E-Learn 2014 World Conference on E-Learning

1. Design and Application of an Educational Simulation Predicting Baseball Game Results Utilizing Scratch for Gifted Elementary School Students Changeuy Hong Korea National University of Education gschool@knue.ac.kr E-Learn 2014 World Conference on E-Learning October 27, 2014 / New Orleans, LA

2. Contents 1. Introduction 2. Study 3. Class Design 4. Actual Class 5. Class Effect 6. Conclusions

3. 1. Introduction Early Programing Education ComutationalThinking effectiveness in CT learning Smalltalk language based command block learning programming developed by MIT

4. 1. Introduction Sports abstraction ComutationalThinking Mathematical Statistics and Probabilities automation 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. Computer Simulation convergent CT ability

5. 2. Study CT and CT education - 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.” - 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. .” - 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.”

6. 2. Study Effects of Scratch programming and education Self-directed learning ability Problem Solving ability Learning-flow learners’ Motives Thinking skills Programming ability

7. 3. Class Design

8. 3. Class Design http://comedudb4.knue.ac.kr/gisc Class environment and method Notice Opinion Sharing & Lecture Room • Gifted Informatics Smart Learning Center Team project Room

9. 3. Class Design Class content system Solving Pilot Project Learn the Scratch Programming Simulation-Making Team Project

10. 3. Class Design Learning Scratch command blocks and create imitating works Learn the Scratch Programming • Video Lecture • -Scratch command blocks • Video Lecture • -example work

11. 3. Class Design CT-type simulation-making stages The design and actual implementation stages to make simulations CT learning content the characteristics of Scratch programming 1) data creation and expression 2) collection and expression of information from the data 3) repeated executions and calling 4) division of problems 5) simulation 6) modeling Mitchel, Maloney, and Uri et al.

12. 4. Actual Class - Simulation-Developing Process Simulation-Making Team Project 1 a problem analysis report ■ 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?

13. 4. Actual Class - Simulation-Developing Process Simulation-Making Team Project 2 the collection of diverse data Location of defender • Batting average and ERA for pitchers • Foul and Fairball zone • How to get the scores Location of defender

14. 4. Actual Class - Simulation-Developing Process Simulation-Making Team Project 3 design drawing making sprite lists entire background shape and location of out counts the positions and angles of sprites simple game progression stories the methods and views of runners getting to bases

15. 4. Actual Class - Simulation-Developing Process Simulation-Making Team Project 4 script division algorithm ① a pitching and batting result algorithm ② an attack/defense shift algorithm ③a runner indication algorithm ④a scoring algorithm to add a score

16. 4. Actual Class - Simulation-Developing Process Simulation-Making Team Project 5 Create simulations 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

17. 4. Actual Class - Simulation-Developing Process Simulation-Making Team Project 6 debugging 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.

18. 4. Actual Class - Simulation-Developing Process Simulation-Making Team Project 7 demonstration and results Demonstration is the process of creatively expressing simulations in similar forms to actual situations and Comparing the simulations with actual baseball games later Team_1 Team_2 Team_3 Team_4 Simulation Game LG 2 vs 4 Doosan Simulation Game Samsung 12 vs 6 SK Simulation Game LOTTE 24 vs 12 KIA Simulation Game LG 2 vs 4 Doosan Actual Game LG 5 vs 1 Doosan Actual Game Samsung 10 vs 9 SK Actual Game LOTTE 5 vs 6 KIA Actual Game LG 5 vs 1 Doosan 27.8.2014 Seoul 23.8.2014 Daegu 28.8.2014 Busan 21.8.2014 Masan

19. 5. Class Effect Test Tool Learning Flow scale [Csikszentmihalyi(1975),revised by Seok I…(2010)] Results of pretests and post-hoc tests 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).

20. 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

21. 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 !