Advertisement

Metry Mouse Missions: An Interactive, Geometric Obstacle Course of Daredevil Proportions

  • Günter Wallner
  • Lauri Galbreath
  • Simone Kriglstein
Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 9926)

Abstract

Educational games have started to establish themselves as a fruitful complement to traditional teaching methods since they can enhance motivation and actively engage learners with the subject matter. While educational games targeted toward single players still prevail, recent years have also witnessed a growing interest to incorporate collaborative elements into educational games to take advantage of the positive effects associated with collaborative learning.

In this paper we introduce Metry Mouse Missions, an educational game which fosters collaborative problem-solving and engages young people, aged 8–11 years old, in the construction of complex geometric models through the interactive adventures of a daredevil mouse. A central aim of Metry Mouse Missions is to provide an inviting interface that supports exploration and intellectual curiosity about geometric constructions.

Keywords

Game-based learning Collaborative learning Geometry 

References

  1. 1.
    Dillenbourg, P.: Over-scripting CSCL: the risks of blending collaborative learning with instructional design. Three worlds of CSCL. Can we support CSCL?, pp. 61–91 (2002)Google Scholar
  2. 2.
    Ketamo, H.: An adaptive geometry game for handheld devices. Educ. Technol. Soc. 6(1), 83–95 (2003)Google Scholar
  3. 3.
    Kiili, K., Ketamo, H.: Exploring the learning mechanism in educational games. J. Comput. Inf. Technol. 15(4), 319–324 (2007)CrossRefGoogle Scholar
  4. 4.
    Kyndt, E., Raes, E., Lismont, B., Timmers, F., Cascallar, E., Dochy, F.: A meta-analysis of the effects of face-to-face cooperative learning. Do recent studies falsify or verify earlier findings? Educ. Res. Rev. 10, 133–149 (2013)CrossRefGoogle Scholar
  5. 5.
    Malone, T.W., Lepper, M.R.: Making learning fun: a taxonomy of intrinsic motivations for learning. Aptitude Learn. Instr. 3(1987), 223–253 (1987)Google Scholar
  6. 6.
    Moreno, R., Mayer, R.E.: Techniques that increase generative processing in multimedia learning: open questions for cognitive load research. In: Plass, J.L., Moreno, R., Brünken, R. (eds.) Cognitive Load Theory, pp. 153–177. Cambridge University Press, New York (2010)CrossRefGoogle Scholar
  7. 7.
    Perkins, D.N.: Person-plus: a distributed view of thinking and learning. Distributed Cognitions: Psychological and Educational Considerations, pp. 88–110 (1993)Google Scholar
  8. 8.
    Sedig, K.: From play to thoughtful learning: a design strategy to engage children with mathematical representations. J. Comput. Math. Sci. Teach. 27(1), 65–101 (2008)Google Scholar
  9. 9.
    Wallner, G., Kriglstein, S.: Design and evaluation of the educational game DOGeometry: a case study. In: Proceedings of the 8th International Conference on Advances in Computer Entertainment Technology, ACE 2011, pp. 14:1–14:8. ACM (2011)Google Scholar
  10. 10.
    Wendel, V., Gutjahr, M., Göbel, S., Steinmetz, R.: Designing collaborative multiplayer serious games. Educ. Inf. Technol. 18(2), 287–308 (2013)CrossRefGoogle Scholar

Copyright information

© IFIP International Federation for Information Processing 2016

Authors and Affiliations

  • Günter Wallner
    • 1
  • Lauri Galbreath
    • 2
  • Simone Kriglstein
    • 3
  1. 1.University of Applied Arts ViennaViennaAustria
  2. 2.New York UniversityNew York CityUSA
  3. 3.Vienna University of TechnologyViennaAustria

Personalised recommendations