Do you want to cite this work? ¿Quieres citar este trabajo? Pretelín-Ricárdez, A., & Sacristán A. I., (2013). A Proposal for Engineering Students to Model a Lever System and Design a Serious Game in Order to Promote their Mathematical Learning. En N. Reynolds y M. Webb (Eds.), Proceeding of 0th IFIP World Conference on Computers in Education, (pp. 208-217). Torun, Poland: ISBN: 978-83-231-3093-2 You can find the full papers in: Puedes encontrar los trabajos en extenso en: https://www.researchgate.net/profile/Angel_Pretelin_Ricardez https://ipn.academia.edu/AngelPretel%C3%ADnRic%C3%A1rdez

Published on: **Mar 4, 2016**

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- 1. A PROPOSAL FOR ENGINEERING STUDENTS TO MODEL A LEVER SYSTEM AND DESIGN A SERIOUS GAME IN ORDER TO PROMOTE THEIR MATHEMATICAL LEARNING Angel Pretelín-Ricárdez¹ ², Ana Isabel Sacristán¹ ¹Centro de Investigación y de Estudios Avanzados (Cinvestav-IPN), Mexico ²Instituto Politécnico Nacional, UPIITA, Mexico
- 2. AIM OF THIS WORK This work describes part of a proposal for college students to design and program Serious Games for the learning of certain concepts involved in some mechanical systems. 2 WCCE 2013, Torun, Poland Pretelín & Sacristán, 2013
- 3. THEORETICAL FRAMEWORK Constructionism and microworlds as a basis for our proposal Papert & Harel (1991) Kebritchi & Atsusi (2008) Hoyles & Noss (1987) Serious games Pretelin-Ricardez & Mora (2010) Game design for learning Kafai & Resnick (1996) Kafai, Franke, Ching & Shih (1998) Kafai (2006) Baytak and Land (2010) Holbert, Penney and Wilensky (2010) 3 WCCE 2013, Torun, Poland Pretelín & Sacristán, 2013
- 4. METHODOLOGICAL CONSIDERATIONS How mathematical concepts and tools relate to the real world in which students will work? We wanted to relate and contextualize the mathematics used in modelling in engineering through video game building. a constructionist microworld for the programming – by students— of a serious game. 4 WCCE 2013, Torun, Poland Pretelín & Sacristán, 2013
- 5. METHODOLOGICAL CONSIDERATIONS (CONT.) Main objective: each student (or team of students) designs and programs (builds) a Serious Game that is both effective and meaningful in the context of the engineering concepts being studied. Each student, or team of students, chooses a problem that is linked to a story that he/she will develop in the Serious Game. 5 WCCE 2013, Torun, Poland Pretelín & Sacristán, 2013
- 6. A SG FOR THE LEARNING OF THE CONCEPT OF EQUILIBRIUM BASED ON A MATHEMATICAL MODEL OF A FIRST CLASS LEVER. Description of the mathematical model embedded in the SG. Puzzle design. Aesthetical aspect of the SG A simple example of a SG for the proposed problem Educational model of SG (EMSG). 6 WCCE 2013, Torun, Poland Pretelín & Sacristán, 2013
- 7. A SG FOR THE LEARNING OF THE CONCEPT… (CONT.) two levels leading to the abstraction of the theoretical concepts used by the student in what he/she will build: In the programming code: through the description derived from the understanding of the mathematical relationships involved in the situation (equations and models). In the actual contextualization of the SG into an engineering “story”. 7 WCCE 2013, Torun, Poland Pretelín & Sacristán, 2013
- 8. DESCRIPTION OF THE MATHEMATICAL MODEL EMBEDDED IN THE SG. Effort (P): Force to apply. Resistance (R): Force to overcome. Effort arm (BP): Distance between the point at which we apply the effort (P) and the fulcrum. Resistance arm (BR): Distance between the point at which apply resistance (R) and the fulcrum. 8 WCCE 2013, Torun, Poland Pretelín & Sacristán, 2013
- 9. DESCRIPTION OF THE MATHEMATICAL MODEL… (CONT.) Case 1. Fulcrum centred, implying that the effort and resistance arms are (BP = BR) Case 2. Resistance (R) close to the fulcrum, so that the effort arm (BP) would be greater than the resistance arm (BR). (BP> BR). Case 3. Fulcrum close to effort (P), so the effort arm (BP) would be smaller than the resistance arm (BR). (BP <BR) 9 WCCE 2013, Torun, Poland Pretelín & Sacristán, 2013
- 10. PUZZLE DESIGN. 10 WCCE 2013, Torun, Poland Pretelín & Sacristán, 2013
- 11. AESTHETICAL ASPECT OF THE SG This aspect is embedded in the story of the SG, and in the way in which the story will influence the user. The story is composed of elements of the user interface: characters, music and gameplay. 11 WCCE 2013, Torun, Poland Pretelín & Sacristán, 2013
- 12. A SIMPLE EXAMPLE OF A SG FOR THE PROPOSED PROBLEM The SG story occurs in the world of Garabato and Garagato. The user interface is the means by which the user interacts with the SG and vice versa. The characters drawings ("blocks and characters") are very simple, but attempting to be charismatic to make the player identify with them. The music of the game is very important, because it reinforces the level of immersion. The gameplay should be simple and intuitive. 12 WCCE 2013, Torun, Poland Pretelín & Sacristán, 2013
- 13. A SCREENSHOT OF A SG IMPLEMENTED IN GAME MAKER STUDIO 13 WCCE 2013, Torun, Poland Pretelín & Sacristán, 2013
- 14. EDUCATIONAL MODEL OF SG (EMSG). In order to establish the EMSG, we use the ideas proposed by Amory & Seagram (2003), such as the Game Achievement Model (GAM), that provide a useful way for developing and documenting educational games. 14 WCCE 2013, Torun, Poland Pretelín & Sacristán, 2013
- 15. EDUCATIONAL MODEL OF SG (EMSG). SG STORY Learning Objective Learn the concept of balance of forces in a system through a class 1 lever model. Acts: n The balance will appear with different positions of the fulcrum. What can stop the game until the player makes a mistake. 15 WCCE 2013, Torun, Poland Pretelín & Sacristán, 2013
- 16. EDUCATIONAL MODEL OF SG (EMSG). Purpose of Acts Achieve equilibrium in the different class 1 balance models presented in the SG through the placement of blocks weighing 1N ACT Frame of ACT ESCENES 16 WCCE 2013, Torun, Poland Pretelín & Sacristán, 2013
- 17. EDUCATIONAL MODEL OF SG (EMSG). LEARNING OBJECTIVES FRAME PUZZLES CHARACTERS MOTIVATION 17 WCCE 2013, Torun, Poland Pretelín & Sacristán, 2013
- 18. SOME EXAMPLES OF SERIOUS GAMES Interaction with game engine 18 WCCE 2013, Torun, Poland Pretelín & Sacristán, 2013
- 19. FINAL REMARK We have presented a proposal for students to construct SG as a possibly significant activity that may help them relate and contextualize their learning about mathematical modelling with their engineering practice. We look forward to later present results of our study. 19 WCCE 2013, Torun, Poland Pretelín & Sacristán, 2013
- 20. THANK YOU! Contact: Angel Pretelín-Ricárdez, apretelin@ipn.mx Ana Isabel Sacristán, asacrist@cinvestav.mx
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