of support (i.e., unidirectional) and motivated by technological and policy advances, as opposed to considering the connections as mutually reinforcing and developmentally coaligned. The authors discuss the coding as another language (CAL) pedagogical approach, a pedagogy that presents learning to program as akin to learning how to use a new language for communicative and expressive functions, emphasizing the bidirectional connections between the two domains. Finally, the authors detail various curricula that use the CAL approach and discuss the implications of CAL for teaching and learning in early childhood.

Sign in / Sign up

Export Citation Format

Share Document