MiBoard: Metacognitive MiBoard: Metacognitive Training Through Training Through Gaming Gaming Justin F. Brunelle Old Dominion University Kyle B. Dempsey, University of Memphis G. Tanner Jackson, University of Memphis Chutima Boonthum, Hampton University Irwin B. Levinstein, Old Dominion University Danielle S. McNamara, University of Memphis
MiBoard: Metacognitive Training Through Gaming. Justin F. Brunelle Old Dominion University Kyle B. Dempsey, University of Memphis G. Tanner Jackson, University of Memphis Chutima Boonthum, Hampton University Irwin B. Levinstein, Old Dominion University - PowerPoint PPT Presentation
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MiBoard: Metacognitive MiBoard: Metacognitive Training Through GamingTraining Through GamingJustin F. Brunelle Old Dominion UniversityKyle B. Dempsey, University of MemphisG. Tanner Jackson, University of MemphisChutima Boonthum, Hampton UniversityIrwin B. Levinstein, Old Dominion UniversityDanielle S. McNamara, University of Memphis
AgendaAgendaIntroductionThe iSTART ProjectOverview of MiBoard
◦Origin◦Rules
Game play of MiBoardTechnical Aspects of MiBoardFuture Work
MiBoard - MiBoard - ExternalInterfaceExternalInterfaceExample: Player 2 has moved 3 spacesGame Movie
◦Tells the JavaScript to tell the chat Player 2 moved 3 spaces
Chat Movie◦Broadcasts the public message to all
connected players◦The receiving chat movie tells its JavaScript
to tell the board movie the passed messageGame Movie
◦Parses the message, and moves Player 2’s token
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MiBoard – Future WorkMiBoard – Future WorkFocus on improving human-
computer interface (HCI)Reduce idle time and increase pace
of the gameReduce game states and allow
greater user control over the progression between states
Strengthen link between iSTART skill set and game aspects of MiBoard
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ConclusionConclusionMiBoard accomplishments:
◦ Technical mastery of multiplayer gaming environment
◦ Unification of iSTART principles in a distributed environment
◦ Creation of algorithms for future game endeavorsConversion of physical game to virtual and
distributed environment was more difficult than anticipated
Identification of HCI aspects in need of improvement
Learning experience!
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AcknowledgementsAcknowledgementsSpecial thanks to the iSTART
Game Team at the University of Memphis and at Old Dominion University
Thank you SCiP for hosting Conference
Thank you to my audience for attending
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ReferencesReferences D.S. McNamara, I.B. Levinstein, and C. Boonthum, “iSTART: Interactive
strategy trainer for active reading and thinking,” in Behavior Research Methods, Instruments, and Computers, vol. 36, 2004, pp. 222-233.
M.T.H. Chi, M. Bassok, M. Lewis, P. Reimann, and R. Glaser, “Self-explanation: How students study and use examples in learning to solve problems,” Cognitive Science, vol. 13, 1989, pp. 145-182.
M.T.H. Chi, N. De Leeuw, M. Chiu, and C. LaVancher, “Eliciting self explanations improves understanding,” Cognitive Science, vol. 18, 1994, pp.439-477.
D.S. McNamara, C. Boonthum,, I.B. Levinstein, and K.K. Millis, “Evaluating self-explanation in iSTART: Comparing word-based LSA systems,” in T. Landauer, D.S. McNamara, S. Dennis, and W. Kintsch eds., Handbook of Latent Semantic Analysis, Lawrence Erlbaum, Mahwah, NJ, 2007, pp. 227-241.
T. O’Reilly, G.P. Sinclair, and D.S. McNamara, “Reading strategy training: Automated versus live,” Proceedings of the 16th Annual Meeting of the Cognitive Science Society, Austin, TX: Cognitive Science Society, 2004, pp. 1059-1064.
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References (cont’d)References (cont’d) T. O’Reilly, R. Best, and D.S. McNamara, “Self-explanation reading training: Effects
for low-knowledge readers,” in K.Forbus, D. Gentner, and T. Regier eds., Proceedings of the 26th Annual Meeting of the Cognitive Science Society, MahWah, NJ: Erlbaum, 2004, pp. 1053-1058.
T.P. O’Reilly, G.P. Sinclair, and D.S. McNamara, “iSTART: a web-based reading strategy intervention that improves students’ science comprehension,” in Kinshuk, D.G. Sampson, and P. Isaias eds., Proceedings of the IADIS International Conference on Cognition and Eploratory Learning in the Digital Age: CELDA, Lisbon, Portugal: IADIS Press, 2004, pp. 173-180.
R.S. Taylor, T. O’Reilly, G.P. Sinclair, and D.S. McNamara, “Enhancing learning of expository science texts in a remedial reading classroom via iSTART,” in S. Barab, K. Hay, and D. Hickey eds., Proceedings of the 7th International Conference of the Learning Sciences, Mahwah, NJ: Erlbaum, 2006.
T. O’Reilly, R.S. Taylor, and D.S. McNamara, “Classroom based reading strategy training: Self-explanation vs. reading control,” in R. Sun and N. Miyake eds., Proceedings of the 28th Annual Conference of the Cognitive Science Society, Mahwah, NJ: Erlbaum, 2006, pp 1887-1892.
J.P. Magliano, S. Todaro, K.K. Millis, K. Wiemer-Hastings, H.J. Kim, and D.S. McNamara, “Changes in reading strategies as a function of reading training: A comparison of live and computerized training,” Journal of Educational Computing Research, vol. 32, 2005, pp. 185-208.
M.E. Gredler, “Games and simulations and their relationships to learning,” in D.H. Jonassen ed., Handbook of research on educational communications and technology, Mahwah, NJ, US: Lawrence Erlbaum Assoc., 2nd ed., 2004, pp. 571-582.
M. Rowe, “Alternate forms of reading comprehension strategy practice and game-based practice methods,” Doctoral Dissertation, Psychology Department, the University of Memphis, 2008
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Thank You!Thank You!
Questions?
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Appendix A – iSTART: The Appendix A – iSTART: The Board Game RulesBoard Game RulesPieces:
◦4 Game boards◦6 Player Tokens◦1 Monster Token◦120 event cards◦6 sets of 5 strategy cards◦20 Task cards◦20 power cards
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Appendix A – iSTART: The Appendix A – iSTART: The Board Game RulesBoard Game Rules Player Turn: Take the top card off the Task Card deck (Do not show
other players) Read a passage from the text selected aloud
◦ Read at least one sentence. For more advanced players, multiple sentences can be read.
◦ If using the same text as other players Continue where last reader left off, or If you are the first reader, select a place to begin reading
◦ If using a different text than other readers Continue where you left off, or If you are just beginning, select a place to begin reading
Self-explain the text aloud, using one or both strategies on the Task Card so the other players can hear you◦ If the reader uses one strategy correctly, the reader gets all the
points listed next to the strategy.◦ If the reader uses both strategies correctly, the reader gets double
the larger point value on the card.
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Appendix A – iSTART: The Appendix A – iSTART: The Board Game RulesBoard Game Rules All the other players will attempt to guess what
strategy the reader used◦ Other players (guessers) will place one of their
Strategy Cards face down in front of them All guessers will turn over their Strategy Cards
at once.◦ Beginning to the reader’s left and continuing
clockwise each guesser should state what their guess is
◦ If there is no disagreement, score points If the strategy matches how the reader self-explained, and is
on the Task Card, the guesser gets half the points listed next to the strategy rounded down
If the strategy matches how the reader self-explained, but is NOT on the Task Card, the guesser gets 1 point
If the strategy does not match how the reader self-explained, the guesser gets no points.
◦ If there are disagreements, do not score points until disagreement is resolved
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Appendix A – iSTART: The Appendix A – iSTART: The Board Game RulesBoard Game Rules All players discuss whether the strategy use and
guesses were correct. ◦ Beginning with disagreements about the reader’s
strategy use. A majority of players must agree that the reader did not
use a specific strategy. The reader can attempt to explain their self-explanation
and show how it was a correct use. If a majority still disagrees, the reader can try again to use
the strategy again for half points◦ After the reader’s strategy use has been resolved,
continue with the guesser to the reader’s left. A majority of players must agree that the reader did not
use the guessed strategy. The guesser can attempt to explain why their guess is
correct and where it was used in the self-explanation. If a majority still disagrees, no points are scored After the disagreement is resolved continue clock-wise to
the next disagreement.
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Appendix A – iSTART: The Appendix A – iSTART: The Board Game RulesBoard Game RulesThe player may now use any
Power Card they haveRoll diceMove token all the spaces on the
dieTake an Event Card
◦Perform the action on the event cardAfter all players have completed
one (1) turn the round ends◦Roll 1 die for monster movement◦Move the monster half the number
shown rounded down
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[13]
Appendix B – MiBoard Appendix B – MiBoard ScreensScreens
Game Board◦ The basic game
board of MiBoard includes the playing field, 4 player tokens, a message box, a list of players with associated scores and tokens, a button for drawing event cards, seeing the text, and getting help. The event cards cannot be drawn until after the player rolls.
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Appendix B – MiBoard Appendix B – MiBoard ScreensScreens
Chat◦ The chat is used for the
idle players to converse and for sending messages between connected players. The chat is also the medium in which players discuss disagreements in voting. The chat is only enabled during discussions and when the players are idle. In order to retain the attention of the idle players, they are allowed to chat with other idle members of the game.
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Appendix B – MiBoard Appendix B – MiBoard ScreensScreens
The Discussion includes a set of rules (in red) and enabling of the chat room. This player has forfeited his responses by clicking the “Pass” button. After the discussion, the players see the Guesser screen, where they may select as many strategies as they like.
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Appendix B – MiBoard Appendix B – MiBoard ScreensScreens
Reader Screen◦ At the Reader
Screen, the Reader reads the sentence for which he is to provide a SE, and types his SE, focusing on the provided strategy. He has the option of choosing a random, new strategy or a random, new point value by clicking on the appropriately labeled buttons.
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Appendix B – MiBoard Appendix B – MiBoard ScreensScreens
Guesser Screen◦ At the Guesser
Screen, players select the strategy they think was focused on by the Reader. The Guesser may only choose one such strategy at this stage in the game.
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Appendix B – MiBoard Appendix B – MiBoard ScreensScreens
The Cascading Menu Block is part of the Guesser Screen. It is called cascading because each time a user clicks on a check box, a new screen appears. A use is asked to click a strategy, then a reason for that selection (such as, Linked to a specific sentence), and then is asked to highlight the part of the SE in which that particular strategy was used.
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Appendix B – MiBoard Appendix B – MiBoard ScreensScreens
Summary Screen◦ The Summary
Screen provides a summary of the explanations built by the Cascading Menu Block, as well as a summary of points earned in the round.
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Appendix B – MiBoard Appendix B – MiBoard ScreensScreens
Power Cards◦ A user may use a
power card by clicking on the blue power card button to bring up the power card screen