Lecture Notes in Computer Science- P49 potx

Introductory C Programming Language Learning with Game-Based Digital Learning 229 Fig. 8. The ranking report generates from the component “Progress Evaluation” 3 Comparison Our tool has some elements that are superior to other similar tools. According to this approach, we address eight different aspects to compare to other tool: (1) Interactive: There are interactive elements in the tool, for example, the tool will accommodate some feedbacks with Students when learning time. (2) Amusement: There are animations, games, music and other entertainment effects in the tool, for example, user can create animations. (3) Easy to use: There are obvious and plain buttons in the using environment. (4) Using official program language: The tool is using the traditional program, for example, C language. (5) Evolutionary learning mode: The tool can offers learning step by step, for example, differ degree of difficult course can be designed in the tool. (6) Census analysis: The tool offers statistic and analyze Learning records when students are learning than show by statistical chars, for example, ratio of students passing through the test. (7) Combine with teaching materials: There are some documents or teaching materials integrates in the tool, for example, ppt files can be presented in the tool. (8) Storyline: The tool combine the question of real life with material, for example, designed the exercise that student need to count the correct fruit price. Following these topics, we compare our developed tool to traditional tool and Scratch [21] tool as show in Table1. The traditional tool is so called the IDE (Inte- grated Development Environment) has a low degree of interactive and a low degree of amusement because it lacks edutainment sectors. Otherwise, it is hard to use in virtue of complicated editorial functions. We compare some programming tools, such as Turbo C, Bloodshed Dev-C++, Microsoft Visual C++ and C++ Builder. 230 W C. Chang and Y M. Chou On the contrary, our tool and Scratch tool have a high degree of interactive, a high degree of amusement and a high degree of easy to using. Scratch is not designed for a college student to studying because it is not using an official program language. Addi- tionally, it has not offers teaching materials so that teachers need to prepare the materials by themselves. Our developed tool has two additional merits. One is the tool has tree differ degree let student can learning in proper sequence and the other is that the tool offers census analysis. Teachers can adjust teaching speed in terms of viewing the statistical chart that provides some useful information. Table 1. The comparison with other similar tools Our tool Scratch tool Turbo C Dev C++ Visual C++ C++ Builder Interactive High High Low Low Low Low Amusement High High Low Low Low Low Easy to use High High Low Low Low Low Using official program language Has Has Has Has Has Has Combine with teaching materials Has NONE NONE NONE NONE NONE Evolutionary learning mode Has NONE NONE NONE NONE NONE Census analysis Has NONE NONE NONE NONE NONE Storyline Has NONE NONE NONE NONE NONE 4 Conclusions In this paper, we provide a game-based teaching and learning platform for teaching introductory C programming language. Bomberman game supports learning concept of C programming language and teachers can build a meaningful game environment to specify the sequence of topics for students to learn. Furthermore the difficulty of integrating the real world learning topics into the Bomberman game has been addressed by “codes injec- tion” and “dynamically class reloading”. We have shown an alternated path for educational practice with computer games for teaching C programming course. Acknowledgements We would like to thank National Science Council and Chung Hua University. This research was supported in part by a grant from NSC 96-2520-S-216-001 and CHU 96- 2520-S-216-001, Taiwan, Republic of China. This paper owes much to the thoughtful and helpful comments of the reviewers. At last, we would like to thank Dr. Wai-Tak Wong for his encouragement and guidance throughout this project. Introductory C Programming Language Learning with Game-Based Digital Learning 231 References 1. Amory, A., Naicker, K., Vincent, J., Adams, C., McNaught, C.: The use of computer games as an educational tool: identification of appropriate game types and game elements. British J. Ed. Tech. 30(4), 311–321 (1999) 2. Lepper, M.R., Cordova, D.I.: A desire to be taught: Instructional consequences of intrinsic motivation. J. Motivation and Emotion 16(3), 187–208 (1992) 3. 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Interactive video technologies are developed for providing interactions for users to get better interactivity in watching TV programs. Since receiv- ing TV programs is a common affair for general users, many systems with interactive TV technologies are implemented for educational or commercial purposes. Learning by playing game is a hot topic in current distance learning systems. Most of game-based learning systems designed by computer programmers and domain experts. Generating interactive game courses is hard for content providers since they are not computer experts. The interactive game authoring tool proposed in this paper provides a friendly interface to help users to create their educational games easily. The students will be attracted in such learning platform with entertaining elements. Keywords: We would like to encourage you to list your keywords in this section. 1 Introduction There are many e-learning systems proposed in various field. Some game-based learning systems have been also implemented in recent years for motivating the students to enhance the learning performance. Video game is an effective factor to at- tract the students’ attention. The traditional game-based learning systems integrate learning materials into video games. There are many types of game implemented in such game-based learning systems. Most of these systems require programmers and specified domain experts to design games with adequate contents together. It is neces- sary for developing a video game-based learning system with powerful content authoring tools to help the content providers to generate gaming content for educational purpose. The purpose of this interactive video game-based learning system is to provide a friendly interface such that the general users can produce their own video games with educational elements. Comparing with the proposed game-based learning systems, the interactive video system for game-based learning provides a flexible interface to generate interactive video games with unspecified contents. The content providers can produce educational games without understanding details of computer graphics, video and even flash technologies. Interactive Video Game Platform for Game-Based Learning 233 2 Related Work There are many systems about interactive TV proposed in recent years. Most of them are PC-based systems; the developers implemented these systems by integrating net- work, video encoding and transmission technologies. Various devices are adopted to provide manipulation to audiences. Remote control, PDA, tablet, keyboard and mouse are used for delivering the control made by users. Some game-based learning systems are also implemented to help students in learning concepts in various domains. Most of these systems are web-based; students can easily access these resources via net- work. In the follow sections, interactive video and game-based learning issues will be fully discussed. 2.1 Interactive Video Technologies Technologies are widely applied to enhance the relationship between users and video. There are many video systems including interactivity features proposed in recent years. Hypervideo, interactive video and augmented video are used for naming such systems and technologies. The basic idea of interactive video is to provide more com- plex operations and feedback to users. Video annotation systems using different techniques are introduced in some proposed systems. Annotations composed of texts, images, audios can be added in video segments. Video segmentation can be done by algorithms or human operations. With tags or metadata informs of XML or html format, videos with interactive elements can be presented to users. There are various scenarios generated by these authoring systems. With adequate properties, users can easily handle video segments. They can also retrieve target video scenes by filtering comments of segments. Such systems have enhanced impression and interest of users. Users can acquire different experience by using such interactive systems. Besides these proposed systems, there are also interactions defined in various standards like MPEG-4 and MHP (Multimedia Home Platform). In MPEG-4, everything is considered as an object. By technologies of video tracking, objects can be separated from frames in video. Video producers can arrange properties for these objects and try to provide interactions to users. MHP is a middleware defined by DVB (Digital Video Broadcasting). It is used for providing interactive functions to people who watch digital TV programs. Applications and products implemented according to these standards provide choices of interactions to users in different platforms. Whether in PC, TV or other portable devices, users can access video materials with interactive operations. 2.2 Game-Based Learning Systems Many game-based learning systems are implemented for helping the students to focus on the learning material. The students can get experience from making interaction with objects in the game-based learning platform. Comparing with the traditional e-learning systems, game-based learning systems provide more attraction to the students. Games can be classified into several categories: action, strategy, role play and ad- venture games. There are different features and characteristics in such kinds of games. . purposes. Learning by playing game is a hot topic in current distance learning systems. Most of game-based learning systems designed by computer programmers and domain experts. Generating interactive. Approach for Teaching the Introductory Programming Course. ACM SIGCSE Bulletin archive 37(4), 98–102 (2005) 10. Mayer, R.E.: Thinking, Problem Solving, and Cognition. Freeman Publishing, San Fran- cisco. Entertainment 1(1), 1–4 (2003) 13. Din, H.W H.: Play to Learn: Exploring Online Education Games in Museums. In: Interna- tional Conference on Computer Graphics and Interactive Techniques, Boston,