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 evaluation Findings Discussion Conclusion 2
The significance of Stefan- Boltzmann’s law Stefan- Boltzmann’s law Unsolved questions had became an on blackbody important issue radiation (Thorton & (Siegel & Howell, 1972) Rex, 2006) Students’ misconception on Stefan- Boltzmann’s Law ( i . e . , Carvalho & Sousa, 2006; Marr & Wilkin, 2012) Problem encountered 3
Some advantages on board game 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). 4
The role of game characteristics 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). 5
Game Characteristics (Adopted from Charsky (2010)) Competition and goals Choices Challenge Rules Fantasy • Goals • Choice • Challenge • Rules are • Fantasy refers to an can be are the is the the important categorized point game’s number of set to as either that tasks and options represent exogenous should activities and reality or or (Malone & be decisions a real endogenou Lepper, reached gamer has phenome s ( Charsky, 1987). by prior to 2010) -non players. and during (Alessi & game play Trollip, (Malone & 2001) Lepper, 1987) 6
Stefan-Boltzmann board game Information card Board game Self-card Action card 7
Board game evaluation Participants Scoring sheets, and semi-structured interview Applying the board game Data Analysis 8
Participants Four graduated Indonesian students from physics education department, faculty of education who are taking professional teacher program. 9
Research Instruments Scoring sheets Transcribed form of Semi-structured Interview Interview 10
Board game implementation Playing with Stefan- Boltzmann board • Introduce the game • Each student is game (40 minutes) materials interviewed by researcher (7 • Introduce the game minutes /student) mission and rules Interview Opening the activity (25 minutes) (28 minutes) 1. Researcher were taking roles as facilitator. 2. Experts are scoring the game content during board game played by participants. 11
Data analysis (semi-structured Interview) • The students’ feedback of interview is obtained in voice recordings voice recorded • All student responses recorded by voice recorder is transcribed verbatim. Transcribed Verbatim • Each students’ response transcribed is grouped based on the similarities category. Open Coding 12
Findings Stefan Boltzmann board game contents The game fantasy competition Action card and goals Rules Information …” I am not very sure that I compete in card were not the game ”… Self card Challenge quite …” Then, for the competition is not a noticeably for real competition ”… Hexagon shapes Choices the player Board game Competition and goals 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5 13
Findings Stefan Boltzmann board game contents Students felt challenged fantasy during Action card playing the Rules Information card game Self card Challenge Hexagon shapes Choices …” yes, I feel challenged to win the game ”… Board game …” It was so challenge me to get more power Competition and goals radiation cards ”… 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5 14
Findings Stefan Boltzmann board game contents fantasy Action card Rules Information card Self card Challenge The rules are …” In case for understanding mmmmhhhh …the way to standard and Hexagon play the game and how to run the game are clearly shapes Choices Understandable enough ”… Board game …” The rules are good standard, there are the new things Competition and goals such as cards, and the dice that we throw or we played, 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5 that is really possible ”… 15
Findings Self-card fantasy Rules Challenge Choices Competition • Board game can be more useful with and goals card games as supporting content 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5 (Neame & Powis, 1981). Students’ response: • The rule structure allows learners to …” As I remember, it showed . Because, yellow color explore the game space, test hypothesis, and fulfill goals (Charsky, emitted by the glowing object have the highest temperature than another color . I think the radiation 2010). power also higher than others ”… 16
Findings Information card fantasy Rules Challenge Choices Competition and goals 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5 Students’ response: …” For the theory, any way we can occasion . We're • getting the card, then we have time or time to read, Completing the challenge made the so and we had the most good right strategy at players acquired more knowledge yellow, orange and it is its higher - energy and skills (Charsky, 2010). radiation ”… 17
Discussion Unclearly game mission ……… Unfamiliar content ……… ……… Formidable challenge Competition Too much distraction and goals Focus to be a winner 18
Discussion To make learning …” The opportunity to fall at the black enjoyable (Alessi and object more often than the chance to win ” ... Trollip, 2001) Competition and goals …”I know your game relate to the Stefan - Motivate the learner Boltzmann's law, Then we could not, Complete more drills especially for me couldn't get the point of (Charsky, 2010) the aim of the game ”… 19
Conclusion The board game had good score at four categories of game characteristics which are choices, challenge, 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. 20
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