Using Epistemic Game Development to Teach Software Development Skills

2022 ◽  
pp. 861-883
Author(s):  
Christos Gatzoulis ◽  
Andreas S. Andreou ◽  
Panagiotis Zaharias ◽  
Yiorgos Chrysanthou
Keyword(s):  
High School Students ◽  
Science Studies ◽  
Data Gathering ◽  
School Students ◽  
Awareness Campaign ◽  
Game Development ◽  
Professional Attitude ◽  
Annual Basis ◽  
Future Society ◽  
Initial Results

This paper presents a pilot study on the evaluation of instruments for data gathering for an epistemic game development competition for high school students. The initial results show that a significant percentage of the students who participated in the competition appear to exhibit a skillset of professional attitude, software-related knowledge, and employability traits, and this skillset may be attributed to the intervention. The data was validated through a two-method triangulation technique that utilized expert evaluation and participant interviews. The data analysis shows early indicators of the desired learning outcomes, although a more thorough methodology is needed to verify this. Furthermore, the competition acts as an awareness campaign that promotes computer science studies through a gamification process. It is proposed that competitions of this type are held and evaluated on an annual basis to maximize the benefits and to further prepare students to acquire early in their studies a skillset that will make them the innovators of the future society.

Using Epistemic Game Development to Teach Software Development Skills

2020 ◽  
Vol 10 (4) ◽  
pp. 1-21
Author(s):  
Christos Gatzoulis ◽  
Andreas S. Andreou ◽  
Panagiotis Zaharias ◽  
Yiorgos Chrysanthou
Keyword(s):  
High School Students ◽  
Learning Outcomes ◽  
Science Studies ◽  
Data Gathering ◽  
School Students ◽  
Awareness Campaign ◽  
Game Development ◽  
Professional Attitude ◽  
Future Society ◽  
Initial Results

This paper presents a pilot study on the evaluation of instruments for data gathering for an epistemic game development competition for high school students. The initial results show that a significant percentage of the students who participated in the competition appear to exhibit a skillset of professional attitude, software-related knowledge, and employability traits, and this skillset may be attributed to the intervention. The data was validated through a two-method triangulation technique that utilized expert evaluation and participant interviews. The data analysis shows early indicators of the desired learning outcomes, although a more thorough methodology is needed to verify this. Furthermore, the competition acts as an awareness campaign that promotes computer science studies through a gamification process. It is proposed that competitions of this type are held and evaluated on an annual basis to maximize the benefits and to further prepare students to acquire early in their studies a skillset that will make them the innovators of the future society.

Strategies to Teach Game Development Across Age Groups

2011 ◽  
Vol 3 (2) ◽  
pp. 28-43
Author(s):  
Lakshmi Prayaga ◽  
James W. Coffey ◽  
Karen Rasmussen
Keyword(s):  
High School Students ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Age Groups ◽  
Development Projects ◽  
College Level ◽  
School Students ◽  
Game Development ◽  
Learning Tasks ◽  
Age Related

The process of game development can be used as a highly motivating learning experience geared to the teaching and learning of a variety of skills in students of varying ages. This article presents a description of a conceptual framework for teaching and learning based on game creation, including pedagogical foundations, a model of instruction for game development, age-related issues relative to learning tasks, and the basic aspects of game development. The authors compare the expectations for types of concepts and technologies employed with middle and high school students versus those employed with college-level students in game development. Projects that illustrate these differences are then presented, and the article closes with a summary and conclusions.

scholarly journals IMPLEMENTATIONS OF SUNDANESE LOCAL WISDOM IN CIVIC STUDIES AS A REIFORCEMENT FOR STUDENTS’ CHARACTERS (A CASE STUDY OF JUNIOR HIGH SCHOOL STUDENTS IN SMP NEGERI 3 PURWAKARTA)

2017 ◽  
Vol 26 (1) ◽  
pp. 39
Author(s):  
Metty Indah Purwanti
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Learning Process ◽  
Junior High ◽  
Data Gathering ◽  
Junior High School Students ◽  
School Program ◽  
School Students

The objective of the study is to explore on how Sundanese local wisdoms are implemented in civic studies in reinforcing students’ characters in SMP Negeri 3 Purwakarta (Junior high school). Qualitative approach is employed in this study by conducting case study as a method of data gathering. The results of the study indicate that the learning process has been implemented ordinarily through the seven-day at school program. Despite the fact that local wisdoms are not specifically embedded into the syllabus, the local wisdoms are integrated in the daily learning process. In practice, teachers are expected to be able to give insights to their students relted to the Sundanese local wisdom. The implementation is carried out in forms of: 1) Civic studies classes; 2) extracuricullar activities; 3) having meals together, and so on. Those activities are considered as a leading way to reinforce the students’ character.

scholarly journals Exploring Students’ Level of Conceptual Understanding on Periodicity

2018 ◽  
Vol 33 (1) ◽  
Author(s):  
Dexter C. Necor
Keyword(s):  
High School Students ◽  
Science Teachers ◽  
Conceptual Understanding ◽  
Electron Affinity ◽  
Quantitative Research ◽  
Science Studies ◽  
Atomic Radius ◽  
Positive Outcome ◽  
School Students ◽  
Before And After

Nowadays, many science studies motivated on addressing the conceptual understanding particularly in chemistry that soon may affect students’ academic performance. This study covered the level of conceptual understanding on the trends of the periodic table of elements and the type of conceptual change before and after the exposure of interventions. The qualitative and quantitative research method were used in the study. Respondents were Grade 10 high school students. Frequency, percentage, and t-test were the statistical tools applied to answer specific questions. Results revealed that most students have an ambiguous conceptual understanding.  The trends in ionization energy (I.E.) noted the highest misconception statements followed by the trends in atomic radius (A.R.).  The trends in electron affinity (E.A.); formation of cation and anion (I.R.); and electronegativity (E.) were also least understood by the students. After interventions, there is a marked increase in students who progressed from misconception (MU) to full understanding (FU). This is prevalent on the trends in atomic radius, followed by the trends in electron affinity and the formation of ions.  The use of varied activities such as visualizing and multimedia tools; small-group discussions; and concept mapping have a vital positive outcome in their progression. Ergo, science teachers should vary their teaching strategies to address and correct students’ conceptual obstacles in learning chemistry concepts.

scholarly journals An investigation of the digital game addiction between high school students

2017 ◽  
Vol 14 (4) ◽  
pp. 4989 ◽  
Author(s):  
Nurullah Emir Ekinci ◽  
İlimdar Yalçın ◽  
Ömer Özer ◽  
Tayfun Kara
Keyword(s):  
High School ◽  
High School Students ◽  
Personal Information ◽  
Data Gathering ◽  
Sports Participation ◽  
Male Students ◽  
Digital Game ◽  
School Students ◽  
Game Addiction ◽  
Significant Difference

The aim of this study was to investigate the digital game addiction levels of the high school students, according to some variables such as sports participation, gender, place of accommodation and level of income.The sample group comprises 931 high school students (508, %54,6 female and 423, %45,4 male) from several villages, districts and Kutahya city center (a town in the west part of Turkey with the population of 325.000). They participated to the study voluntarily. In addition to personal information from prepared by the researcher, the game addiction scale developed by Lemmens et al. (2009) and adapted to Turkish by Irmak and Erdogan (2015) was used as a data gathering tool. It is a five point Likert type scale and has one factor and seven items. In order to evaluate the results the descriptive statistical methods (percentage (%), frequency (f) and t-test, one-way ANOVA) were used.As a result, the significant difference was determined regarding digital game addiction [t (931)=-3,76; p=0,00]  between the students who participate to the sports activities and who do not. So, the non-participant students found more game addicted. According to the gender, male students were determined more addicted than females [t (931)=9,45; p=0,00]. No significant difference was determined in terms of the place where the students lived (p=0,56, p>0,05). Finally, the significant difference was determined in terms of the income levels, [f (931)=3,07; p=0,01] on behalf of  the students who had good income level. They found more addicted.

Using Research Projects to Help Develop High School Students' Statistical Thinking

2004 ◽  
Vol 97 (2) ◽  
pp. 106-109
Author(s):  
Randall E. Groth ◽  
Nancy N. Powell
Keyword(s):  
High School ◽  
High School Students ◽  
Data Analysis ◽  
Data Gathering ◽  
Research Projects ◽  
Statistical Thinking ◽  
School Students ◽  
Statistical Literacy ◽  
Democratic Government ◽  
Gathering Data

Statistics plays a key role in shaping policy in a democratic society, so statistical literacy is essential for all citizens to keep a democratic government strong (Wallman 1993). However, fostering the statistical thinking is a complex endeavor. We ultimately need to engage students in all phases of the investigative cycle of statistics, including data gathering, data analysis, and inference.

scholarly journals Effectiveness of Outdoor Physics Activities

2021 ◽  
Vol 1 (11) ◽  
pp. 1-8
Author(s):  
Christian Ivan B. Camarce
Keyword(s):  
High School Students ◽  
Conceptual Understanding ◽  
Data Gathering ◽  
Real Life ◽  
Thinking Skills ◽  
School Students ◽  
The Social ◽  
Effective Transfer ◽  
Scientific Skills ◽  
Journal Entries

This paper presents the utilization of outdoor physics activities in the teaching of selected topics in light and optics in order to promote effective transfer of learning in physics and interacting with the environment which is one of the main subjects of the study. The study also looked into the effect of cooperative learning, active learning, use of higher order thinking skills (HOTS), relevance of learning experiences and development of social skills in physics among fourth year high school students in a secondary school in Bacacay, Albay. The researcher developed outdoor physics activities as an instructional intervention and used a single group pretest- posttest design. Qualitative and quantitative techniques were used in the study. The instruments used in data gathering were the teacher- made questionnaire for the features of the outdoor physics activities in optics and results of the pretest- posttest for conceptual understanding and the guide questions for the journal entries of the students. Validation of data was done through triangulation of students’ journal entries, self-rating checklist and experts’ observation. Positive result shows in the conceptual understanding, development of scientific skills, enhancement on the attitude and values and improvement on the social skillsof the students. Further, it is recommended that additional outdoor physics activities be developed for the enrichment of the students’ conceptual understanding as they see their relevance to real life experiences.

scholarly journals READER-TEXT CONNECTION: REPORTING THE ENGAGEMENT OF HIGH SCHOOL STUDENTS WITH CULTURALLY RELEVANT TEXTS

2021 ◽  
Vol 32 (2) ◽  
pp. 342
Author(s):  
Dannah Neriah L. Tan ◽  
Ma. Joahna Mante-Estacio
Keyword(s):  
High School Students ◽  
Culturally Relevant ◽  
Data Gathering ◽  
Literature Circles ◽  
Classroom Teachers ◽  
School Students ◽  
Interest And Motivation ◽  
Reading Interest ◽  
Positive Effect ◽  
Reading Texts

Maintaining students’ engagement with reading texts that reflect their background knowledge has positive effect on their comprehension. Culturally relevant materials provide more equitable opportunities to students, in the sense that more of them can reap the benefits of being able to connect to the text (Christ & Sharma, 2018). This article aims to identify the characteristics of texts, particularly those categorized as culturally relevant, which make them appropriate for a specific group of students. Three data gathering methods were used: ratings of texts, reflective journals, and discussion points during Literature Circles. Results indicate that the students participating in the study consider that similar experiences, relatability of the story in terms of feelings and motivation conveyed, actions of the characters, and possibility of experiencing the same event are the main factors that made reading texts culturally relevant to them. These text characteristics can guide classroom teachers, materials developers, and curriculum designers in choosing materials and preparing lessons for specific groups of students, as these underscore the importance of text relatability in building and keeping the students’ reading interest and motivation.

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