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Development of Stefan - Boltzmann Board Game based on game characteristics Presented by: Ary Norsaputra Science and Technology Education, Institute for Innovative Learning Mahidol University Thailand 1 Outline Literature review Board game
Development of Stefan-Boltzmann Board Game based on game characteristics
Presented by: Ary Norsaputra Science and Technology Education, Institute for Innovative Learning Mahidol University
Thailand
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Literature review Board game evaluation Findings Discussion Conclusion
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Problem encountered
Students’ misconception on Stefan-Boltzmann’s Law (i.e., Carvalho & Sousa, 2006; Marr & Wilkin, 2012) Stefan-Boltzmann’s law had became an important issue (Siegel & Howell, 1972)
Unsolved questions
radiation (Thorton & Rex, 2006)
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The board game could be used for making learning and enjoyable (Alessi & Trollip, 2001). The board game could be seen as the learning cycle experience, and they repeat the steps of learning in each game turn or every game played (Bochennek, 2007).
The game could replace the simple memorization with active learning and application concepts in undergraduate student level, and have more positive feedback because the students like to play the game that are emphasized material (Shiroma et al, 2011). Learners could participate in peer teaching, and they offer opportunities and actively in making choices, and Learners can share their experience to others, promote teamwork, and challenge each other (Popil & Dillard-Thompson, 2015).
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Edutainment, board, game, and card can be established as joyful activities that have important characteristics (Dempsey, Lucassen, Haynes, & Casey, 1996). The free form activity can be transformed to be an arranged enjoyable activity by game characteristics (Crawford, 2003; Koster, 2005). The game characteristics are essence to design a game, because they are used in many ways to build an unique game experience (Rollings & Adams, 2003; Rouse, 2005) In different ways, the game characteristics works on a continuum which propose a great opportunity for innovative game design in facilitating learning (Charsky, 2010).
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Competition and goals
are the point that should be reached by players.
Choices
refers to the number of
and decisions a gamer has prior to and during game play
(Malone & Lepper, 1987)
Challenge
is the game’s tasks and activities
(Malone & Lepper, 1987).
Rules
an important set to represent reality or real phenome
(Alessi & Trollip, 2001)
Fantasy
can be categorized as either exogenous
endogenou s (Charsky,
2010)
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Board game Self-card Information card Action card
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Participants Scoring sheets, and semi-structured interview Applying the board game Data Analysis
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Semi-structured Interview Transcribed form of Interview Scoring sheets
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materials
mission and rules
Opening the activity (25 minutes)
Playing with Stefan- Boltzmann board game (40 minutes)
interviewed by researcher (7 minutes /student)
Interview (28 minutes)
game played by participants.
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voice recorded
voice recordings
Transcribed Verbatim
transcribed verbatim.
Open Coding
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0.5 1 1.5 2 2.5 3 3.5 4 4.5 5
Stefan Boltzmann board game contents
Competition and goals Choices Challenge Rules fantasy Action card Information card Self card Hexagon shapes Board game
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The game competition and goals were not quite noticeably for the player
…”I am not very sure that I compete in the game”… …”Then, for the competition is not a real competition”…
0.5 1 1.5 2 2.5 3 3.5 4 4.5 5
Stefan Boltzmann board game contents
Competition and goals Choices Challenge Rules fantasy Action card Information card Self card Hexagon shapes Board game
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Students felt challenged during playing the game
…”yes, I feel challenged to win the game”… …”It was so challenge me to get more power radiation cards”…
0.5 1 1.5 2 2.5 3 3.5 4 4.5 5
Stefan Boltzmann board game contents
Competition and goals Choices Challenge Rules fantasy Action card Information card Self card Hexagon shapes Board game
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The rules are standard and Understandable
…”In case for understanding mmmmhhhh…the way to play the game and how to run the game are clearly enough”… …”The rules are good standard, there are the new things such as cards, and the dice that we throw or we played, that is really possible”…
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0.5 1 1.5 2 2.5 3 3.5 4 4.5 5
Self-card
Students’ response: …” As I remember, it showed. Because, yellow color emitted by the glowing object have the highest temperature than another color. I think the radiation power also higher than others”…
Competition and goals Choices Challenge Rules fantasy
card games as supporting content (Neame & Powis, 1981).
explore the game space, test hypothesis, and fulfill goals (Charsky, 2010).
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0.5 1 1.5 2 2.5 3 3.5 4 4.5 5
Information card
Competition and goals Choices Challenge Rules fantasy
Students’ response: …”For the theory, any way we can occasion. We're getting the card, then we have time or time to read, so and we had the most good right strategy at yellow, orange and it is its higher-energy radiation”…
players acquired more knowledge and skills (Charsky, 2010).
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Competition and goals
Unclearly game mission Unfamiliar content Formidable challenge Too much distraction Focus to be a winner
……… ……… ………
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To make learning enjoyable (Alessi and Trollip, 2001) Motivate the learner Complete more drills (Charsky, 2010)
…”I know your game relate to the Stefan- Boltzmann's law, Then we could not, especially for me couldn't get the point of the aim of the game”… …”The opportunity to fall at the black
win”...
The board game had good score at four categories
rule, and fantasy. However, it is merely the competition and goals which had has the low score. Thus, for future development, we will concern on the board game as learning tools, and evaluate the board game with larger group.
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Alessi, S. M., & Trollip, S. R. (2001). Multimedia for learning. Methods and development, 3. Bochennek, K., Wittekindt, B., Zimmermann, S. Y., & Klingebiel, T. (2007). More than mere games: a review of card and board games for medical education. Medical teacher, 29(9-10), 941-948. CA: New Riders Publishing. Carvalho, P. S., & e Sousa, A. S. (2006). Should we use colours as symbolic representations of hot and cold?. Physics education, 41(3), 263-266. Charsky, D. (2010). From edutainment to serious games: A change in the use of game characteristics. Games and culture, 5(2), 177-198. Crawford, C. (2003). Chris Crawford on game design. Boston: New Riders Dempsey, J. V., Haynes, L. L., Lucassen, B. A., & Casey, M. S. (2002). Forty simple computer games and what they could mean to educators. Simulation & Gaming, 33(2), 157-168. Koster, R. (2005). A theory of fun for game design. Scottsdale, AZ: Paraglyph Press. Malone, T. W., & Lepper, M. R. (1987). Making learning fun: A taxonomy of intrinsic motivations for learning. In R. Snow & M. Farr (Eds.), Aptitude, learning and instruction: Vol.3. Cognitive and affective process analysis (pp. 223-253). Hillsdale, NJ: Erlbaum. Marr, J. M., & Wilkin, F. P. (2012). A better presentation of Planck’s radiation law. American Journal of Physics, 80(5), 399-405. Neame, R. L., & Powis, D. A. (1981). Toward independent learning: curricular design for assisting students to learn how to learn. Academic Medicine, 56(11), 886-93. Popil, I., & Dillard-Thompson, D. (2015). A game-based strategy for the staff development of home health care nurses. The Journal of Continuing Education in Nursing, 46(5), 205-207. Rollings, A., & Adams, E. (2003). Andrew Rollings and Ernest Adams on game design. Berkeley, Rouse, R. (2005). Game design: theory & practice. Plano, TX: Wordware Publishing, Inc. Shiroma, P. R., Massa, A. A., & Alarcon, R. D. (2011). Using game format to teach psychopharmacology to medical students. Medical teacher, 33(2), 156-160. Siegel, R., & Howell, J. R. (1972). Thermal Radiation Heat TransferMcGraw Hill. New York. Thornton, S., & Rex, A. (2006). Modern Physics for Scientists and Engineers, 3rd edn, p334-36.
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Space Hunters is a board game developed by Kirikaya et al (2010) for evaluating students’ recognizing level of celestial
Voyager board game had been designed as an educational board game to increase the students’ knowledge about satellites (Smith & Ryan, 2002). Quantum race board game had been developed to bring the analogy of fundamental quantum mechanical concept (Chiarello, 2015). Time race is a board game which was developed to describe Einstein's theory of relativity, the theory of flexing particularly at a time (Time Dilation) (Chiarello, 2015).
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