Maria Knobelsdorf, University of Dortmund, Germany - Didaktik der ...

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concepts that they previously learned in class. The intentions were to introduce students to computer science concepts and how computer science is a part of every curriculum in a non- threatening environment and spark their interest to learn more about the discipline 2.2 Workshop Data There were 15 (n = 15) students that participated in the workshop with 13 (86.7%) males and 2 (13.3%) females. The majority of participants were in the 11 th grade (40%) and were 17 (33.3%). We implemented a limit on participants to allow evaluation and analysis. Prior to the workshop, students were asked to complete a survey including the following questions: 1. I like to play games to learn educational material (PlayGames) 2. I know what BYOB is and how to use it (BYOBis) 3. I can see how math and gaming are connected (Connected) 4. I am sure I can learn programming (LearnProg) 5. I am interested in computer science (Interested) Results from the survey are represented in Table 1. Table 1. Workshop Pre Survey Variable Yes No Sometimes PlayGames 26.7 13.3 60.0 BYOBis 0 100.0 Connected 86.7 0 13.3 LearnProg 100.0 0 Interested 86.7 0 13.3 On the last day of the workshop, students were asked to take a post survey to evaluate their experience and content. The following questions were included in the survey: 1. Now that you know what BYOB is, would you use it in the future? (Future) 2. Do you feel the game you created will help you learn a math concept? (LearnMath) 3. After the workshop, I am more interested in Computer Science. (InterestedCS) 4. Did you enjoy the workshop? (Enjoy) 5. Would you recommend this workshop to someone? (Recommend) 6. Any suggestions for future workshops? (Suggestions) Results from the survey are represented in Table 2. Table 2. Workshop Post Survey Variable Yes No Somewhat Future 90.0 10.0 0 LearnMath 100.0 0 0 InterestedCS 90.0 10.0 0 Enjoy 100.0 0 0 Recommend 80.0 0 20.0 158 The survey included a section for students to post suggestions to better the workshop. Below are a few responses: � I thought it was completely awesome and epic! it was great as is. � Try Gamemaker now that you have it. Other than that was an amazing course. � more time to make game � Tell more people :) � It was well put together, great job guys From the data collected, it was concluded students enjoyed the workshop. 3. MOTIVATIONS Digital games, whether computer-, game console-, or handheldbased, are “Purposeful, goal-oriented, rule-based activity that the players perceive as fun” (Klopfer, 2008). Students are motivated by competition, challenge, and the ability to tell a story through interaction using the computer (Prenksy, 2001). The use of BYOB allowed students the interaction of creating the games along with the challenge of learning algebra in order to make the game function properly. The workshop provided students the opportunity to work with educational gaming software that they had not been privy to before. The actual learning of the software motivated them to figure out the math problems in order to have their games function properly. The use of the computer gaming software was a catalyst to having students work on algebra problems that they would previously shied away from. 4. SUMMARY Due to the positive feedback from students and teachers, we will use the format of this workshop as a template for a series of computer science and math workshops. Through continuing to offer opportunities for students to see the relevance of computer science and other disciplines, the outcome would predict increased interest and application. 5. REFERENCES [1] (2005, January 1). Retrieved from Computer Science Teachers Association website: http://csta.acm.org/ [2] (2012, January 1). Retrieved from National Center for Women and Information Technology website: http://www.ncwit.org/ [3] Gal-Ezer, J., Beeri, C., Harel, D., & Yehudai, A. (1995). A high-school program in computer science. Computer Science, 28(10), 73-80. [4] Klopfer, E. (2008). Augmented learning: Research and design of mobile educational games. Cambridge, MA: MIT Press. [5] Prensky, M. 2001. Digital game-based learning. New York: McGraw Hill. [6] Yu, Y. T. and Lau, M. F. (2006). A comparison of MC/DC, MUMCUT and several other coverage criteria for logical decisions. J. Syst. Softw. 79, 5 (May. 2006), 577-590. DOI= http://dx.doi.org/10.1016/j.jss.2005.05.030.
Turi: Chatbot software for schools in the Turing Centenary ABSTRACT Mathew Keegan Computer Science Aberystwyth University Penglais Aberystwyth SY23 3DB Wales mtk8@aber.ac.uk We describe a workshop designed for 11-19 year-olds that considers the nature of intelligence and introduces the Turing test in various ways. Chatbots as mimics of intelligence are considered at length. Pupils are invited to use our system Turi in which they can build and test their own chatbot. The materials are free, open source and available for all to download [1]. Categories and Subject Descriptors K.3.1 [Computing Milieux]: COMPUTERS AND EDU- CATION Computer Uses in Education Miscellaneous General Terms Computer science education, artificial intelligence Keywords Alan Turing, Computer science education, Artificial Intelligence, Chatbots 1. INTRODUCTION The Turing Test provides a readily understood means of discussing the nature of intelligence; we have chosen the Turing Centenary year of 2012 to join the various schools outreach projects based on his work. We are doing this as part of the Technocamps project, a large, multi-site European funded project aimed at introducing technical informatics into schools across the convergence area of Wales [5]. Students are introduced to the difficulty of defining intelligence; then with the addition of the Turi software, they can get to grips with the ideas of pattern matching and callresponse conversations through practical interaction with ∗ Corresponding author. Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. To copy otherwise, to republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. WiPSCE 2012, Hamburg, Germany Copyright 20XX ACM X-XXXXX-XX-X/XX/XX ...$15.00. Roger D. Boyle Computer Science Aberystwyth University Penglais Aberystwyth SY23 3DB Wales rob21@aber.ac.uk 159 Hannah M. Dee ∗ Computer Science Aberystwyth University Penglais Aberystwyth SY23 3DB Wales hmd1@aber.ac.uk a chatbot’s internal representation of sentences, written in AIML (Artificial Intelligence Markup Language). The activity we describe runs as a 4 hour workshop (but this would be easy to adjust). The software is free, open source and available for all to download [1]. 2. BACKGROUND AND MOTIVATION AI chatbots have been widely used in teaching, but there is little if any use of them in a school context. We believe, however, that they are an excellent medium for introducing concepts of AI and for experimenting with simple pattern matching programs. Our software facilitates this by providing a simple multi-user chatbot editor sitting on top of an AIML-based chatbot engine. AIML is a live AI Markup Language; it has the same visual appearance as many markup languages, with tags in angle brackets delimiting tokens. Thus students are exposed to a markup language, if only a subset of one. There are a number of excellent chatbot programs available to use for free on the Internet. In particular, we have used Cleverbot [3] and Jabberwacky [4] as examples of just how good a chatbot can be. This both motivates students and demonstrates what they should be doing with Turi. 3. SOFTWARE IN CONTEXT Whilst it is possible to use the Turi software as a standalone system, we have devised a workshop suited to mixedability pupils in the age range 11-19. We have found that with mixed-ability groups there is a real benefit in terms of student attention to embed computer use within a varied program of activities, including short video clips, discussions, pen-and-paper, and physical activities. The day proceeds initially by introducing students to the idea of the Turing test, exploring concepts surrounding Artificial Intelligence, and giving practical experience of two real chatbots: 1. The Telephonic Turing Test: introducing the idea of the Turing test without actually using computers or referring to AI. A student and helper leave the room with a mobile phone. Students remaining in the class guess which of these two has the mobile phone, by asking questions using text messaging. 2. Is it intelligent or not?: Printed pictures of various creatures and items are given to the class, one per student. These include some AIs from fiction and reality, some animals, and some wildcards (e.g. a rock, a tree,
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Fakultät für Mathematik, Informat
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Program Committee Michal Armoni Wei
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Challenge and Creativity: Students
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Challenges in Computer Science Educ
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These echo a 2008 report from the N
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examples, and in practice teachers
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Figure 3: A trace of bubble sort fr
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computer science, and with the less
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effect of different factors on the
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(GE) and freshmen CS and Lyceum (GR
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Performance Expectancy (PE) Satisfa
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for active CS teachers. Furthermore
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participants change between the roo
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Altogether 830 participants visited
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ited time, heterogeneous student ab
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other topic. The reasons given vari
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tool for teachers and students in t
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