Development of Interdisciplinary Problem-Solving Strategies through Games and Computer Simulations

2013 ◽  
pp. 268-294 ◽  
Author(s):  
Candido Cabo ◽  
Reneta D. Lansiquot
Keyword(s):  
Problem Solving ◽  
Computer Simulations ◽  
Undergraduate Students ◽  
Computer Games ◽  
College Education ◽  
Interdisciplinary Approach ◽  
Narrative Skills ◽  
First Case ◽  
Scale Levels

The purpose of this chapter is to provide two case studies examining how games and computer simulations can be used to link different disciplines in the setting of a college education for underrepresented, urban undergraduate students. The first case study illustrates how researchers from different disciplines collaborate to advance our understanding of the physiology of normal and diseased hearts. Computer simulations provide a link between an understanding of biological systems at different scale levels, from molecules to organs, making it possible to create a superior systemic (non-reductionist) representation. Problems in science and engineering require interdisciplinary thinking, so it is crucial that the next generation of researchers/professionals develop an interdisciplinary approach to problem solving. The second case study shows how computer games can be used to develop programming problem-solving and narrative skills by linking English composition with computer programming courses.

Speech2Mindmap: Testing the Accuracy of Unsupervised Automatic Mindmapping Technology with Speech Recognition

2021 ◽  
pp. 1-40
Author(s):  
Bumsoo Lee ◽  
Brian Feldman ◽  
Katherine Fu
Keyword(s):  
Speech Recognition ◽  
Problem Solving ◽  
Case Studies ◽  
Human Cognition ◽  
Virtual Collaboration ◽  
First Case ◽  
Human Creativity ◽  
Speech Data ◽  
Problem Solvers

Abstract This research aims to augment human cognition through the advancement and automation of mindmapping technologies, which could later support human creativity and virtual collaboration. Mindmapping is a visual brainstorming technique that allows problem solvers to utilize the human brain's ability to retrieve knowledge through similarity and association. While it is a powerful tool to generate concepts in any phase of problem-solving or design, the content of mindmaps is usually manually generated while listening or conversing and generating ideas, requiring a high cognitive load. This work introduces the development of a speech-driven automated mindmapping technology, called Speech2Mindmap. The specifics of the Speech2Mindmap algorithm are detailed, along with two case studies that serve to test its accuracy in comparison to human generated mindmaps, using audio recorded speech data as input. In the first case study, the Speech2Mindmap algorithm was evaluated on how well it represents manually generated human mindmapping output. The second case study evaluated the reliability of the Speech2Mindmap algorithm and examined the best performing methods and conditions to achieve the greatest similarity to human generated mindmaps. This research demonstrates that the Speech2Mindmap algorithm is capable of representing manually generated human mindmapping output, and found the best performing methods and conditions to generate a mindmap that is 80% similar, on average, to human generated mindmaps.

scholarly journals Teaching HCI Skills in Higher Education through Game Design: A Study of Students’ Perceptions

Informatics ◽  
2019 ◽  
Vol 6 (2) ◽  
pp. 22 ◽  
Author(s):  
Pedro C. Santana-Mancilla ◽  
Miguel A. Rodriguez-Ortiz ◽  
Miguel A. Garcia-Ruiz ◽  
Laura S. Gaytan-Lugo ◽  
Silvia B. Fajardo-Flores ◽  
...  
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Computer Games ◽  
Game Design ◽  
Teaching Method ◽  
Positive Perception ◽  
Screen Design ◽  
Wide Range ◽  
Teaching Learning

Human-computer interaction (HCI) is an area with a wide range of concepts and knowledge. Therefore, a need to innovate in the teaching-learning processes to achieve an effective education arises. This article describes a proposal for teaching HCI through the development of projects that allow students to acquire higher education competencies through the design and evaluation of computer games. Finally, an empirical validation (questionnaires and case study) with 40 undergraduate students (studying their fifth semester of software engineering) was applied at the end of the semester. The results indicated that this teaching method provides the students with the HCI skills (psychology of everyday things, involving users, task-centered system design, models of human behavior, creativity and metaphors, and graphical screen design) and, more importantly, they have a positive perception on the efficacy of the use of videogame design in a higher education course.

scholarly journals Theory to practice: Canalside Studio, a case study

2014 ◽  
Vol 4 (1) ◽  
pp. 5-16 ◽  
Author(s):  
Ruth Taylor ◽  
Damian De Luca
Keyword(s):  
Undergraduate Students ◽  
Computer Games ◽  
Work Experience ◽  
Academic Staff ◽  
Practical Experience ◽  
Small Computer ◽  
Content Type ◽  
The Individual ◽  
The University

Purpose – The purpose of this study is to look at the experiences of university academic staff setting up a small computer games studio to provide work placement opportunities for undergraduate students and the supporting role of industry. Design/methodology/approach – The case study uses sense making to explore the boundaries between “simulated” and “real” work in an educational setting. Findings – For students and teachers to work together in a commercial setting, relationships have to be reconstructed. Teaching focusses on developing the individual and personal attainment, the work environment prioritises the team so that organisational and business needs are met. Differences in culture and working practices between industry and academia and the organisational constraints of a university, present challenges for academic staff engaged in enterprise. Research limitations/implications – The authors recognise the limitations of a single institution case study and intend further investigation into factors around employability, enterprise education and the availability of work experience for students studying in the creative technologies including experiences in other institutions. Practical implications – Practical experience and business knowledge gained through the studio development process by the student and staff, has informed the curriculum through the introduction of team-working modules. The studio provides a unique interface between the university and games industry partners. Originality/value – The study shows the value of a university-based games studio in providing work experience for students and enhancing employability and provides insights into university/industry partnering.

scholarly journals Distant Partners: A Case Study of Global Virtual Teams Between Spain and South Korea

2020 ◽  
pp. 517-530
Author(s):  
Enrique Planells-Artigot ◽  
Santiago Moll-Lopez
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
South Korea ◽  
Virtual Teams ◽  
Communication Skills ◽  
Undergraduate Students ◽  
Oral Communication ◽  
Global Virtual Teams ◽  
Global Connections

Abstract Global Virtual Teams (GVT) among higher education institutions stand as a powerful tool of extending internationalization techniques as well as improving collaborative learning and transversal competencies. This study stems from the belief that using these channels allows students to establish connections and strengthen their confidence in networking for professional purposes. Furthermore, it describes a collaborative project involving undergraduate students of 23 different nationalities in two different business schools located in Spain and South Korea (n = 109; 61 in Spain and 48 in South Korea). The courses in both universities had similar learning objectives focused on the development of written and oral communication skills in a business environment. Through a series of semi-monitored activities and questionnaires, the vast majority of students expressed a strong satisfaction with their own achievements during the course including teamwork, learning how to deal with cultural differences, improving communication skills and problem-solving strategies. This case study contributes to a broader understanding of virtual exchange activities in higher education in different cultural contexts in terms of the types of activities engaged, the perceived value and learning outcomes as well as shared challenges. This understanding will help define common strategies in the practice of virtual exchange and to achieve greater integration within university curricula. Virtual exchange activities contribute not only to the improvement of students’ language and digital skills but to other transversal competencies such as problem-solving and teamwork, which seem to be gaining importance in an increasingly complex and competitive world of global connections.

scholarly journals Analysis of Problem Solving on the Argumentation Ability of Students Under the Topic of Dynamic Electricity

2021 ◽  
Vol 328 ◽  
pp. 02011
Author(s):  
Laily Rosdiana ◽  
Martini ◽  
Siti Nurul Hidayati ◽  
Ahmad Qosyim ◽  
Roihanna Waliyyul Mursyidah
Keyword(s):  
Problem Solving ◽  
Undergraduate Students ◽  
Study Design ◽  
Sampling Technique ◽  
Case Study Design ◽  
The Right ◽  
Essay Test ◽  
Student Problem ◽  
Research Show

This study aims to determine student problem solving on students’ argumentation skills under the topic of dynamic electricity. Design in this research is descriptive-qualitative and using a case study design with 34 undergraduate students who were selected using purposive sampling technique. The data was obtained through an essay test which consisted of 3 questions using the right arguments. The results of this research show that the percentage level of argumentation categories sequentially increases in each category. For category 1 it is 6%, category 2 is 24%, category 3 is 26% and category 4 is 44%. The results of the student's argumentation show that their argumentation ability is still relatively low, which is below 50%.

scholarly journals Methodological Process for the Teaching of Computer Programming based on Computational Thinking: Case Study

2018 ◽  
Vol 1 (2) ◽  
pp. 165
Author(s):  
Emmanuel Lopez-Neri ◽  
Estela Torres-Santoyo
Keyword(s):  
Problem Solving ◽  
Undergraduate Students ◽  
Traditional Method ◽  
Computer Programming ◽  
Computational Thinking ◽  
Analytical Thinking ◽  
Programming Skills ◽  
Thinking Process ◽  
Problem Solving Process

In academia, it is common to identify the problem solving process based on computational thinking, as the traditional method of programming teaching. However, students would first have to develop the four types of thinking involved in this process, in order to develop successfully the programming skills. Therefore is required from the beginning of the learning process a method that provides students with a contextualization, allowing the configuration of their own language, which propitiates the development of analytical thinking for the construction of solutions for increasingly complex problems. This paper describes a methodological process of computer programming teaching based on the computational thinking process, by integrating components that promote the development of analytical thinking. Finally, we present a case study with STEM undergraduate students as participants.

HEIs and workforce development: Helping undergraduates acquire career-readiness attributes

2019 ◽  
Vol 33 (6) ◽  
pp. 370-380
Author(s):  
Luanne K. Mayorga
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Workforce Development ◽  
Undergraduate Students ◽  
Higher Education Institutions ◽  
College Education ◽  
Learning Opportunities ◽  
Career Readiness ◽  
Global Workforce

The transition from college to careers has remained relatively consistent for decades. This is no longer the case, as many factors are at play. It is essential that undergraduate students gain career-relevant skills to be successful in the complex, global workforce. Yet employers raise concerns about students’ career-readiness. Simultaneously, higher education institutions (HEIs) are facing numerous challenges, such as unprecedented access to a college education, funding allocations and students working while attending college. All these factors lead to an arduous situation. Since learning is not merely relegated to the classroom, this qualitative multisite case study focuses on experiential learning opportunities offered through university-affiliated business incubators to gain a better understanding of how they may assist undergraduate students prepare for the workforce. This research contributes to the literature by showing how HEIs can help students develop career-readiness attributes to prepare for their transition from college to careers.

AN INDIVIDUAL-BASED NETWORKED MODEL WITH PROBABILISTIC RELOCATION OF PEOPLE AND VECTORS AMONG LOCATIONS FOR SIMULATING THE SPREAD OF INFECTIOUS DISEASES

2010 ◽  
Vol 18 (04) ◽  
pp. 847-866 ◽  
Author(s):  
PIERPAOLO VITTORINI ◽  
ANTONELLA VILLANI ◽  
FERDINANDO DI ORIO
Keyword(s):  
Computer Simulations ◽  
Urban Environments ◽  
Distribution Functions ◽  
Daily Routine ◽  
Detailed Knowledge ◽  
Vector Borne Diseases ◽  
Graph Modeling ◽  
First Case ◽  
Vector Borne

Eubank et al. propose to study the spread of infectious disease in large urban environments using dynamic bipartite graph modeling the contact pattern, and computer simulations to estimate the evolution of epidemics. Eubank's approach requires a detailed knowledge of individuals, daily routine. In our work we would generalize the model by introducing a stochastic relocation of people and vectors among locations, thanks to distribution functions. Computer simulations are used to produce the infection and death processes. Finally, the paper presents two case studies. The first case study emphasizes the effect of using probabilistic relocation in a particular social network, while the second discusses how vector-borne diseases could be taken into account.

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