Gaining Modelling and Mathematical Experience by Constructing Virtual Sensory Systems in Maze-Videogames

Autor/inn/en	Sacristán, Ana Isabel; Pretelín-Ricárdez, Angel
Titel	Gaining Modelling and Mathematical Experience by Constructing Virtual Sensory Systems in Maze-Videogames
Quelle	In: Teaching Mathematics and Its Applications, 36 (2017) 3, S.151-166 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-3679
DOI	10.1093/teamat/hrw019
Schlagwörter	Mathematics Education; Engineering Education; Mathematical Applications; Mathematical Models; Video Games; Educational Games; Class Activities; Programming; Constructivism (Learning); Computer Simulation; Student Developed Materials; College Students; Robotics; Expertise; Skill Development; Aesthetics; Algebra; Mathematical Logic; Brainstorming; Interdisciplinary Approach + Suchen Sie Ihr Suchwort? Mathematische Bildung; Ingenieurausbildung; Angewandte Mathematik; Innermathematische Anwendung; Mathematical model; Mathematisches Modell; Video game; Videospiel; Videospiele; Educational game; Lernspiel; Programmierung; Computergrafik; Computersimulation; Collegestudent; Robotertechnik; Expert appraisal; Kompetenzentwicklung; Qualifikationsentwicklung; Ästhetik; Mathematical logics; Mathematische Logik; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität
Abstract	This work is part of a research project that aims to enhance engineering students' learning of how to apply mathematics in modelling activities of real-world situations, through the construction (design and programming) of videogames. We want also for students to relate their mathematical knowledge with other disciplines (e.g., physics, computer science or electronics) and adapt it as necessary, as is usually part of the practice of an engineer. The design of the activities, and their implementation, is framed in the constructionism educational paradigm, which considers that learning is facilitated through engagement in the construction of external objects. Each activity integrates three aspects: the mathematization of a physical or digital system, programming simulations and the construction of a videogame. Students work both individually and collaboratively, and record their progress in a logbook. Here, we present the work carried out by six university engineering students during an activity that required building a videogame where a virtual mobile robot has to navigate a maze; this required the modelling of combinational logic circuits, which in turn needed Boolean algebra and the simplification of logic equations. The programming of the videogame involved brainstorming and experimentation in a meaningful and motivating activity, where students were able to apply the theoretical mathematical knowledge in the design of the real-world project (in this case of a digital systems model). We found that students gained insights and expertise on how to apply their interdisciplinary knowledge and skills in different contexts related to the practice of engineering, within the videogame design (e.g., they were able to apply their mathematical and technical skills for developing functional simulations of mobile robots, and even include aesthetic and narrative features). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01