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
Trang 1Introductory 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 exam-ple, differ degree of difficult course can be designed in the tool
(6) Census analysis: The tool offers statistic and analyze Learning records when stu-dents are learning than show by statistical chars, for example, ratio of stustu-dents passing through the test
(7) Combine with teaching materials: There are some documents or teaching materi-als 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
Trang 2230 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 mate-rials 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
Using official
program
language
Combine with
teaching
materials
Evolutionary
learning mode
4 Conclusions
In this paper, we provide a game-based teaching and learning platform for teaching in-troductory 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 educa-tional 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 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
Trang 3Introductory C Programming Language Learning with Game-Based Digital Learning 231
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© Springer-Verlag Berlin Heidelberg 2008
Interactive Video Game Platform for Game-Based
Learning
Han-Bin Chang, Hui-Huang Hsu, and Louis R Chao Department of Computer Science and Information Engineering Tamkang University
ham.chang@gmail.com
Abstract Interactive video technologies are developed for providing
interac-tions 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 pro-grammers and domain experts Generating interactive game courses is hard for content providers since they are not computer experts The interactive game au-thoring 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 stu-dents 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 au-thoring 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 gen-erate interactive video games with unspecified contents The content providers can produce educational games without understanding details of computer graphics, video and even flash technologies
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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 pro-posed systems Annotations compro-posed 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 experi-ence by using such interactive systems
Besides these proposed systems, there are also interactions defined in various stan-dards 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