Web-based game development for beginners: A Hands-on Learning Experience
Ahmed Tlili, Smart Learning Institute of Beijing Normal University
Ting-Wen Chang, Smart Learning Institute of Beijing Normal University
TIME: December 2 (Monday) 13:20~17:10 ROOM 101
This tutorial aims to help beginner participants start developing their own web-based games using game engines. Particularly,
this tutorial uses "Construct2" game engine to help participants develop a mini game from scratch. It then shows them how to
export and deploy the files of the game (developed using Construct2) on an online server. This allows other users to access
the game from their computers using their web browsers and play it. In this tutorial, the instructor will apply the hands-on
learning strategy where he develops the game on his laptop with the help of a projector, so participants can see the programming
process. The participants then start doing the programming as well on their computers. The instructor can also go between the
participants when needed and help them in case there any bugs.
Planning, Designing and Orchestrating: Learner-Centric MOOcs using the LCM model
Veenita Shah, India Institute of Technology Bombay, India
Jayakrishnan M., Indian Institute of Technology Madras, India
Sridhar Iyer, India Institute of Technology Bombay, India
Sahana Murthy, India Institute of Technology Bombay, India
TIME: December 3 (Tuesday) 09:00~12:20 ROOM 106
As MOOCs are expanding in popularity and scope, problems such as lack of learner engagement and low participation in discussion
forums have been reported. Challenges in MOOCs not only include large numbers of learners but great diversity in learners'
background, ages, experiences, and motivation for participating. While issues such as certification, equitable access, and
sustainability are being discussed, without advances in the pedagogical format, MOOCs may end up being an online version of
a traditional lecture format. Instructors, especially those who are new to the online learning format need support in designing
MOOCs to promote learner engagement, address learner diversity and cultivate peer learning. The Learner-centric MOOC (LCM) model
guides instructors in maintaining a learner-centric pedagogical approach while planning, designing and orchestrating a MOOC.
The model provides a set of guidelines, activity formats and actions that instructors can apply during various stages of the
MOOC instructional design process. In this tutorial, we describe the structural and dynamic aspects of the LCM model, demonstrate
the application of the model in various MOOCs and illustrate research results from MOOCs based on the LCM model. We will share
activity constructors and templates that have been developed to scaffold instructors in applying the LCM model to design their MOOC.
Virtual World and Quests Creation on MEGA World (Multiplayer Educational Game for All)
Instructors: Maiga Chang, Athabasca University, Canada
TIME: December 3 (Tuesday) 13:20~17:10 ROOM 106
A multiplayer online role-play game (MORPG), called MEGA World (MEGA stood for Multiplayer Educational Game for Assessment in
v1.0 back to 2010 and now stands for Multiplayer Educational Game for All), has been designed and developed since 2010. MEGA
World is a web-based massively multiplayer educational game platform which supports any languages and is capable of access any
existing external resources (e.g., multimedia, materials, online meetings, etc.)(Chang & Kinshuk, 2010). Teachers can create
their virtual worlds as well as create learning and assessment activities (i.e., quests in the game) of different learning
subjects for students' for instances English, and Java Programming, Flash ActionScript, research methods (Kuo, Chang, Kinshuk,
& Liu, 2010; Li, Zou, Xie, Wang, & Chang, 2018; Lu, Luo, Chang, Kuo, & Li, 2018; Xu, Chang, Chen, Chen, & Kinshuk,
2016). Students can learn specific knowledge and reach the learning goal by taking and solving those quests while playing.
The current version of MEGA World (Multiplayer Educational Game for All) is v2.1 and supports eight quest types for teachers
to create: greeting, item collection and delivery, sorting, treasure hunting and digging, calculation, fill-in-the-blank, short
answer, and speaking-based conversation quest type (Chang, Chen, Wu, & Yu, 2019). In this version of the game, students can
have their own avatars and see others visually.
In this tutorial, we are going to show participants how to use MEGA World as well as teach participants how to create virtual
worlds, NPCs, quests (individual quest and quest chain) and their quest items and rewards for their courses or learning topics.
From topic and research question to published manuscript: A 10-step process to writing a research article through the use of FOSS Tools and open access information
Trevor Watkins, George Mason University
Feng-Ru Sheu, Kent State University
TIME: December 2 (Monday) 09:00~12:20 ROOM 101
Many academic libraries around the world has had to deal with budget cuts which limits and reduces access to resources that are
behind a paywall. Resources such as research databases, journals, conference proceedings, proprietary software tools, etc. that
students and faculty rely on for publishing manuscripts can be taken away as soon it is not fiscally viable to keep them. There
is currently little to no Information literacy and research methodology scholarship that discusses the details of how to conduct
research with an emphasis on the use of free and or open source tools with open access resources.
In this tutorial we take participants through a 10-step research process of moving from idea to published manuscript guided by
the use of Free and Open Source (FOSS) tools beyond the research paywall. Participants will learn how to investigate and utilize
open source and free software tools for brainstorming and ideating in a structured way (XMind mind mapping tool), reference management
(Zotero), conducting literature reviews (InfoBoosters), academic writing (LaTeX), research management (OpenProject), and quantitative
and qualitative data analysis (Julia programming language). Learning outcomes include establishing a working knowledge of the FOSS
tools used in the tutorial, understanding and being able to locate the best research resources beyond the paywall (Open Access), and
complete a manuscript within a 10-step process.