Beruflich Dokumente
Kultur Dokumente
Decomposition
Amanda Anumba, Robin Brewer, Amy Chang, Annica Schjott, Shantaviae Wynn, Michael S. Horn
Northwestern University
2240 Campus Drive
Chicago, IL USA 60201
{amandaanumba2014, amychang2012, rnbrewer, annicaschjott2014,
shantaviaewynn2014} @u.northwestern.edu, {Michael-horn} @ northwestern.edu
ABSTRACT
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Embodied Learning
IMPLEMENTATION
PROTOTYPE TESTING
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Unclear Instructions
We have added short instructions (Figure 5) before starting
the game on Play mode such that the instructions appear
before the timer begins its countdown. In addition, on the
main game menu (Figure 4), there is a How to Play
option to give instructions on how to play the game and
help players form a mental model around the connection
between radicals and characters.
Point System
Participants questioned how the points were rewarded.
Initially players were awarded 100 points for each
character. However participants expressed it would be
unfair for the same amount of points to be rewarded to a
character formed from only one radical than a character
built from multiple radicals.
Point System
In response to the award concerns we designed each level
of the game with ways to earn more bonus time. For
example, in the Beginner Level of the game, the player is
presented with three radicals and when they successfully
identify five characters (a total of 500 points) the player is
awarded 30 additional seconds in bonus playing time.
Because some characters can be formed from one radical,
this form of positive reinforcement would encourage
players to form more complex characters. At the end of the
game, we intend for the player to be able to see a list of all
the characters they identified and characters they were not
able to identify within the allotted time (similar to the Text
Twist game).
Forms of Feedback
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ACKNOWLEDGMENTS
We thank all students who helped with iterative design and
Professor Quiyu Wang for guidance on the incorporation of
radicals into the game.
REFERENCES
1.
Alibali, M.W. and Goldin-Meadow, S. Gesturespeech mismatch and mechanisms of learning: what
the hands reveal about a childs state of mind.
Cognitive psychology 25, (1993), 468523.
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