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Minerva: an Adaptive Game for Programming Education

초록/요약

Programming education is slowly being integrated at elementary school level around the world, with several countries in Europe having added, or being in the process of adding it to their curricula. South Korea is among these countries, with a plan to implement programing education at elementary school level from 2018 onwards. Programming education, however, has always been a relatively difficult subject for students to learn properly, even at university level. K-12 faces even greater challenges when approaching the topic, as the variety of students, learning preferences and interest towards the topics are going to diversified. Gamification could be a potential tool to enhance elementary school students learning of and motivation toward programming education. With diversified group of potential players a game that lacks adaptation to their personal learning styles and preferred play styles risks alienating some of them and thus lessening their interest towards the game partly or completely. This thesis’ contribution is twofold. Firstly, potential models were surveyed for use as the base for our adaptation model. A questionnaire made from two combined models, Bartle Player Types and Honey and Mumford Learning Style Questionnaire, was tested at a local Korean elementary school to see whether any promising results are gained. Secondly, a game, Minerva, built around the topic of programming education, with focus on adaptation to the two models, was created and tested at the same local elementary school. The evaluations of the questionnaire and Minerva indicated positive results that support the view that programming education game that uses adaptation could enhance students learning.

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목차

CHAPTER 1. Introduction 9
CHAPTER 2. Research Questions, Methodology and Thesis Structure 11
CHAPTER 3. Background 13
3.1 Programming Education for K-12 13
3.2 Programming Education Games 15
3.2.1 Game Genres 16
3.2.2 Action Games 16
3.2.3 Adventure Games 16
3.2.4 Role-Playing Games 17
3.2.5 Simulation Games 17
3.2.6 Sport Games 17
3.2.7 Puzzle Games 18
3.3 Adaptive Learning Games 18
3.4 Play Styles 20
3.4.1 Bartle’s Play Types 20
3.4.2 Demographic Game Design Model (DGD1 and DGD2) 21
3.4.3 Brain Hex 22
3.4.4 Four Fun Keys 23
3.4.5 Comparison of Play Styles 24
3.5 Learning Styles 25
3.5.1 Kolb’s Learning Style Inventory 26
3.5.2 Honey and Mumford Learning Style Questionnaire 27
3.5.3 Felder-Silverman Learning Styles Model 27
3.5.4 Comparison of Learning Style Models 29
3.6 Personality Style Models 30
3.6.1 Myers-Briggs Type Indicator 30
3.6.2 Big 5 31
3.6.3 Keirsey Temperament Sorter 31
CHAPTER 4. Detecting Play and Learning Styles 33
4.1 Instrument Development 33
4.2 Evaluation 34
4.2.1 Research Design 34
4.2.2 Results 35
CHAPTER 5. Minerva Game 38
5.1 The Game Concept 38
5.2 Pedagogical Content 39
5.3 Game Features 39
5.4 Adaptation mechanism 43
5.4.1 Adaptation to Play Style 43
5.4.2 Adaptation to Learning Style 44
5.5 Technical Implementation 46
5.6 Game Design 47
5.7 Evaluation 47
5.7.1 Research Design 47
5.7.2 Results 48
CHAPTER 6. Discussion 64
6.1 Detecting Play and Learning Styles 64
6.2 Minerva Game 65
CHAPTER 7. Conclusions 67
REFERENCES 69
Appendix A. Player And Learning Style Questionnaire V0.01 78
Appendix B. Minerva Student Questionnaire 84
Appendix D. Control Group Materials 88
Appendix F. Minerva Retention Test 92
Appendix H. Interview Questions to Teacher 98
Appendix I. Interview Questions to Students 99

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