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This thesis describes the design, development, and early user testing of a theory-based virtual world for computer science instruction called System Dot. System Dot was designed to visually manifest programming instructions into interactable objects, giving players a way to see coding as tangible entities rather than text on a white screen. In order for System Dot to convey the true nature of computer science, a custom predictive recursive descent parser was embedded in the program to validate any user-generated solutions to pre-defined logical platforming puzzles.
Steps were taken to adapt the virtual world to player behavior by creating a system to detect their learning style playing the game. Through a dynamic Bayesian network, System Dot aims to classify a player’s learning style based on the Felder-Sylverman Learning Style Model (FSLSM). Testers played through the first half of System Dot, which was enough to test out the Bayesian network and initial learning style classification. This classification was then compared to the assessment by Felder’s Index of Learning Styles Questionnaire (ILSQ). Lastly, this thesis will also discuss ways to use the results from the user testing to implement a personalized feedback system for the virtual world in the future and what has been learned through the learning style method.
This research study investigates the design principles and best practices for incorporating gamification in EduMobile apps for teaching about mosquito breeding grounds. With limited research investigating the effectiveness of EduMobile apps in engaging and educating students on complex topics, this study aims to uncover best practices for designing EduMobile apps for early learners (elementary and middle schoolers). A convenience sample of adults who were not part of the target demographic were recruited to test the app. The System Usability Scale was used to measure user satisfaction, and question-wise t-tests were conducted to analyze the effectiveness of specific design changes. Results show a significant difference in user satisfaction between the original and revised designs, with question 5 of the System Usability Scale driving the overall difference in score. Inconsistent design was found to increase extraneous cognitive load and split attention, while consistency within different views was shown to increase user perception of system integration. These findings suggest that incorporating gamification and following best practices in designing EduMobile apps can increase student engagement and motivation in learning about mosquito breeding grounds.