Thomas Dilger, Christian Ploder, W. Haas, Pascal Schöttle, R. Bernsteiner
Despite the many problems the COVID-19 pandemic creates in the economies worldwide, recent research in academia tries to find new ways to support enterprises and companies counteracting the crisis. This study discusses the question of how an agile project budgeting resp. The Continuous Planning and Forecasting Framework (CPFF) for agile project management can be used to support teams working in an "agilefall" (the in-between state of traditional and agile) environment to reach a certain level of certainty under uncertain conditions. This contribution refines the first drafted Continuous Forecasting Framework, presented on the Software Engineering 2020, incorporating feedback from academia and practitioners using agile methods. For readers who have never worked in a real agile environment, it is often difficult to grasp why getting off the strict path following an iterative beyond budgeting approach could increase certainty. Therefore, the authors depict the framework by applying it to specific problems within traditional project boundaries focusing on elements that could help teams overcoming the "agilefall"-budgeting trap.
{"title":"Continuous Planning and Forecasting Framework (CPFF) for Agile Project Management: Overcoming the","authors":"Thomas Dilger, Christian Ploder, W. Haas, Pascal Schöttle, R. Bernsteiner","doi":"10.1145/3368308.3415398","DOIUrl":"https://doi.org/10.1145/3368308.3415398","url":null,"abstract":"Despite the many problems the COVID-19 pandemic creates in the economies worldwide, recent research in academia tries to find new ways to support enterprises and companies counteracting the crisis. This study discusses the question of how an agile project budgeting resp. The Continuous Planning and Forecasting Framework (CPFF) for agile project management can be used to support teams working in an \"agilefall\" (the in-between state of traditional and agile) environment to reach a certain level of certainty under uncertain conditions. This contribution refines the first drafted Continuous Forecasting Framework, presented on the Software Engineering 2020, incorporating feedback from academia and practitioners using agile methods. For readers who have never worked in a real agile environment, it is often difficult to grasp why getting off the strict path following an iterative beyond budgeting approach could increase certainty. Therefore, the authors depict the framework by applying it to specific problems within traditional project boundaries focusing on elements that could help teams overcoming the \"agilefall\"-budgeting trap.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114068864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ankur Chattopadhyay, M. Azhar, Thomas Everson, R. Ruska
This paper describes a novel experimental study that investigates the merits of an integrated cybersecurity plus robotics lesson plan, using the NAO humanoid robot, when it comes to introducing cybersecurity and robotics together to college and pre-college learners. We first present our unique cybersecurity plus robotics lesson, which is based upon a nifty experiential-learning model that combines basic cybersecurity concepts with educational robotics (ER) in the form of a hands-on experiment with NAO. Our lesson plan includes a demonstration of a successful hack into NAO's video stream, followed by covert capturing of its live camera feed. We then discuss results from two separate experimental case studies, the first one being a conventional approach of introducing cybersecurity concepts via a traditional lesson plan, which involves no robot. The second study involves our non-traditional technique of introducing cybersecurity plus robotics using NAO. We present the student survey data collected from these two studies and discuss their respective outcomes. We also analyze the pre and post student survey-based assessment data from these studies for showing preliminary evidence of the effectiveness and potential of our approach. Existing literature indicates that there is limited work on investigating the efficacy of learning cybersecurity plus ER using an interactive, humanoid robot, like NAO. Our work is an attempt to address this research gap in the literature. We intend to prepare the grounds for further research within this emerging topic of integrated cybersecurity and robotics education, so that students can gain from a positive and engaging experiential-learning experience.
{"title":"Integrated Cybersecurity Plus Robotics Lesson Using NAO","authors":"Ankur Chattopadhyay, M. Azhar, Thomas Everson, R. Ruska","doi":"10.1145/3368308.3415418","DOIUrl":"https://doi.org/10.1145/3368308.3415418","url":null,"abstract":"This paper describes a novel experimental study that investigates the merits of an integrated cybersecurity plus robotics lesson plan, using the NAO humanoid robot, when it comes to introducing cybersecurity and robotics together to college and pre-college learners. We first present our unique cybersecurity plus robotics lesson, which is based upon a nifty experiential-learning model that combines basic cybersecurity concepts with educational robotics (ER) in the form of a hands-on experiment with NAO. Our lesson plan includes a demonstration of a successful hack into NAO's video stream, followed by covert capturing of its live camera feed. We then discuss results from two separate experimental case studies, the first one being a conventional approach of introducing cybersecurity concepts via a traditional lesson plan, which involves no robot. The second study involves our non-traditional technique of introducing cybersecurity plus robotics using NAO. We present the student survey data collected from these two studies and discuss their respective outcomes. We also analyze the pre and post student survey-based assessment data from these studies for showing preliminary evidence of the effectiveness and potential of our approach. Existing literature indicates that there is limited work on investigating the efficacy of learning cybersecurity plus ER using an interactive, humanoid robot, like NAO. Our work is an attempt to address this research gap in the literature. We intend to prepare the grounds for further research within this emerging topic of integrated cybersecurity and robotics education, so that students can gain from a positive and engaging experiential-learning experience.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"213 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134125278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Aye Mi San, N. Chotikakamthorn, C. Sathitwiriyawong
Many blockchain-based learning credential systems have been proposed to reduce fraud and improve verification efficiency. In addition to a method for issuing and verifying credentials, a solution is needed to support the revision and revocation of an issued credential record. For the case of learning credentials, depending on how a revocation policy affects credential use that occurred before the revocation date, an additional mechanism may be needed for credential revision. Current digital learning credential methods offer only a revocation mechanism. So they do not fully meet such unique requirement in the education context. In this paper, a blockchain-based method for learning credential revision and revocation is proposed. It makes use of the revision and revocation addresses assigned to each batch of issuing credentials. To revise (revoke) one or more credentials, the proposed method stores the revision (revocation) list as a message in the OP_RETURN field of the revision (revocation) transaction, with the revision (revocation) address as one of its outputs. The concept of a local credential id has been introduced to allow a revision (revocation) list to be efficiently stored on a blockchain system. It is based entirely on a blockchain system and does not require any centralized authority. It is also applicable to most blockchain systems. A comparative study of the proposed method against existing credential revocation methods is also provided.
{"title":"Blockchain-based Learning Credential Revision and Revocation Method","authors":"Aye Mi San, N. Chotikakamthorn, C. Sathitwiriyawong","doi":"10.1145/3368308.3415456","DOIUrl":"https://doi.org/10.1145/3368308.3415456","url":null,"abstract":"Many blockchain-based learning credential systems have been proposed to reduce fraud and improve verification efficiency. In addition to a method for issuing and verifying credentials, a solution is needed to support the revision and revocation of an issued credential record. For the case of learning credentials, depending on how a revocation policy affects credential use that occurred before the revocation date, an additional mechanism may be needed for credential revision. Current digital learning credential methods offer only a revocation mechanism. So they do not fully meet such unique requirement in the education context. In this paper, a blockchain-based method for learning credential revision and revocation is proposed. It makes use of the revision and revocation addresses assigned to each batch of issuing credentials. To revise (revoke) one or more credentials, the proposed method stores the revision (revocation) list as a message in the OP_RETURN field of the revision (revocation) transaction, with the revision (revocation) address as one of its outputs. The concept of a local credential id has been introduced to allow a revision (revocation) list to be efficiently stored on a blockchain system. It is based entirely on a blockchain system and does not require any centralized authority. It is also applicable to most blockchain systems. A comparative study of the proposed method against existing credential revocation methods is also provided.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"289 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116593977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jupyter notebooks are widely used in industry and in academic research, but have only begun to make inroads into the classroom. The design of the Jupyter notebook is in many ways well suited for teaching subjects in information technology and computer science, but it is a tool that departs significantly from a standard text editor or integrated development environment, and thus carries with it several unique advantages as well as several surprising potential pitfalls. As use of Jupyter notebooks has grown, so has criticism of the notebook, for varied reasons: notebooks can behave in unexpected ways, they can be difficult to reproduce, they open up potential security issues, and they may encourage poor coding practices. A set of best practices to guide instructors and help addressing these concerns when using Jupyter notebooks in the classroom is currently lacking. This paper addresses the strengths and weaknesses of the Jupyter notebook for education, drawing on existing literature as well as the author's experience teaching a range of courses with Jupyter notebooks for over five years, and recommends a set of best practices for teaching with the Jupyter notebook.
{"title":"Benefits and Pitfalls of Jupyter Notebooks in the Classroom","authors":"Jeremiah W. Johnson","doi":"10.1145/3368308.3415397","DOIUrl":"https://doi.org/10.1145/3368308.3415397","url":null,"abstract":"Jupyter notebooks are widely used in industry and in academic research, but have only begun to make inroads into the classroom. The design of the Jupyter notebook is in many ways well suited for teaching subjects in information technology and computer science, but it is a tool that departs significantly from a standard text editor or integrated development environment, and thus carries with it several unique advantages as well as several surprising potential pitfalls. As use of Jupyter notebooks has grown, so has criticism of the notebook, for varied reasons: notebooks can behave in unexpected ways, they can be difficult to reproduce, they open up potential security issues, and they may encourage poor coding practices. A set of best practices to guide instructors and help addressing these concerns when using Jupyter notebooks in the classroom is currently lacking. This paper addresses the strengths and weaknesses of the Jupyter notebook for education, drawing on existing literature as well as the author's experience teaching a range of courses with Jupyter notebooks for over five years, and recommends a set of best practices for teaching with the Jupyter notebook.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129942502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study grew out of the Amazon announcement in 2017 that it would create a second headquarters with most of the competing cities being in the East-Midwest section of the United States. The city of Cincinnati threw in its hat as did another 237 cities. Cincinnati was eventually eliminated in part because 'it was not technical' enough according to Amazon. Amazon narrowed down the 238 'contestants' to 20. Part of the author's research has been on the technical community within the Cincinnati area and the Amazon new headquarters search got one wondering 'just how does Cincinnati compare to other cities'? This study looks at cities within 1000km radius of Cincinnati plus the other US members of the Amazon20. This report looks at only those IT organizations that were found on Meetup.com and covered a total of 68 cities mostly in the Midwest and Eastern US.
{"title":"An Examination of Regional Tech Meetups Found on Meetup.com","authors":"Russell E. McMahon","doi":"10.1145/3368308.3415434","DOIUrl":"https://doi.org/10.1145/3368308.3415434","url":null,"abstract":"This study grew out of the Amazon announcement in 2017 that it would create a second headquarters with most of the competing cities being in the East-Midwest section of the United States. The city of Cincinnati threw in its hat as did another 237 cities. Cincinnati was eventually eliminated in part because 'it was not technical' enough according to Amazon. Amazon narrowed down the 238 'contestants' to 20. Part of the author's research has been on the technical community within the Cincinnati area and the Amazon new headquarters search got one wondering 'just how does Cincinnati compare to other cities'? This study looks at cities within 1000km radius of Cincinnati plus the other US members of the Amazon20. This report looks at only those IT organizations that were found on Meetup.com and covered a total of 68 cities mostly in the Midwest and Eastern US.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121437402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
India is an agrarian country; agriculture business is major source of income. India holds the first rank in mango (Mangifera Indica Linn) production worldwide. The precise grading of the fruit acts extensively in agricultural sector for the commercial development of India. Prior to bring the agricultural products to the market, it is essential to classify and grade them automatically without manual intervention. In this research study, we have designed and implemented deep learning-centered non-destructive mango sorting and grading system. The designed quality assessment scheme comprises of two phases: developing hardware and software. The hardware is built to photograph the RGB and thermal images of mango fruits from all the directions (360°) automatically. From these images, designed software classifies mangoes into three grades according to quality viz. Extra class, Class-I, and Class-II. Mango grading has been done by using parameters such as defects, shape, size, and maturity. In the present work, transfer learning based pre-trained SqueezeNet model has been employed to assess grading of mangoes. The test result reveals that classification accuracy of proposed system is 93.33% and 92.27% with the training time of 30.03 and 7.38 minutes for RGB and thermal images respectively and shows four times speed up through thermal imaging.
{"title":"Mango Quality Grading using Deep Learning Technique: Perspectives from Agriculture and Food Industry","authors":"Varsha Bhole, Arun Kumar","doi":"10.1145/3368308.3415370","DOIUrl":"https://doi.org/10.1145/3368308.3415370","url":null,"abstract":"India is an agrarian country; agriculture business is major source of income. India holds the first rank in mango (Mangifera Indica Linn) production worldwide. The precise grading of the fruit acts extensively in agricultural sector for the commercial development of India. Prior to bring the agricultural products to the market, it is essential to classify and grade them automatically without manual intervention. In this research study, we have designed and implemented deep learning-centered non-destructive mango sorting and grading system. The designed quality assessment scheme comprises of two phases: developing hardware and software. The hardware is built to photograph the RGB and thermal images of mango fruits from all the directions (360°) automatically. From these images, designed software classifies mangoes into three grades according to quality viz. Extra class, Class-I, and Class-II. Mango grading has been done by using parameters such as defects, shape, size, and maturity. In the present work, transfer learning based pre-trained SqueezeNet model has been employed to assess grading of mangoes. The test result reveals that classification accuracy of proposed system is 93.33% and 92.27% with the training time of 30.03 and 7.38 minutes for RGB and thermal images respectively and shows four times speed up through thermal imaging.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130948507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The School of Information Technology (SoIT) established an Early IT program where the six, first-year IT courses of the Bachelor of Science in Information Technology (BSIT) degree are taught in the local schools by certified high school teachers. These courses (e.g., fundamentals of IT, networking, programming, database, web development, system administration) are dual credit and allow high school students to graduate from high school with the first year of the SoIT BSIT degree complete. A competency-based educational graduate certificate was developed to train and certify high school teachers to teach these college classes at their local schools.
{"title":"Early Information Technology Program High School Teachers' Training and Continual Professional Development","authors":"J. Fritz, Selena Ramanayake, Tracy Collins","doi":"10.1145/3368308.3415449","DOIUrl":"https://doi.org/10.1145/3368308.3415449","url":null,"abstract":"The School of Information Technology (SoIT) established an Early IT program where the six, first-year IT courses of the Bachelor of Science in Information Technology (BSIT) degree are taught in the local schools by certified high school teachers. These courses (e.g., fundamentals of IT, networking, programming, database, web development, system administration) are dual credit and allow high school students to graduate from high school with the first year of the SoIT BSIT degree complete. A competency-based educational graduate certificate was developed to train and certify high school teachers to teach these college classes at their local schools.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"11 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114120682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jim Leone, Sandra Gorka, Scott Murray, Mihaela Sabin
The release of the ACM/IEEE-Computer Society curriculum guidelines for undergraduate Information Technology (IT) programs in December 2017 has initiated a concerted effort led by ABET to revise the IT program accreditation criteria. Representing SIGITE and with participation from academia and industry, the IT Criteria Subcommittee of the ABET CSAB/CAC Joint Criteria Committee has embarked on a multi-year process of drafting, revising, and seeking feedback on updates to the IT program criteria. This panel will present the new IT program accreditation criteria and engage the audience in a productive conversation guided by five "W" questions: (1) Who made the changes and who's impacted by those changes, (2) Why the changes were made, (3) What changed and what did not, (4) Where changes were made, and (5) When the changes will take effect. The panel's presentations and audience participation will also generate helpful suggestions on implementing the accreditation process that takes into account the new IT program criteria.
{"title":"New ABET Information Technology Program Criteria: The 5 W's Questions","authors":"Jim Leone, Sandra Gorka, Scott Murray, Mihaela Sabin","doi":"10.1145/3368308.3415424","DOIUrl":"https://doi.org/10.1145/3368308.3415424","url":null,"abstract":"The release of the ACM/IEEE-Computer Society curriculum guidelines for undergraduate Information Technology (IT) programs in December 2017 has initiated a concerted effort led by ABET to revise the IT program accreditation criteria. Representing SIGITE and with participation from academia and industry, the IT Criteria Subcommittee of the ABET CSAB/CAC Joint Criteria Committee has embarked on a multi-year process of drafting, revising, and seeking feedback on updates to the IT program criteria. This panel will present the new IT program accreditation criteria and engage the audience in a productive conversation guided by five \"W\" questions: (1) Who made the changes and who's impacted by those changes, (2) Why the changes were made, (3) What changed and what did not, (4) Where changes were made, and (5) When the changes will take effect. The panel's presentations and audience participation will also generate helpful suggestions on implementing the accreditation process that takes into account the new IT program criteria.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124085875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The coronavirus pandemic significantly disrupted the educational landscape nationwide by forcing the widespread closure of institutions from elementary to tertiary levels. With the closure of institutions, programs which typically relied on face-to-face interactions to deliver content were abruptly demanded to switch to online-based education. This upheaval has spawned unique challenges in delivering content for various subjects and disciplines. Particularly in the delivery of technical programs such as information technology and other computing disciplines, the unexpected shift to online classes introduced significant challenges. The inability to interact directly with instructors and peers endangers students? ability to master much of the intricate and abstract concepts in computing courses. Further, students and faculty find themselves socially isolated and neither may be properly prepared for online teaching and learning. Strategies incorporating the use of learning management systems, web conferencing software, and open-source software can, nonetheless, be adopted to mitigate the challenges in the teaching and learning of information technology and other computing courses. This paper discusses some of the challenges that have arisen in the online teaching and learning of these courses. It also details some strategies that will possibly contribute to mitigating these challenges.
{"title":"Challenges and Strategies for Online Teaching in Information Technology and Other Computing Programs","authors":"Nick Rahimi, Nancy L. Martin","doi":"10.1145/3368308.3415369","DOIUrl":"https://doi.org/10.1145/3368308.3415369","url":null,"abstract":"The coronavirus pandemic significantly disrupted the educational landscape nationwide by forcing the widespread closure of institutions from elementary to tertiary levels. With the closure of institutions, programs which typically relied on face-to-face interactions to deliver content were abruptly demanded to switch to online-based education. This upheaval has spawned unique challenges in delivering content for various subjects and disciplines. Particularly in the delivery of technical programs such as information technology and other computing disciplines, the unexpected shift to online classes introduced significant challenges. The inability to interact directly with instructors and peers endangers students? ability to master much of the intricate and abstract concepts in computing courses. Further, students and faculty find themselves socially isolated and neither may be properly prepared for online teaching and learning. Strategies incorporating the use of learning management systems, web conferencing software, and open-source software can, nonetheless, be adopted to mitigate the challenges in the teaching and learning of information technology and other computing courses. This paper discusses some of the challenges that have arisen in the online teaching and learning of these courses. It also details some strategies that will possibly contribute to mitigating these challenges.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124187985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abhishek Parakh, M. Subramaniam, P. Chundi, E. Ostler
This paper presents a novel approach for embedding and traversing problems in serious games. Given a set of concepts, problems built upon these concepts, and the complexities of the concepts, we propose an automatic mechanism that aids the game developers on which problems can be put on the same level and which problems must only be reachable when certain dependencies are met. The proposed network traversal algorithm allows the player/student to efficiently complete all the problems with increasing complexity at each step. The proposed approach is general purpose and has has been implemented in our quantum cryptography game, QuaSim.
{"title":"A Novel Approach for Embedding and Traversing Problems in Serious Games","authors":"Abhishek Parakh, M. Subramaniam, P. Chundi, E. Ostler","doi":"10.1145/3368308.3415417","DOIUrl":"https://doi.org/10.1145/3368308.3415417","url":null,"abstract":"This paper presents a novel approach for embedding and traversing problems in serious games. Given a set of concepts, problems built upon these concepts, and the complexities of the concepts, we propose an automatic mechanism that aids the game developers on which problems can be put on the same level and which problems must only be reachable when certain dependencies are met. The proposed network traversal algorithm allows the player/student to efficiently complete all the problems with increasing complexity at each step. The proposed approach is general purpose and has has been implemented in our quantum cryptography game, QuaSim.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"112 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129424707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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