Design and Application of an Educational Simulation Predicting

Baseball Game Results Utilizing Scratch

for Gifted Elementary School Students

E-Learn 2014World Conference on E-Learning

Changeuy HongKorea National University of Education

gschool@knue.ac.kr

October 27, 2014 / New Orleans, LA

1. Introduction

2. Study

3. Class Design

4. Actual Class

5. Class Effect6. Conclusions

Contents

1. Introduction

Early Programing Education

Comutational

Thinking

Smalltalk language based command block learning programming developed by MIT

effectiveness in CT learning

The purpose of the present study was…

*Make simulations reproducing the predictions in approximately two teams predict the process of baseball games

*Examine the effects of educational courses on the enhancement of students' immersion and problem-solving ability.

1. Introduction

abstraction

automation

Sports

ComputerSimulation

convergent CT ability

Mathematical Statistics and

Probabilities

Comutational

Thinking

2. Study

CT and CT education

- The Partnership for 21st Century Skills(2009)..“CT is the elements of problem solving ability in terms of having the specific survival skills and knowledge necessary for successful living in the 21st century. .”

- Curriculum Guide Book .. Wing(2009) and Brennan(2011)“CT is the thinking skill that underlies the ability to express thoughts, communicate utilizing digital media, and solve problems in society where digital and analog devices coexist.”

- Bringing Computational Thinking to K-12.. Barr, V. & Stephenson, C. (2011). “CT is the problem-solving processes used to identify and systematize problems around us, analyze possible solutions, and automate such processes through algorithmic thinking.”

2. Study

Effects of Scratch programming and education

learners’Motives

Learning-flow

Programming ability

Thinkingskills

ProblemSolving ability

Self-directed learning ability

3. Class Design

Project themeMaking professional baseball game results predicting simulations

Creation period 2014. 7. 7 ~ 2014. 8. 18(6 weeks)/

preparation process- 3 weeks, making process- 3 weeks

Creators 16 gifted students(4 projects by team) /

integrated fifth and sixth grades in an elementary school

Writing tool used Scratch 2.0 (Scratch 1.4 for lecture videos)

Class environment and method

3. Class Design

Notice

Opinion Sharing& Lecture Room

Team project Room

http://comedudb4.knue.ac.kr/gisc

Gifted Informatics Smart Learning Center

Class content system

3. Class Design

Week Class subject Project Track Tools Track

Week 1Experiencing simu-lations/preparing the tools

@1. Introduction of example data on simula-tions

#1. Watching video lectures on installation and ba-sic command blocks selected from seven subjects-49 lectures(1st~2nd weeks)

Week 2Establishing pilot project strategies

@2. Making seasonal change simulations, making design drawings and algorithms

#2. Watching seven video lectures on example works (2nd~3rd weeks)

Week 3Making pilot simula-tions

@3. Making simulations of the revolution of the earth around the sun and seasonal changes

#3. Watching two videos on the revolution of the earth around the sun

Weeks 4,5Data collection and strategy

@#4. Collecting data on professional baseball teams and players@#5. Making simulations, design drawings, and algorithms

Week 6Making and cor-recting simulations

@#6. Making simulations of games with opposing teams

PresentationDemonstrating simulations

* Demonstrating the simulations(in the form of TV relay broadcasting)

Simulation-MakingTeam Project

Learn the Scratch

Programming

SolvingPilot Project

Learning Scratch command blocks and create imitating works

3. Class Design

Learn the Scratch

Programming

Video Lecture-Scratch command blocks

Video Lecture

-example work

CT-type simulation-making stages

3. Class Design

The design and actual implementation stages to make simulations

1) data creation and expression2) collection and expression of information from the data3) repeated executions and calling 4) division of problems5) simulation 6) modeling

CT learning content the characteristics

of Scratch

programming

Mitchel, Maloney, and Uri et al.

- Simulation-Developing Process4. Actual Class

a problem analysis report1Simulation-Making

Team Project

■ the core of the problem students wanted to explore?

■ related knowledge?

■ other key questions?

■ the setting of the objective of exploration?

■ the necessity of simulation making?

■ essential data?

■ operating algorithms?

- Simulation-Developing Process4. Actual Class

Simulation-MakingTeam Projectthe collection of diverse data2

Location of defender

Location of defender

How to get the scores

Foul and Fairball zone

Batting average and ERA for pitchers

- Simulation-Developing Process4. Actual Class

Simulation-MakingTeam Projectdesign drawing making3

sprite lists

entire background

the positions and angles of sprites

the methods and views of runners getting to bases

shape and location of out counts

simple game progression stories

- Simulation-Developing Process4. Actual Class

Simulation-MakingTeam Projectscript division algorithm4

① a pitching and batting result algorithm

② an attack/defense shift algorithm

③ a runner indication algorithm

④ a scoring algorithm to add a score

- Simulation-Developing Process4. Actual Class

Simulation-MakingTeam ProjectCreate simulations5

Actual Scratch programming by…

*making various sprites

*based on the design drawings

*coding motions, variables, and computing processing

*script command blocks by sprites

* the sprites are mutually related to make the baseball game progress

- Simulation-Developing Process4. Actual Class

Simulation-MakingTeam Projectdebugging6

Debugging is…

the process of actually demonstrating the scripts and repeating inaccurate scripts to correct them thereby elaborating upon the scripts to ensure that they are satisfactory for demonstrations.

- Simulation-Developing Process4. Actual Class

Simulation-MakingTeam Projectdemonstration and results7

Demonstration is the process of creatively expressing simulations in similar forms to actual situations andComparing the simulations with actual baseball games later

Team_1

Simulation GameLG 2 vs 4 Doosan

Actual GameLG 5 vs 1 Doosan

Team_2

Simulation GameSamsung 12 vs 6 SK

Actual GameSamsung 10 vs 9 SK

Team_3

Simulation GameLOTTE 24 vs 12 KIA

Actual GameLOTTE 5 vs 6 KIA

Team_4

Simulation GameLG 2 vs 4 Doosan

Actual GameLG 5 vs 1 Doosan

21.8.2014 Masan23.8.2014 Daegu27.8.2014 Seoul 28.8.2014 Busan

5. Class Effect

Learning Flow scale [Csikszentmihalyi(1975),revised by Seok I…(2010)]

Test Tool

Results of pretests and post-hoc tests

Division Number of students Mean Standard deviation df p

Pretest 28 108.25 17.7225 .000

Post-hoc test 28 140.75 14.82

The improvement of the levels of immersion after implementation of the classes, compared to before implementation of the classes, shows statistically very significant differences (p < .01).

6. Conclusions

▶ A seven stage procedure for programming project design and implementation was developed so that simulation programs can be made by CT learning content.

▶ E-learning based Classes were divided into two tracks: a 'Project Track' to make simulations and a 'Scratch Track' to learn and implement the Scratch programming, and the tracks were operated simultaneously

▶ Class effect_1 : Tool education and project education were provided in web spaces where students could be self-directed learning (5~15 hours in every week)

▶ Class effect_2 : The students who participated in the present study demonstrated a significantly enhanced immersion and problem-solving ability

6. Conclusions

▶ Scratch programming educations are quite closely related to education on simulation making and are good for enhancing CT ability because they have many convergent materials for predicting the future.

It is expected that convergent and diverse programming content

for CT will be developed more in-depth to contribute to the

cultivation of future convergent gifted and talents.

Thank you so much !