Week 1, Jan 10

Introductions, introduction to AgentSheets

topics

personal introductions, the challenge of conneting learning with engagement, how to make a simulation game in AgentSheets

materials

introduction to course slides

assignment

build and extend a virus simulation

admin

how to get into the lab

Week 2, Jan 17

HOLIDAY

admin

finish simulation and upload to Yahoo groups

Week 3, Jan 24

Cognitive Task Analysis

topics

cognitive task anaysis, advanced simulation game programming

materials

Collaborative Diffusion

assignment

Anderson, J. R., D. Bothell, et al. (2004). "An Integrated Theory of the Mind." Psychological Review 111(4): 1036-1060.
abstract: Adaptive control of thought–rational (ACT–R; J. R. Anderson & C. Lebiere, 1998) has evolved into a theory that consists of multiple modules but also explains how these modules are integrated to produce coherent cognition. The perceptual-motor modules, the goal module, and the declarative memory module are presented as examples of specialized systems in ACT–R. These modules are associated with distinct cortical regions. These modules place chunks in buffers where they can be detected by a production system that responds to patterns of information in the buffers. At any point in time, a single production rule is selected to respond to the current pattern. Subsymbolic processes serve to guide the selection of rules to fire as well as the internal operations of some modules. Much of learning involves tuning of these subsymbolic processes. A number of simple and complex empirical examples are described to illustrate how these modules function singly and in concert.

admin

Week 4, Jan 31

How learning works

topics

materials

description of the Landlord's Game, Webstart-based game implementation

assignment

admin

1) CU research consent form 2) complete Trails forms

Week 5, Feb 7

Fun

topics

Theories of fun, flow and engagement

materials

Optimal Flow Diagram, Mihaly Csikszentmihalyi

assignment

Klawe, M. M. (1998). When does the use of computer games and other interactive multimedia software help students learn mathematics? Proceedings of the Technology and NCTM Standards 2000 Conference, Arlington, Virginia.
abstract: This paper presents an overview of research findings from the E-GEMS project on how various factors influence the effectiveness of educational computer games and other multimedia software activities in enhancing mathematics learning. The insights described here result from quantitative and qualitative studies examining issues related to software and hardware design, methods of use in classrooms and computer labs, and gender differences. Our findings suggest that computer games can be highly effective in increasing children’s learning and enjoyment of mathematics. The extent of the effectiveness, however, depends on many things including details of the software design such as interface styles and scaffolding, teacher and student expectations, the level of integration with other learning activities, and the setting and pattern of use. In addition, our studies have frequently revealed gender differences with respect to children’s attitudes towards and interactions with computer games.

Hancock, C. and S. Osterweil (1996). "Zoombinis and the Art of Mathematical Play." HANDS ON! 19(1).
abstract: Play is nature's greatest educational device. During play, children routinely exhibit the inventiveness, experimentation, and enjoyment of thinking that sometimes seem so sorely lacking in schools. For mathematical play, computers are an especially appropriate medium because they allow players to project themselves imaginatively into worlds that embody powerful mathematical ideas. The great promise of computer games is that they might harness the power of play and computers to help more children learn more math.

admin

Week 6, Feb 14

Project Planning

topics

how and where to find interesting problems and project sponsors

materials

difficult concept list (Math Forum), ALASKA project (LIVE from Japan: 5:30)

assignment

admin

Week 7, Feb 21

due

P1: sponsor, learning objectives, team members

topics

materials

assignment

admin

Week 8, Feb 28

due

P2: project work plan, schedule division of labor, coordination plan

topics

materials

assignment

admin

Week 9, Mar 7

due

P3: storyboard, review with sponsor

topics

materials

assignment

admin

Week 10, Mar 14

due

P4: cognitive task analysis, revised design

topics

materials

assignment

admin

Week 11, Mar 21

SPRING BREAK

due

topics

materials

assignment

admin

Week 12, Mar 28

due

P5: learning analysis, revised design, review with sponsor

topics

materials

assignment

admin

Week 13, Apr 4

due

P6: fun analysis, revised design

topics

materials

assignment

admin

Week 14, Apr 11

due

P7: implementation

topics

Playtesting

materials

assignment

admin

Week 15, Apr 18

due

P8: play testing report and design revision, review with sponsor

topics

materials

assignment

admin

Week 16, Apr 25

FINALS

due

Final project report

topics

materials

assignment

admin

Saturday, April 30 4:30-7PM: Gamelet Expo. Attendance is required.