How does knowledge evolve using adaptive heuristics learning in an engineering game?
DOI:
https://doi.org/10.14738/assrj.%25v%25i.5301Abstract
In this paper, the primary focus is on the performers whose learning process originate by solving simple or complex problems and perceiving the performers interest in solving advanced problems from the knowledge obtained. An open-source puzzle like a game UNTANGLED is used in our study. The game is developed to unravel the mapping/placement problems in electrical engineering by using human instincts. Telemetry data for the two groups of performers who solved simple and complex puzzles in the first attempt is considered to investigate the Kolb's Experiential Learning Theory (KELT) and fathom the adaptive heuristics for building knowledge from experience. From analysis performed it is evident that a similar learning process is followed by both performers who played initial and complex puzzles in first attempt. Also, results illustrate that the players who first played initial level puzzles are more interested in playing next level puzzles than the one who first played complex puzzles. Results illustrate that 18% of players who solved easy in first attempt played advanced puzzles in consecutive attempts. Apparently, conclusions advocate that to develop an indelible appetite to deal with advanced/complex problems, STEM education teachers need to structure the lab experiments or teach the complex concepts by starting from simple projects/concepts to complex one. By making learners to try a greater number of low-level abstraction problems will engage learners’ interest in solving high-level abstraction problems. Similarly, educational game designers can develop a game environment introducing more intermediate levels, which gives enough experience to deal with difficult levelsReferences
Abdulwahed, M., & Nagy, Z. K. (2009). Applying Kolb’s experiential learning cycle for laboratory education. Journal of engineering education, 98(3), 283-294.
Anupam, A., Gupta, R., Naeemi, A., & JafariNaimi, N. (2018). Particle in a Box: An Experiential Environment for Learning Introductory Quantum Mechanics. IEEE Transactions on Education, 61(1), 29-37.
Bi, T., & Yang, W. (2011, December). Modern learning theory and u-learning studies. In e-Education, Entertainment and e-Management (ICEEE), 2011 International Conference on (pp. 239-242). IEEE.
Chen, N. S., Hung, I. C., & Wei, C. W. (2010, April). Developing Ubiquitous Learning System with Robots for Children's Learning. In Digital Game and Intelligent Toy Enhanced Learning (DIGITEL), 2010 Third IEEE International Conference on (pp. 61-68). IEEE.
Ebersohn, L., Bender, C. G., & Carvalho-Malekane, W. M. (2010). Informing educational psychology training with students' community engagement experiences. Perspectives in Education, 28(3), 87-98.
Fraser, G. (2017, May). Gamification of software testing. In Automation of Software Testing (AST), 2017 IEEE/ACM 12th International Workshop on (pp. 2-7). IEEE.
Hofstein, A., & Lunetta, V. N. (2004). The laboratory in science education: Foundations for the twenty‐first century. Science education, 88(1), 28-54.
Justice, C., & Do, L. (2012, October). IT experiential learning: The Living Lab. In Frontiers in Education Conference (FIE), 2012 (pp. 1-6). IEEE.
Kolb, D. (1984). Experiential education: Experience as the source of learning and development. Englewood Cliffs, NJ.
Kolb, A. Y., & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of management learning & education, 4(2), 193-212.
Kolb, A. Y., & Kolb, D. A. (2009). Experiential learning theory: A dynamic, holistic approach to management learning, education and development. The SAGE handbook of management learning, education and development, 42-68.
Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT Press.
Lainema, T. (2001, January). Enhancing participant business process perception through business gaming. In System Sciences, 2001. Proceedings of the 34th Annual Hawaii International Conference on (pp. 10-pp). IEEE.
Loo, R. (1999). Confirmatory factor analyses of Kolb’s Learning Style Inventory (LSI‐1985). British Journal of Educational Psychology, 69(2), 213-219.
Lagoudas, D. C., Whitcomb, J. D., Miller, D. A., Lagoudas, M. Z., & Shryock, K. J. (2000). Continuum mechanics in a restructured engineering undergraduate curriculum. International Journal of Engineering Education, 16(4), 301-314.
Mandal, S., Joo, E. M., Wong, Y. D., & Venkatesan, R. (2015, August). A study of experiential learning theory using fuzzy inference system. In Fuzzy Systems (FUZZ-IEEE), 2015 IEEE International Conference on (pp. 1-5). IEEE.
Mehta, G., Crawford, C., Luo, X., Parde, N., Patel, K., Rodgers, B., ... & Reisner, M. (2013a). Untangled: A game environment for discovery of creative mapping strategies. ACM Transactions on Reconfigurable Technology and Systems (TRETS), 6(3), 13.
Mehta, G., Patel, K. K., Parde, N., & Pollard, N. S. (2013b). Data-driven mapping using local patterns. IEEE Transactions on Computer-Aided Design of Integrated Circuits and Systems, 32(11), 1668-1681.
Mehta, G (2012), UNTANGLED, Retrieved from https://untangled.unt.edu/home.php
Santos, M. E. C., Chen, A., Terawaki, M., Yamamoto, G., Taketomi, T., Miyazaki, J., & Kato, H. (2013, July). Augmented reality X-ray interaction in k-12 education: theory, student perception and teacher evaluation. In Advanced Learning Technologies (ICALT), 2013 IEEE 13th International Conference on (pp. 141-145). IEEE.
Santos, L., Escudeiro, P., & de Carvalho, C. V. (2013, September). Evaluating virtual experiential learning in engineering. In Interactive Collaborative Learning (ICL), 2013 International Conference on (pp. 42-48). IEEE.
Secundo, G., Coralio, A., Elia, G., & Passiante, G. (2004). An e-learning system based on semantic web supporting a learning in doing environment. In Information Technology Based Higher Education and Training, 2004. ITHET 2004. Proceedings of the FIfth International Conference on (pp. 98-103). IEEE.
Solís-Martín, D., Galán-Páez, J., Borrego-Díaz, J., & Sancho-Caparrini, F. (2016, June). ASAP: A framework for designing gamified models of complex systems. In Information Systems and Technologies (CISTI), 2016 11th Iberian Conference on (pp. 1-6). IEEE.
Downloads
Published
How to Cite
Issue
Section
License
Authors wishing to include figures, tables, or text passages that have already been published elsewhere are required to obtain permission from the copyright owner(s) for both the print and online format and to include evidence that such permission has been granted when submitting their papers. Any material received without such evidence will be assumed to originate from the authors.
