from tula chico to chichén itzá: implications of the epiclassic ...
Virtual Chichén Itzá - intranet.matematicas.uady.mx€¦Actions games: Guitar hero and Mario...
Transcript of Virtual Chichén Itzá - intranet.matematicas.uady.mx€¦Actions games: Guitar hero and Mario...
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Virtual
Chichén ItzáPresented by
M. en C. Luis Basto Díaz
Facultad de Matemáticas,
Universidad Autónoma de Yucatán
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Introduction
Design and development of an educational
video game to assist in the learning of
mathematics fractions for elementary school
students.
Using didactic activities designed to help the
understanding concept of the fractions.
Highlights key aspects of the desing, making
the game fun as well as educational.
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Introduction
The development of a computer game is
widely used as a way of conveying
mathematical concepts.
It stimulates creativity
It provides an immediate sense of
achievement.
It causes entertainment, attractiveness
and motivation.
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Introduction
In this project, we explore how to
transform the concept of a fraction in a
virtual 3D representation.
The videogame is prepared to run in the
console XBOX 360 with the gamepad
interaction.
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Game Concept
Identifying preferences
about video games and
about pecific maths topics.
Outcomes:
Actions games: Guitar hero and Mario
Bross.
Most difficult topics: divisions, fractions and
problem arrangement.
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Game Concept
We expect players to:
Understand how to represent parts of an
object by using fractions.
Learn the different operations between
fractions.
Learn the equivalence between fractions.
Understand how to manipulate proportions
to calculate the result of a problem.
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Main Modules
Modules
Avatar Collisions Sound Messages Map Logic Didactic
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Game Design
The video game has nine challenges
It's ordered according to the level of
difficulty and following the math
expressions defined.
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The Challenges: First
The ball game
Teaching activity: Sum of fractions
Goal: The avatar hits the ball and push it
into the ring.
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The Challenges: Second
The 1000-columns temple
Teaching activity: sum of decimal numbers
to form an integer number.
Goal: In the 1000-columns temple, to build
a column with the size required.
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The Challenges: Third
Kind of flowers
Teaching activity: sum of fractions, result < 1
Goal: to collect different kinds of flowers
asked by the challenge.
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The Challenges: Fourth
The recipient
Teaching activity: sum of decimal numbers
Goal: to fill a recipient with water with a
specific quantity.
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The Challenges: Fifth
The deer's age
Teaching activity: Proportions
Goal: the user computes the deer's age
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The Challenges: Sixth
The mango's trees
Teaching activity: Product
Goal: to collect some of them
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The Challenges: Seventh
The gema's collar
Teaching activity: Sum of fractions,
substraction
Goal: the avatar must determine the
number of gems to be collected.
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The Challenges: Eighth
The magic cube
Teaching activity: sum of fractions, result > 1
Goal: the avatar should build a 3x3 magic
cube.
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The Challenges: Ninht
The main castle
Teaching activity: equivalence
Goal: The avatar catchs equivalent blocks
to fill the gaps of the stairs.
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Conclusions
We are showing an efective way to bring
students together and motivate creativity,
innovation, and learning using
educational gaming.
This approach can be generalized to
other game genres, such as first-person
shooter (FPS) and real-time strategy (RTS)
games.
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Future work
We plan to apply the video game in
elementary schools and make the
adjustments required.
The framework can be tailored for use as
other math educational tool in other
topics.
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Future work
Web design approach is almost ready
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The video game
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Authors
Francisco Madera
Luis Basto
Edgar Cambranes
Rocío Uicab
Pilar Rosado.