DRILLS, SIMULATIONS,

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DRILLS, SIMULATIONS, INSTRUCTIONAL GAMES

• Jay R.C. Fernandez, M.S.
• Instructor

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Drills
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Drills

• exercises designed to increase fluency in a new
  skill or body of knowledge or to refresh an
  existing skill or body of knowledge
• good for basic skills/knowledge where rapid
  student response is desired

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Drills vs. Tutorials

• drills are not intended to teach
• drills assume that the learners have previously
  been introduced to the content
• must be preceded by a tutorial, simulation, or
  non-computer based activity (e.g. reading books)

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General Structure
Introductory Section
Select Item
Question and Response
Closing
Feedback
Judge Response
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Instructional Factors

• Introduction
• Response Types
• Item Generation
• Item Selection
• Feedback
• Motivation

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Introduction

• Title Page
• Instructions
• complete
• eternal availability
• Objectives
• Initial student control

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Response Types

• Text Entry
• Mouse Click
• Click-and-Drag
• Key Press
• Joystick movement
• Screen Touch

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Item Generation

• How are items generated?
• Selection
• items are pre-constructed by the author and put
  into a list or library
• drill program selects an item from the list
• Algorithm Generation
• an algorithm produces the items
• usually involving math / scientific calculations

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Item Generation

• Algorithm Generation Example
• repeat until all items are asked
• x ? random (range)
• y ? random (range)
• Ask student for the sum of x and y
• z ? store student response
• if (zxy) then
• output correct
• else
• output incorrect

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Item Selection

• theory Principle of Repetition (Miller, 1956)
• to enhance memory recall
• 2 forms of memory (Long Term and Short Term)
• newly-acquired info ? Short Term Memory
• goal move information from ST to LT

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Item Selection

• Item Selection Techniques
• Sequential
• Pre-ordered during programming/authoring
• Random Queuing
• items are randomly selected from a list or
  randomly generated
• Problem Repetition Principle
• Solution Buffering ? Program Complexity

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Item Selection

• Item Selection Techniques (cont.)
• Organized Queuing
• queue ? ordered list
• items are ordered according to a certain
  algorithm
• techniques
• Flashcard Queuing
• Variable Interval Performance Queuing

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Item Selection

• Flashcard Queuing
• itemList ?? new itemLibrary( )
• repeat until all items are presented
• present itemList.top( )
• get response from student
• if response isCorrect
• itemList.dequeue( )
• else
• itemList.enqueue(itemList.dequeue( ))

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Item Selection

• Variable Interval Performance Queuing
• when an item is answered incorrectly, it is
  positioned in 1 or more positions at increasing
  intervals in the queue

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Item Selection

• Variable Interval Performance Queuing
• present itemList.top( )
• if response isCorrect
• itemList.dequeue( )
• else
• itemList.insert(itemList.dequeue( ))

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Item Selection

• Variable Interval Performance Queuing

1C 2 3 4 5
2W 3 4 51 2 3 4 5
3C 2 4 52 1 3 4 2 5
2C 4 52 1 3 4 2 5
4W 52 1 3 4 2 5
5C4 2 1 4 3 2 5
4C 2 1 4 3 2 5
2W 1 4 3 2 5
1C 2 4 3 2 5
2C 4 3 2 5
4C 3 2 5
3C 2 5
2C 5
5C
-
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Feedback

• When giving immediate feedback, make it a short
  confirmation
• Keep feedback positive
• Youre right!
• You got them all!
• Sorry, thats incorrect.
• Thats not right. Try another one.

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Feedback

• With indication that the response is incorrect,
  point out correct response
• What is the Tagalog term for house?
• Answer
• Thats not right. Silid means room. The
  Tagalog word for house is bahay.

Silid
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Motivation

• Competition
• Competition against other students
• Competition against the computer
• Competition against oneself
• Competition against the clock

Motivational Quality
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Motivation

• Multiple Modes and Display Variety
• Multimedia and Hardware Variance
• Goal Setting and Scoring
• Adjunct Reinforcement
• Reward System
• Drill Session Length
• 30 to 45 minutes only

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Simulations
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Simulation

• a form of CBI that provides a simplified
  representation of a real situation, phenomenon,
  or process
• provides the opportunity for students to apply
  knowledge in a realistic format but without the
  time, expense, or risk associated with the real
  thing

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Simulations

• one of the best ways to use CBI in the sciences
  simulation makes good use of what the computer
  does well
• examples from science education include chemical
  reactions, physics of moving objects, etc.

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Simulations

• best used for application of knowledge, problem
  solving, and thinking skills.
• time involvement may be brief or extended
  depending on the simulation.

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Simulations

• good for small groups of students, although can
  be used by individuals.
• often requires guidance and follow-up for
  effective use.

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Types of Simulations

• Physical Simulation
• simulation of physical phenomena
• graphical, thus requires multimedia
• e.g. gravitation, the earths orbit, hard disk
  read/write

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Types of Simulations

• Process Simulation
• simulates a theoretical process
• deals with multiple variables and which of those
  can be observed and changed
• figurative but may also require multimedia
• e.g. manipulation of genes

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Types of Simulations

• Procedural
• simulates procedure of a task
• very graphical
• contains an array of instruments, views, and
  controls
• e.g. Flight Simulator, Driving Simulator

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Types of Simulations

• Situational Simulations
• simulates how objects react to situations
• as opposed to physical simulations, the focus
  here is the situation
• less graphical, more on concept and theories
• e.g. Simulation of How different Environments
  affect Human Behavior

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Instructional Factors

• Introduction
• Presentation and Interactions
• Completion of the Simulation

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Introduction

• Objectives
• should state about its purpose to teach about
  something or to teach how to do something
• Directions
• clear and complete
• directions software and hardware

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Introduction

• The Opening
• scenario of the lesson
• describes the context of the simulation, paying
  special attention to the physical entities the
  student will encounter or the process to be
  studied

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Presentation Interaction

• Presentation of Underlying Model
• theoretical background
• representation of the system or phenomenon being
  simulated
• depicts entities and procedures
• e.g. Plant Growth Simulation variables might
  include sunlight intensity, air temperature,
  water and mineral availability, etc.

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Presentation Interaction

• Interactions
• students manipulate variables
• e.g. Flight Simulator students may enter values
  to wind speed, altitude, air pressure, etc. and
  the program simulates the eventual scenario under
  these conditions
• modes Keyboard, Mouse, Joystick, etc.

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General Structure
Introductory Section
Present Scenario
Action Required
Closing
System Updates
Student Acts
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Guidelines

• should show not only right condition but also
  dangerous conditions
• make use of multimedia as much as possible to
  make simulations realistic

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Instructional Games
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Instructional Games

• usually another type of CBI (e.g., drill and
  practice or simulation) modified to include
  gaming elements
• generally features
• an end goal and rules of play.
• sensory appeal.
• motivational elements (e.g. competition,
  cooperation, challenge, fantasy).

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Instructional Games

• examples
• Hangman
• Adventures in Math
• Jeopardy
• Monopoly

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Characteristics

• implicit goal to teach
• explicit goals
• scoring points
• solving mysteries
• guessing words
• hunting for a treasure
• saving a princess

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Characteristics

• Rules
• define what actions are allowed within a game and
  what constraints are imposed
• rules are usually artificial or artifacts of
  imagination
• Competition
• against other players, oneself, chance, or time

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Characteristics

• Challenge
• one has to accomplish something to reach the goal
• examples difficulty of questions, length of the
  hidden words
• Fantasy
• Entertainment

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Types

• Adventure Games
• Arcade-type
• Board Games
• Card Games
• Combat Games

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Types

• Logic Games
• Psychomotor/Strategy Games
• Role-Playing Games
• Quiz Games

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General Structure
Introductory Section
Present Scenario
Action Required
Student Acts
Closing
System Updates
Opponent Reacts
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Guidelines

• state rules and directions clearly and make them
  available any time
• relate the scenario to what is being learned
• make the game challenging allow control of level
  of difficulty
• reward learning rather than luck

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Guidelines

• make the game the motivator, not the reward
• employ multiple input and output modes
• recognize the winner
• ensure the student knows what to do next