Desarrollo del pensamiento computacional usando juegos de cartas con control de dificultad basada en IA
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2021
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es
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Universidad Andrés Bello
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Resumen
El siguiente estudio tiene como fin abordar la enseñanza del pensamiento computacional,
y la problemática que tienen los métodos tradicionalmente usados para desarrollarlo,
tales como la programación, los cuales resultan complejos y poco motivantes para los
estudiantes. Es por esto por lo que se creó un juego de cartas que enseña el pensamiento
computacional, para que así se pueda aprender esta habilidad de una manera más
didáctica. El juego principalmente consta de crear mazos y llevarlos a duelo contra una
IA que tiene mazos a su disposición, donde la temática del juego son las grandes
naciones guerreras de la historia como los romanos y vikingos. Lo que se busca
principalmente en el estudio es ver si la IA tiene una relación con la experiencia de juego
que sienten los jugadores. Para esto se les pasó el juego a 12 estudiantes de ingeniería
civil en informática, los cuales tuvieron que jugarlo y responder un formulario que
abarcaban distintas dimensiones, donde las más importantes a destacar fueron: “enjoy”
donde se evaluaba si los jugadores disfrutaron el juego, “choice” donde se evaluaba si
los jugadores podían elegir hacia donde iba el juego, “challenge” que evaluaba si los
desafíos del juego eran los apropiados y finalmente “tiempo de juego” que evaluaba
cuanto duraban las partidas. Luego con los resultados del formulario se analizó el
comportamiento de estas dimensiones versus el mazo que utilizó la IA, a través de
gráficos de boxplot los cuales mostraron las respuestas de los jugadores cuando se
enfrentaron a estos mazos. Luego de analizar los gráficos de boxplot, se procedió a
realizar un estudio utilizando ANOVA que sirve para verificar si hay diferencias
significativas entre grupos de datos. Los resultados para cada dimensión dieron como
resultado: “Enjoy” con 0.14, “Choice” con 0.09, “Tiempo de juego” con 0.01 y “Challenge”
con 0.69. Con estos resultados se puede concluir que: la IA influye muy directamente en
la duración de las partidas, podría influir en “choice”, difícilmente influye indirectamente
en los “enjoy” y no tiene relación con los “challenge”.
The following study aims to address the teaching of computational thinking, and the problems with the methods traditionally used to develop it, such as programming, which are complex and unmotivating for students. This is why a card game that teaches computational thinking was created, so that this skill can be learned in a more didactic way. The game mainly consists of creating decks and dueling them against an AI that has decks at its disposal, where the theme of the game is the great warrior nations of history such as the Romans and Vikings. The main goal of the study is to see if the AI has a relationship with the game experience felt by the players. For this purpose, the game was given to 12 computer engineering students, who had to play it and answer a form that covered different dimensions, the most important of which were: "enjoy", which evaluated whether the players enjoyed the game, "choice", which evaluated whether the players could choose where the game was going, "challenge", which evaluated whether the challenges of the game were appropriate, and finally "game time", which evaluated how long the games lasted. Then, with the results of the form, the behavior of these dimensions was analyzed versus the deck used by the AI, through boxplot graphs which showed the responses of the players when they faced these decks. After analyzing the boxplot graphs, we proceeded to conduct a study using ANOVA, which serves to verify if there are significant differences between groups of data. The results for each dimension were as follows: "Enjoy" with 0.14, "Choice" with 0.09, "Playing time" with 0.01 and "Challenge" with 0.69. With these results it can be concluded that: AI influences very directly the duration of the games, it could influence "choice", it hardly influences indirectly the "enjoy" and it has no relation with "challenge".
The following study aims to address the teaching of computational thinking, and the problems with the methods traditionally used to develop it, such as programming, which are complex and unmotivating for students. This is why a card game that teaches computational thinking was created, so that this skill can be learned in a more didactic way. The game mainly consists of creating decks and dueling them against an AI that has decks at its disposal, where the theme of the game is the great warrior nations of history such as the Romans and Vikings. The main goal of the study is to see if the AI has a relationship with the game experience felt by the players. For this purpose, the game was given to 12 computer engineering students, who had to play it and answer a form that covered different dimensions, the most important of which were: "enjoy", which evaluated whether the players enjoyed the game, "choice", which evaluated whether the players could choose where the game was going, "challenge", which evaluated whether the challenges of the game were appropriate, and finally "game time", which evaluated how long the games lasted. Then, with the results of the form, the behavior of these dimensions was analyzed versus the deck used by the AI, through boxplot graphs which showed the responses of the players when they faced these decks. After analyzing the boxplot graphs, we proceeded to conduct a study using ANOVA, which serves to verify if there are significant differences between groups of data. The results for each dimension were as follows: "Enjoy" with 0.14, "Choice" with 0.09, "Playing time" with 0.01 and "Challenge" with 0.69. With these results it can be concluded that: AI influences very directly the duration of the games, it could influence "choice", it hardly influences indirectly the "enjoy" and it has no relation with "challenge".
Notas
Proyecto de título Ingeniero Civil Informático
Palabras clave
Pensamiento Computacional, Videojuegos