MiBoard: Metacognitive Training Through Gaming

MiBoard: Metacognitive MiBoard: Metacognitive Training Through GamingTraining Through GamingJustin F. Brunelle Old Dominion UniversityKyle B. Dempsey, University of MemphisG. Tanner Jackson, University of MemphisChutima Boonthum, Hampton UniversityIrwin B. Levinstein, Old Dominion UniversityDanielle S. McNamara, University of Memphis

AgendaAgendaIntroductionThe iSTART ProjectOverview of MiBoard

◦Origin◦Rules

Game play of MiBoardTechnical Aspects of MiBoardFuture Work

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Introduction - NamesIntroduction - NamesJustin Brunelle

◦ODU Computer Science Graduate Student

◦[email protected] Strategy Trainer for

Active Reading and Thinking (iSTART)

Multiplayer Interactive Board Game (MiBoard)

11/19/2009 3

Introduction - iSTARTIntroduction - iSTARTWeb BasedTrains high school students to become

better readers◦ Science texts

Animated Agents◦ Guide and instruct students in each

module◦ Genie, Merlin

Instruction provided in Modules:◦ Introduction◦ Demonstration ◦ Practice

Will Utilize MiBoard

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Introduction - PracticeIntroduction - PracticePractice and

Extended PracticeProblem with

Extended Practice◦ Repetitive and

tedious◦ Leads to

disengagement and lack of interest

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Introduction - MiBoardIntroduction - MiBoardExtension of iSTART PracticeGoals:

◦Provide opportunity to practice◦Increase engagement◦Provide collaborative/social learning

environment

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iSTARTiSTARTFunded by National Science

FoundationOnline Tutoring systemFocuses on science texts

◦Complex!Teaches active reading

◦Metacognitive strategies When used, increase comprehension of a

text

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iSTART - StrategiesiSTART - StrategiesMetacognitive Strategies

◦Comprehension monitoring being aware of how well one understands

what one is reading◦Paraphrasing

restate the sentence content in their own words

◦Prediction predicting what will come next in the text

◦Elaboration linking information in the sentence to

information you already know◦Bridging

linking different parts of a text together

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iSTART – Self Explanation iSTART – Self Explanation (SE)(SE)Students use strategies to create

self explanationsCreating self explanations makes

students◦More successful at solving problems◦More likely to generate inferences◦Able to construct more coherent

mental models◦Develop a deeper understanding of

the concepts covered in the text 11/19/2009 9

[2], [3]

iSTART - ModulesiSTART - ModulesInstruction occurs in stages

◦Introduction◦Demonstration◦Practice & Extended Practice

We will focus on the Practice and Extended Practice

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iSTART – Introduction iSTART – Introduction ModuleModuleThree animated agents

◦Provide instruction on each strategy◦Provide information◦Pose questions◦Provide explanations of SEs and the

reading strategiesIncludes for each strategy:

◦Example text and SEs◦Quiz

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iSTART – Demonstration iSTART – Demonstration modulemoduleTwo Agents

◦One instructor, one trainee◦Interact to show how to compose SEs

(And consequently, use the software.) Agents read the text, then make the self

explanationStudent selects which strategy

the trainee agent used◦Feedback given by the instructor

agentMimics the practice module

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iSTART – Practice ModuleiSTART – Practice ModuleInstructor Agent

◦Reads textStudent creates own self explanationInstructor provides feedbackStudent may be required to modify

his SEStudent identifies the strategy he

usedLeads to Extended Practice

◦Same as practice, but over time to allow practice creating SEs

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iSTART - FindingsiSTART - FindingsStudents who have used iSTART

have increased comprehension over those who do not

iSTART online training is as effective as live training

Readers of all skill levels benefit◦Skilled readers make more

connections within a text (bridging)◦Less skilled readers learn more basic

skills (paraphrasing)

11/19/2009 14[5], [6], [7], [8], [9], [10]

iSTART – Extended iSTART – Extended PracticePracticeResearch indicates need for

extended practice◦Effects of iSTART taper over time◦Less skilled readers need additional

practiceCurrent extended practice is

repetitive◦Leads to disengagement and lack of

interest among students

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[11]

MiBoard GoalsMiBoard GoalsProvide an engaging method of

Extended Practice◦Meant as a supplement to Extended

Practice, not replacementAccommodate all studentsAllow further practice of iSTART

strategiesBased on a physical game

system

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iSTART: The Board GameiSTART: The Board GameDeveloped by Dr. Mike RoweImplemented iSTART Practice in a

game environment◦Goal is to move around a board

Roll dice and draw cards (like Monopoly)◦A student creates a SE from a text included

with the game◦Other students guess what strategy was

used◦A discussion is initiated to resolve

disagreementRefer to Appendix A for the rules of

Rowe’s game11/19/2009 17

iSTART: The Board Game - iSTART: The Board Game - FindingsFindingsEffective form of Extended

PracticeIncreased engagement; more

enjoyableRowe’s dissertation mentions a

digital version would further increase engagement

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[13]

MiBoardMiBoardVirtual version of iSTART: The

Board GameRandom text chosen from a

databaseText revealed gradually over the

course of the game

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MiBoard - RulesMiBoard - RulesRules were adapted from Rowe’s

game◦Digitalization allows for simplification

New features added to ensure educational environment◦Limiting availability of the chat

Rules are outlined briefly over the next three slides

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MiBoard – Game RulesMiBoard – Game RulesEveryone will take turns being a

reader (starting with Player 1)Being the READER:

◦Given text with a target sentence in BOLD

◦Given a strategy and a point value◦Provide a SE of the target sentence

using the given strategyAfter the READER finishes his/her

self-explanation all players are directed to the GUESSER screenAll players read the SE created by the

READER and indicate the strategy used11/19/2009 21

MiBoard – Game RulesMiBoard – Game RulesOnce all players have entered

his/her GUESS, the SUMMARY screen will present the points scored for all players

The READER then◦Rolls the dice to moves his/her token◦Then draws an event card

The next player will then take his/her turn being the READER

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MiBoard – Game PlayMiBoard – Game PlayA list and description of the game

screens can be found in Appendix B

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MiBoard – Preliminary MiBoard – Preliminary ResultsResultsPlayers left with nothing to do

◦Leads to reduction in engagementScreen progression is confusing

◦Players get frustrated◦(More information on screen

progression in Appendices A and B)Lack of emphasis on game

aspects

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Lulls in the actionLulls in the actionSpots in which users have no task to

occupy them◦While Reader is constructing his self-

explanationExample of effective physical game

aspect but ineffective virtual game aspect◦In iTG, users saw the mental process of

SE construction◦MiBoard cannot provide visualizations of

this activity11/19/2009 25

Screen ProgressionScreen ProgressioniTG has several stages in

which a game can be◦Reading, Guessing, Discussing,

etc.Each of these stages was

converted into an entity (screen) in MiBoard◦Reader Screen, Guesser Screen,

etc.

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Screen ProgressionScreen ProgressionTransitions to the next stage

happened fluidly in iTG◦Physical game components always

visibleTransitions in MiBoard were

confusing to inexperienced users◦Distracting and Confusing◦Parts of the game were hidden to

force focus of the user on the task at hand

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Game AspectsGame AspectsiTG allowed users to constantly

see a reminder of the game aspects via physical elements

MiBoard users were forced to focus on the current task◦Voting, explaining, etc.

Lead to inadequate or limited use of game aspects, such as rolling, moving, and event cards

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MiBoard – Technical MiBoard – Technical InnovationsInnovationsPreliminary framework for

multiplayer flash gamesDeveloped with:

◦Flash programming language ActionScript 3.0

◦JavaScript◦Java Server Pages (JSP)◦MySQL◦ElectroServer

11/19/2009 29

MiBoard - ElectroserverMiBoard - ElectroserverMultiplayer server product

◦Specializes in multiplayer Flash games

◦Has own set of ActionScript abstract data types

Provides infrastructure for Chatting

Public messages◦Sent to all connected clients within a

room or zone11/19/2009 30

MiBoard - ElectroserverMiBoard - ElectroserverRoom and Zone ADTs

◦Zones contain rooms◦Rooms contain a number of players

participating in a single gameA MiBoard game is contained in a

room of 3 to 4 players

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MiBoard – Control PassingMiBoard – Control PassingParticipating clients have round-

robin master-slave relationship◦Each client contains code to run the

entire gameWhen a client is a reader

◦Client controls the game by passing public messages to each client in the room

When a client finishes its turn, it relinquishes control to the next player

11/19/2009 32

MiBoard – Game-Chat MiBoard – Game-Chat RelationshipRelationshipMiBoard Game Movie:

◦User interacts with the movie◦Relevant messages are sent to the Chat

Movie◦Receives message from the chat and

reflects the message content in the Game Movie

Chat Movie◦Broadcasts the message as a Public

Message to all other Chat Movies, or…◦Receives a message and sends it to the

Game Movie

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MiBoard – InfrastructureMiBoard – InfrastructureActionScript 3.0

◦Not meant for database communication

◦Can’t communicate with other non-movie entities

◦Can only reference the calling entity The web browser in this case Called ExternalInterface

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MiBoard - MiBoard - ExternalInterfaceExternalInterfaceExternalInterface has a call

propertyExternalInterface.call( “myFunc”,

“myParam” ) ◦invokes the calling entity’s myFunc

function with the parameter myParam

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MiBoard - MiBoard - ExternalInterfaceExternalInterfaceMiBoard web page is JSPContains Chat Movie and Game

MovieExternalInterface calls reference

JavaScript functionsMovies call JavaScript functions

that call ActionScript functions in the opposite movie

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ExternalInterface - ExternalInterface - DiagramDiagram

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MiBoard - MiBoard - ExternalInterfaceExternalInterfaceExample: Player 2 has moved 3 spacesGame Movie

◦Tells the JavaScript to tell the chat Player 2 moved 3 spaces

Chat Movie◦Broadcasts the public message to all

connected players◦The receiving chat movie tells its JavaScript

to tell the board movie the passed messageGame Movie

◦Parses the message, and moves Player 2’s token

11/19/2009 38

MiBoard – Future WorkMiBoard – Future WorkFocus on improving human-

computer interface (HCI)Reduce idle time and increase pace

of the gameReduce game states and allow

greater user control over the progression between states

Strengthen link between iSTART skill set and game aspects of MiBoard

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ConclusionConclusionMiBoard accomplishments:

◦ Technical mastery of multiplayer gaming environment

◦ Unification of iSTART principles in a distributed environment

◦ Creation of algorithms for future game endeavorsConversion of physical game to virtual and

distributed environment was more difficult than anticipated

Identification of HCI aspects in need of improvement

Learning experience!

11/19/2009 40

AcknowledgementsAcknowledgementsSpecial thanks to the iSTART

Game Team at the University of Memphis and at Old Dominion University

Thank you SCiP for hosting Conference

Thank you to my audience for attending

11/19/2009 41

ReferencesReferences D.S. McNamara, I.B. Levinstein, and C. Boonthum, “iSTART: Interactive

strategy trainer for active reading and thinking,” in Behavior Research Methods, Instruments, and Computers, vol. 36, 2004, pp. 222-233.

M.T.H. Chi, M. Bassok, M. Lewis, P. Reimann, and R. Glaser, “Self-explanation: How students study and use examples in learning to solve problems,” Cognitive Science, vol. 13, 1989, pp. 145-182.

M.T.H. Chi, N. De Leeuw, M. Chiu, and C. LaVancher, “Eliciting self explanations improves understanding,” Cognitive Science, vol. 18, 1994, pp.439-477.

D.S. McNamara, C. Boonthum,, I.B. Levinstein, and K.K. Millis, “Evaluating self-explanation in iSTART: Comparing word-based LSA systems,” in T. Landauer, D.S. McNamara, S. Dennis, and W. Kintsch eds., Handbook of Latent Semantic Analysis, Lawrence Erlbaum, Mahwah, NJ, 2007, pp. 227-241.

D.S. McNamara, “SERT: Self-explanation reading training,” Discourse Processes, vol. 38, 2004, pp. 1-30.

T. O’Reilly, G.P. Sinclair, and D.S. McNamara, “Reading strategy training: Automated versus live,” Proceedings of the 16th Annual Meeting of the Cognitive Science Society, Austin, TX: Cognitive Science Society, 2004, pp. 1059-1064.

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References (cont’d)References (cont’d) T. O’Reilly, R. Best, and D.S. McNamara, “Self-explanation reading training: Effects

for low-knowledge readers,” in K.Forbus, D. Gentner, and T. Regier eds., Proceedings of the 26th Annual Meeting of the Cognitive Science Society, MahWah, NJ: Erlbaum, 2004, pp. 1053-1058.

T.P. O’Reilly, G.P. Sinclair, and D.S. McNamara, “iSTART: a web-based reading strategy intervention that improves students’ science comprehension,” in Kinshuk, D.G. Sampson, and P. Isaias eds., Proceedings of the IADIS International Conference on Cognition and Eploratory Learning in the Digital Age: CELDA, Lisbon, Portugal: IADIS Press, 2004, pp. 173-180.

R.S. Taylor, T. O’Reilly, G.P. Sinclair, and D.S. McNamara, “Enhancing learning of expository science texts in a remedial reading classroom via iSTART,” in S. Barab, K. Hay, and D. Hickey eds., Proceedings of the 7th International Conference of the Learning Sciences, Mahwah, NJ: Erlbaum, 2006.

T. O’Reilly, R.S. Taylor, and D.S. McNamara, “Classroom based reading strategy training: Self-explanation vs. reading control,” in R. Sun and N. Miyake eds., Proceedings of the 28th Annual Conference of the Cognitive Science Society, Mahwah, NJ: Erlbaum, 2006, pp 1887-1892.

J.P. Magliano, S. Todaro, K.K. Millis, K. Wiemer-Hastings, H.J. Kim, and D.S. McNamara, “Changes in reading strategies as a function of reading training: A comparison of live and computerized training,” Journal of Educational Computing Research, vol. 32, 2005, pp. 185-208.

M.E. Gredler, “Games and simulations and their relationships to learning,” in D.H. Jonassen ed., Handbook of research on educational communications and technology, Mahwah, NJ, US: Lawrence Erlbaum Assoc., 2nd ed., 2004, pp. 571-582.

M. Rowe, “Alternate forms of reading comprehension strategy practice and game-based practice methods,” Doctoral Dissertation, Psychology Department, the University of Memphis, 2008

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Thank You!Thank You!

Questions?

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Appendix A – iSTART: The Appendix A – iSTART: The Board Game RulesBoard Game RulesPieces:

◦4 Game boards◦6 Player Tokens◦1 Monster Token◦120 event cards◦6 sets of 5 strategy cards◦20 Task cards◦20 power cards

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Appendix A – iSTART: The Appendix A – iSTART: The Board Game RulesBoard Game Rules Player Turn: Take the top card off the Task Card deck (Do not show

other players) Read a passage from the text selected aloud

◦ Read at least one sentence. For more advanced players, multiple sentences can be read.

◦ If using the same text as other players Continue where last reader left off, or If you are the first reader, select a place to begin reading

◦ If using a different text than other readers Continue where you left off, or If you are just beginning, select a place to begin reading

Self-explain the text aloud, using one or both strategies on the Task Card so the other players can hear you◦ If the reader uses one strategy correctly, the reader gets all the

points listed next to the strategy.◦ If the reader uses both strategies correctly, the reader gets double

the larger point value on the card.

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Appendix A – iSTART: The Appendix A – iSTART: The Board Game RulesBoard Game Rules All the other players will attempt to guess what

strategy the reader used◦ Other players (guessers) will place one of their

Strategy Cards face down in front of them All guessers will turn over their Strategy Cards

at once.◦ Beginning to the reader’s left and continuing

clockwise each guesser should state what their guess is

◦ If there is no disagreement, score points If the strategy matches how the reader self-explained, and is

on the Task Card, the guesser gets half the points listed next to the strategy rounded down

If the strategy matches how the reader self-explained, but is NOT on the Task Card, the guesser gets 1 point

If the strategy does not match how the reader self-explained, the guesser gets no points.

◦ If there are disagreements, do not score points until disagreement is resolved

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Appendix A – iSTART: The Appendix A – iSTART: The Board Game RulesBoard Game Rules All players discuss whether the strategy use and

guesses were correct. ◦ Beginning with disagreements about the reader’s

strategy use. A majority of players must agree that the reader did not

use a specific strategy. The reader can attempt to explain their self-explanation

and show how it was a correct use. If a majority still disagrees, the reader can try again to use

the strategy again for half points◦ After the reader’s strategy use has been resolved,

continue with the guesser to the reader’s left. A majority of players must agree that the reader did not

use the guessed strategy. The guesser can attempt to explain why their guess is

correct and where it was used in the self-explanation. If a majority still disagrees, no points are scored After the disagreement is resolved continue clock-wise to

the next disagreement.

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Appendix A – iSTART: The Appendix A – iSTART: The Board Game RulesBoard Game RulesThe player may now use any

Power Card they haveRoll diceMove token all the spaces on the

dieTake an Event Card

◦Perform the action on the event cardAfter all players have completed

one (1) turn the round ends◦Roll 1 die for monster movement◦Move the monster half the number

shown rounded down

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[13]

Appendix B – MiBoard Appendix B – MiBoard ScreensScreens

Game Board◦ The basic game

board of MiBoard includes the playing field, 4 player tokens, a message box, a list of players with associated scores and tokens, a button for drawing event cards, seeing the text, and getting help. The event cards cannot be drawn until after the player rolls.

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Chat◦ The chat is used for the

idle players to converse and for sending messages between connected players. The chat is also the medium in which players discuss disagreements in voting. The chat is only enabled during discussions and when the players are idle. In order to retain the attention of the idle players, they are allowed to chat with other idle members of the game.

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The Discussion includes a set of rules (in red) and enabling of the chat room. This player has forfeited his responses by clicking the “Pass” button. After the discussion, the players see the Guesser screen, where they may select as many strategies as they like.

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Reader Screen◦ At the Reader

Screen, the Reader reads the sentence for which he is to provide a SE, and types his SE, focusing on the provided strategy. He has the option of choosing a random, new strategy or a random, new point value by clicking on the appropriately labeled buttons.

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Guesser Screen◦ At the Guesser

Screen, players select the strategy they think was focused on by the Reader. The Guesser may only choose one such strategy at this stage in the game.

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The Cascading Menu Block is part of the Guesser Screen. It is called cascading because each time a user clicks on a check box, a new screen appears. A use is asked to click a strategy, then a reason for that selection (such as, Linked to a specific sentence), and then is asked to highlight the part of the SE in which that particular strategy was used.

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Summary Screen◦ The Summary

Screen provides a summary of the explanations built by the Cascading Menu Block, as well as a summary of points earned in the round.

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Power Cards◦ A user may use a

power card by clicking on the blue power card button to bring up the power card screen

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Documents

MiBoard: Metacognitive Training Through Gaming