International Journal of Emerging Trends & Technology in Computer Science (IJETTCS)

Web Site: www.ijettcs.org Email: editor@ijettcs.org, editorijettcs@gmail.com Volume 2, Issue 4, July August 2013 ISSN 2278-6856

Harnessing Game based Learning Approach for Enhanced Assimilation of the Complex Algorithms
Kavita S. Oza, Snehal R. Patil, and Rajnish K. Kamat
Department of Computer Science, Shivaji University, Kolhapur, Maharashtra, India Abstract : It is beyond any doubt that the inculcation of the between teaching using ICT tool and teaching using non Information and Communication Technology (ICT) has ICT tool.[3,5]. Though the overall scenario in this ushered a paradigm shift in the higher education paradigm domain reveals the enhancement of students learning especially when it comes to augmenting the learning capabilities using ICT, there has been a great void in the capabilities of the students. Subsequently there are many area of use of technology in the areas like computer tools and techniques within the ICT framework which is science which is regarded as the mother of this revolution being widely practiced and established over a period of time as seen from the international scenario covered in the in the higher education arena. The present paper put forths following paragraph. embracing of games to facilitate the teaching learning Selwyn in [6] has presented the marginalization of the process of algorithms by converting the text into graphics. ICT, despite huge efforts to position the same as a The key findings of this approach complement the accuracy, central tenet of university teaching and learning. Whilst efficiency and reduced time to grasp the concepts as seen this is usually attributed to a variety of operational deficits from the arguments portrayed in the present paper. Keywords : ICT, Game based Learning , Computer on the part of students, faculty, and universities, he considers the wider social relations underpinning the Science, Red-Black Tree. relatively modest use of technology in higher education. Even amongst the ICT experts still there is no unanimity 1. INTRODUCTION regarding the effectiveness of the technology in the arena With the ICT becoming all pervasive and touching almost of Computer Science. As rendered in [8], the purpose of all the walks of human endeavor, it is not really using technology in the area of Computer Science should surprising that it has been making its mark in higher be to improve learning in the respective subject, and not a education and research. Especially, the past two decades back-door way to teach ICT, still less Computer Science. have witnessed considerable push to use of ICT in Despite the opinion of the experts both educational teaching and learning process. An interesting account of technologists as well as the faculty members from the the prevailing trend regarding the ICT inclusiveness in Computer Science, Computer Games (hereafter referred higher education is taken by Oliver in [1]. As presented as games) have a great deal of potential for learning in [1], it is an actuality that with the rapid transformation algorithms and other trivial concepts in algorithms. of the world into digital media and information, the role Picture been serving the job of thousands of words; the of ICT in education is becoming more and more visualization aspects of the game can be tapped for important and this importance will continue to grow and enhancing the learning capabilities of the students. In this develop in the 21st century. Oliver [1] has highlighted the context the present paper reports development of various impacts of ICT on contemporary higher education pedagogical methodology of game based learning for the and explores potential future developments. Apart from Red-Black Trees in Data Structure. the 24 x7 availability of the learning resources and the The paper is divided into several sections. After covering insignificance of the place, ICT has other several the introductory aspects, section 2, covers the applications advantages not explored much by the higher education of games for teaching algorithms. This is followed by the fraternity. One of them includes, coping up with the game based implementation of the Red-Black Trees. The information explosion as the very fact that the concluding section covers the effectiveness of the obsolescence of the knowledge itself cant be cope up approach and other related details. unless the higher education resorts to the use of ICT for the knowledge dissemination. This very fact has led to the increasing usage of the technology as depicted in [2] and 2. GAME AS ICT LEARNING TOOL [3] by Rose et. al. and Lidia et.al. respectively for the Previous work on game based teaching and learning faculties of Mathematics and Languages. The crux of the examines how Information and Communication content expressed in [2-5] indicates that, it is up to the Technologies can enhance the process of learning both teachers responsibility to make student an active learner. language and nonlanguage subjects integrated in However, the use of ICT in teaching tool appears to have CLIL[4]. In case of Computer Science algorithms can be both positive and negative attitude to this new teaching converted into game. Use of computer games motivates tool[2]. Most of the work in this area is taken as conflict students to learn concepts at a higher grasping capacity. Volume 2, Issue 4 July August 2013 Page 51

International Journal of Emerging Trends & Technology in Computer Science (IJETTCS)

Web Site: www.ijettcs.org Email: editor@ijettcs.org, editorijettcs@gmail.com Volume 2, Issue 4, July August 2013 ISSN 2278-6856
Reading text data and understanding it sounds boring than graphical data. The use of ICT in education changes the nature of work. Todays students need to develop their skills in problem solving methods. But the aim focuses on the skill should take less time to solve particular problem. Computer Science subjects like Data Structure, Theory of Computer Science and Networking etc. These curriculum subjects can have motivational influence on students learning. Greater flexibility in runtime decision making such as which step is to be taken next, when and where tasks should be carried out etc. Previous work shows several shortcomings in current initial teacher education as well as in professional development for practicing teachers [6]. Most of the concepts having algorithm as base can be covered using ICT tool. It increases efficiency in teaching process. Communication channels can be increased using e-mails, chatting and discussion groups. It motivates students to learn concepts outside college hours. It increases student ability to think on solution of the problem in less time as we set time constraint to game solving. The literature survey in this domain indicates pioneering work by many researchers in the decade of 90s [9-13]. After covering the effectiveness of games as ICT learning tools, it would be apt to put forth the transformation of algorithms to games to enhance the grasping of the learning community. the leaves agree on the number of black nodes, no path from the root to a leaf may contain two consecutive nodes colored red. Empty sub trees of a node are treated as sub trees with roots of black color. The basic concepts pertaining to the Red-Black tree are covered in [21] and [22], however the relevant part has been reproduced here for the sake of ready reference.

Figure 1 : Illustration of a Red-Black Tree Learning Red-Black tree consist of operations like Insertion, Deletion and Searching. Teaching these operations on board consists of steps like draw the tree on board step by step with explanation, define operations, input values to the tree and perform calculations on board as well as adding colors to the node. All the decisions should be made on board. The act of designing tree on board takes longer time. For inputting values to the tree , making comparison during inserting nodes to the tree , making color changes etc. Designing Red-Black Tree consist of rotations like AVL tree. It is complex task to learn rotation and changing colors to the nodes in the traditional classroom learning process. To make this problem more interesting to students, the authors have converted this problem to the paradigm of computer game as presented in the following section.

3. TRANSFORMING ALGORITHM TO COMPUTER GAMES

Computer Science field consist of most of the concepts as algorithms. The methods are dependent on algorithms. Teaching algorithms theoretically in classroom takes much time to reach students level. Every step is in text format and its implementation requires much time to trace output. Again we have to check correctness of that output using revaluation of that algorithm. As optimal solution for that algorithm is not stored in advanced, we have to check optimal output for various input values again and again. We have to make comparison each time. Tracing algorithms involves steps like reading algorithm, understanding it, implementation of that algorithm on paper and tracing output for various input values to get optimal solution. All these steps are carried out manually on paper. This process is time consuming. To recover from this drawback a new concept is coming in focus, use of game based approach in teaching and learning methodology. Every step from text algorithm is converted into computer game instruction. Subsequently every next move gives us next step to reach goal. Few research groups at international level are striving to use the games for teaching algorithms [14-20].

5. Game based Implementation of Red-Black Tree

The implementation of the Red-Black tree interms of game is proposed through the GUIs shown in Figures 2 to 4.

Figure 2 : The basic GUI presented to the Learner

4. ASSIMILATION OF RED-BLACK TREE THOUGH GAMES

The Red-Black Tree is a Binary Search Tree in which , the Root is colored black, all the paths from the root to Volume 2, Issue 4 July August 2013 Figure 3: Various menu options and the sequence of events Page 52

International Journal of Emerging Trends & Technology in Computer Science (IJETTCS)

Web Site: www.ijettcs.org Email: editor@ijettcs.org, editorijettcs@gmail.com Volume 2, Issue 4, July August 2013 ISSN 2278-6856
Help: If new value to be inserted is greater than Root then the value should be at right side of the root at the next level with proper color otherwise it should be on left side. Repeating above steps user has to complete the tree. Figure 4 : User Choice Insertion The window shown in figure2, provides user a way to choose option between computer generated item values or user entered values. Using option GUI-I (a) , user can get random values from the application and he/she has to solve the tree using these values. At the very basic level of learning the concept the student can select this option as he/she is not able to select values in the beginning. Also, student can learn concept at three levels ,BASIC (full help will be provided), AVERAGE(some help will be provided) and COMPLEX( no help will be provided) sequentially moving simple level to complex level. The second option GUI-I (b), here user can enter values of his/her choice. The window shown in figure 5, provides user a color selection option. The application through GUI III shown in figure6, allows user to select any two colors rather than only Red and Black because , it will focus on concept between adjusting color nodes during rotations. Here , user can play actual logic to design the tree. The upper left corner displays the values to be inputted as tree nodes. Next to the values are colors to paint the selected node. b) While inserting the new node if a discrepancy arises for the Red-Black tree, fix the tree according to the type of discrepancy. A discrepancy can result from a parent and a child both having a red color. The type of discrepancy is determined by the location of the node with respect to its grandparent, and the color of the sibling of the parent. Discrepancies in which the sibling is red are fixed by changes in color. Discrepancies in which the siblings are black are fixed through AVL -like rotations.Changes in color may propagate the problem up toward the root. On the other hand, at most one rotation is sufficient for fixing a discrepancy. c) Hint to the User : If at some step user is not able to make decision where to put next value then he/she can get hint by clicking hint option button. When this button is clicked by user, the proper place for that new value get highlighted with proper color. d) After completing designing tree, user can save his/her work along with score or Quit application. e) User also has option NEW, either to move to the next level or new game. After describing the implementation aspects, it would be worthwhile to report the impact of implementation.

Figure 5 : GUI II for Color Selection

6.Impact of Implementation, results and Conclusion

The implementation and its experimentation with the learners leads to interesting findings as depicted below: a. Students are empowered to learn the concept just by clicking options even without the presence of the teachers. b. The package can cater to the requirements of the fast as well as slow learners as the student themselves can go step by step during learning as there are three levels as BASIC, AVERAGE and COMPLEX. c. There is a provision to practice more examples by selecting options between Computer generated values and User entered values. d. Remedial teaching is possible as the teacher can analyze student by seeing the score and number of moves of the student. e. Student can judge himself/herself where he/she is and what actions should be taken regarding the course of study and examination preparedness. f. Colorful graphical presentation appears fully entertaining and gives pleasure while solving game and enhances the learning activity.

Figure 6: GUI III facilitating the user to play the game The Rules to play the game are as follows : a) User should click first input to set the root value. The color for the root node is automatically set. Whenever he/she clicks on to the button the value of MOVES parameter will be increased. And when he/she put right value along with right color at right place then SCORE will be added. At every attempt the SCORE will be increased. User has to click on the number, number will get connected in to node, user has to drag that node and insert it into the tree.

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International Journal of Emerging Trends & Technology in Computer Science (IJETTCS)

Web Site: www.ijettcs.org Email: editor@ijettcs.org, editorijettcs@gmail.com Volume 2, Issue 4, July August 2013 ISSN 2278-6856
g. The exercise reiterates the actuality that the use of game as learning tool advances students learning style. h. The use of this game package as learning tool enhances student ability to think on solution of the problem in less time as we set time constraint to game solving. i. It minimizes the communication gap between teacher and student as both becomes user of the system concurrently. j. It creates friendly environment in teaching and learning process. The implementation reiterates some of the key findings more relevant in general for the Computer Science teachers and experts in the domain of technology enhanced learning. It is once again emerged to forefront that the Teaching-learning process using game tool appears interesting as it consists of graphical interface between teacher and student. It is easy to get concepts clear in less time when we use graphical tools. When learning process is using computer games then it motivates students to learn concepts at a higher grasping capacity. Teacher can reach to the students level in less time and can explain more examples playing with game. The algorithm in computer game becomes an efficient and flexible ICT tool to learn when student can practice it with various input values and can get optimal solution quickly. Playing with game minimizes computational time as processor speed is too high than manual work. While learning if we use game based approach then student will concentrate more than learning theoretical. Thus the work exemplifies enhanced understanding and ease in teaching-learning of the Red-Black tree algorithm which is regarded as one of the complex data structures amongst the student fraternity. [5] Ting Seng Eng, The Impact of ICT on learning: a review of research, International Education Journal , 2005, Vol.6(5), pp.635-650 [6] Gema Saez Rodriguez, Antonio J. Monroy Anton, The use of ICT tools in physical sciences education, Vol.6(4), pp.944-947, 2011, pp. 1992-1950 [7] N. Selwyn, The use of computer technology in university teaching and learning: a critical perspective, 2007 Blackwell Publishing Ltd Journal of Computer Assisted Learning (2007), 23, 8394 [8] Report by Naace, ITTE, and the Computing at School Working Group, ICT and Computer Science in UK schools, June 2012, Retrieved from http://www.computingatschool.org.uk/data/uploads/I CT%20and%20CS%20joint%20statement.pdf on April 25, 2013. [9] Cassell, J., & Jenkins, H. (Eds.). (1998). From barbie to mortal kombat: Gender and computer games. Cambridge, MA: MIT Press. [10] De Jean, J., Upitis, R., Koch, C., & Young, J. (1999). The story of Phoenix Quest: How girls respond to a prototype language and mathematics computer game. Gender and Education, 11(2), 207223. [11] Dempsey, J., Lucassen, B., & Rasmussen, K. (1996). The instructional gaming literature: Implications and 99 sources. University of South Alabama, College of Education, Technical Report No. 961. [12] Downes, T. (1999). Playing with computing technologies in the home. Education and Information Technologies, 4(1), 6579. [13] Randel, J., Morris, B., Wetzel, C., & Whitehill, B. (1992). The effectiveness of games for educational purposes: A review of recent research. Simulation and Gaming, 23(3), 261276. [14] Bell, T., A Low-Cost High-Impact Computer Science Show for Family Audiences, Australasian Computer Science Conference, Canberra, Australia, (January 31-February 3, 2000), 10-14. [15] Levitin, A. and Papalaskari, M.-A., Using Puzzles in Teaching Algorithms, Technical Symposium on Computer Science Education, Covington, Kentucky, (February 27 -March 3, 2002), 292-296. [16] Ohlsson, L. and Johansson, C., A Practice Driven Approach to Software Engineering Education, IEEE Transactions on Education, Vol. 38, No. 3, (1995), 291-295. [17] Rasala, R., Raab, J., and Proulx, V. K., The SIGCSE 2001 Maze Demonstration Program, Technical Symposium on Computer Science Education (SIGCSE 2002), Covington, Kentucky, (February 27 - March 3, 2002), 287-290. [18] Robbins, S., Experimentation with Bounded Buffer Synchronization, Technical Symposium on Computer Science Education (SIGCSE 2000), Austin, Texas, (March,2000), 330-334. [19] Stallings, W., Operating Systems: Internals and Design Principles, Fourth Edition, Upper Saddle River, New Jersey: Prentice-Hall (2001). Page 54

References
[1] Ron Oliver, The role of ICT in higher education for the 21st century: ICT as a change agent for education, Preprint Retrieved from http://bhsict.pbworks.com/f/ role%20of%20 ict.pdf April 25, 2013 [2] Rose W. Mwangi, Ronald Waweru, Cecilia w.Mwathi, 3.Integrating ICT with education: designing an educational computer game for teaching functions in undergraduate mathematics, Journal of Theoretical and Applied Information Technology, Vol. 26, No.1, (2011). [3] Lidia Wojtowicz, Mark Stansfield, Thomas Connolly , Thomas Hainey, The Impact of ICT and Game Based Learning on Content and Language Integrated Learning, International Conference on ICT for Language Learning, 2010. [4] Tah Babila Mbah, The Impact of ICT on students study habits. Case study: University of Buea, Cameroon, Journal of Science and Technology Education Research , Vol.1(5),pp.107-110, Octomber 2010 Volume 2, Issue 4 July August 2013

International Journal of Emerging Trends & Technology in Computer Science (IJETTCS)

Web Site: www.ijettcs.org Email: editor@ijettcs.org, editorijettcs@gmail.com Volume 2, Issue 4, July August 2013 ISSN 2278-6856
[20] Thomas H Cormen, Charles E Leiserson, Ronald L Rivest (2001), Introduction To Algorithms, Ed: Thomas H Cormen, p.273 [21] Ellis Horowitz, Sartaj Sahni, Dinesh Mehta, Fundamentals of data structures in C++, Galgotia Publications, 4th ed. (2010)

Author:
Dr. Kavita S. Oza received her Ph.D in Computer Science from Shivaji University, Kolhapur. Her research interests are Data mining, Cloud Computing, Networking routing algorithms and ICT etc. Currently working with Shivaji University,Department of Computer Science.

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