Wie2010 proceedings

NikolaosAlexandris

VassilisBelesiotis

PanagiotisVlamos

UniversityofPiraeus,DepartmentofInformatics

SchoolAdvisor,UniversityofPiraeus,

DepartmentofInformatics

IonianUniversity,DepartmentofInformatics

PCI 2010 14th Panhellenic Conference

in Informatics

Workshop on Informatics in Education WIE 2010

Workshop Proceedings

10-12 September 2010 Tripoli, Greece

Publisher

GREEK COMPUTER SOCIETY (GCS) Stournari 37, 106 82, Athens Tel. 210-33.01.307 210-33.00.999 Fax: 210-38.08.009 e-mail : [email protected] URL : www.epy.gr

ISBN 978-960-6759-58-1 Production Technical Editor

NEW TECHNOLOGIES PUBLICATIONS Stournari 49, 106 82, Athens Tel. +30 210-38.45.594 - Fax: +30 210-38.08.009 e-mail: [email protected] URL: www.newtech-publications.gr

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. . , - [ & (2006)]. 53 , 59% - ( 1-2 5 - Likert) / [ & . (2009)]. , 58% ( 5 5 Likert) /. 101 , 12% / Mozilla Firefox / [- & . (2010)]. , , / . - , : , , - , [ & . (2010); (2010)]. : , , , - [ & . (2010), Hepburn & Buley (2006)]. [Pelgrum (2001)]. - /. - , , / . , , , - /, .

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25

, - . , / . - , , , . , , /. , / , - , - , , helpdesk, - opensoft, - . / . , - /, , , .

1. BSA (2009), 6 , Business

Software Alliance. 2. Chopra S. & Dexter S.D. (2008), Decoding Liberation: the Promise of Free and

Open Source Software, London: Routledge. 3. EC Working Group on Libre Software (2000), Free Software / Open Source: In-

formation Society Opportunities for Europe?, 12/06/2010 http://eu.conecta.it/paper.pdf.

4. e--, / . , 05/01/2010 http://e-diktyo.eu/uploads/doc/ellak0609augi.doc.

5. Hepburn, G., Buley, J. (2006), Getting Open Source Software into Schools: Strategies and Challenges, Innovate 3(1).

6. Lakhan, S., Jhunjhunwala, K. (2008), Open Source Software in Education, EDU-CAUSE Quarterly, v.31, no2.

7. Pelgrum, W.J. (2001), Obstacles to the integration of ICT in education: results from a wolrdwide educational assessment, Computers & Education, vol. 37, pp. 163-178.


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8. Williams, S. (2002), Free as in Freedom. Richard Stallmans Crusade for Free Software, O Reilly Media.

9. , ., , . (2009), : - , . 13/01/2009, 08/01/2010 http://portal.kathimerini.gr/4dcgi/ _w_articles_kathextra_1_13/01/2009_263052.

10. , ., , . (2006), . , , ., , . (.), 5 , .

11. , ., , ., , ., , . (2009), / (/) , , 5 , , , 8-10 2009.

12. , ., , ., , ., , . (2010), / : - , 1 / , , 16-18/04/2010.

13. (2009), Ubuntu 9.04/LTSP -, 05/01/2010 http://ts.sch.gr/ts/downloadsDetails.do?action=downloadsDetails&itemId=295362.

14. (2009), / , , , 08/02/2010 http://mathe.ellak.gr/wp-content/uploads/2009/07/open_source.pdf.

15. /, /, 16/06/2010 http://ellak.gr/index.php?option=com_openwiki&Itemid=103&id=ellak:____.

16. / (2009), ( /), 16/06/2010 http://www.ellak.gr/index.php?option=com_openwiki&Itemid=103&id=ellak:pinakas_2008_2009..

17. , ., , . (2008), - : -, 4 -, , 28-30/03/2008.

18. , ., , ., , . (2010), / : -, 1 / , , 16-18/04/2010.

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21. , ., , ., , . (2010), Moodle: / , 1 / , , 16-18/04/2010.

22. , . (2010), /, - 1 / , , 16-18/04/2010

23. , ., , . (2008), Education 2.0. 5 & , : -, , 4-5/10/2008.

24. , ., , . (2010), / , 4 - -, , 7-9/05/2010.

25. , . (2006), , : .

26. , . (2010), /, 1 / , , 16-18/04/2010.

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28. , ., , (2001), -, . , : .

29. , . (2008), , 4 , , 28-30/03/2008.

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Abstract During the last years we have witnessed the rapid growth of foss, which has become a basic stakeholder in software market. It offers a variety of benefits both for the private and the pub-lic sector and in particular, for educational organizations. In Greece, lack of proper educational policy combined with individual obstacles, such as fear for the unknown or certain peoples hesitation to use alternative software, leads foss to underrepresentation. This paper tries to underline benefits of using foss in different aspects of education. It proposes the establishment of educational policy, such as renewing curriculum and school books, increasing teachers awareness and support, altering specifications for computer labs equipment procurements etc. Keywords: Foss, educational software.

.. [email protected]

- MyUdutu, - . -. , , - . - , - , - - . : , MyUdutu , , -

1. - Myudutu . - .. - .


30

. , (.. . & - , , - ) . [ (2002)]. : http://publish.myudutu.com/published/launcheval/18032/Course35299/Launch.html

i) 49 . 41 - 8 (Glossary & Recourses), -. 3 4 - ( 183 ). - Myudutu (.. Glossary). - , 3 videos 36 . ii) - . - . ( 1) . - - . previous next. , videos upload youtube, . , - .

31

2. - . , , , - . - -, .

3. Eggen & Kauchak. (teacher-centered) [ (2009)]. (.. ), , , -/ [ (2001)] . - . , . - , , - [ (2010)]. : 1 . & ( , video).


32

( ). - . . , , . 1 3 . 2 - . - 16 . , , , , . - . , - . , , - - , . 3 [Simon Sigh (2001)]:

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33

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Myudutu (assessment screen) (self assessment screen). [Myudutu.com (2009)]

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, -. 4 . (assessment screens) - (scored) [Myudutu.com (2009)]. 4 7 / - . Myudutu - . , , , . - - , .

4. 4.1 i) - [ (2002)]. . , ( -modularis- ) ( , [ .. (2001)], ) ( , [ . (2001)]) - .

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, - . . , . . ( , ). ii) - . - , , . . - [ (2010)]:

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1. Myudutu.com (2009), A beginners Guide. 2. Simon Sigh (2001), . 3. , , (2002), -

, , , . 4. , , , , , ,

(2002), , .

5. (2002), (...) .

6. . . (2010), & - , ... .. - .

7. . .(2009), - , ... .. .

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Abstract The current paper describes a lesson for an on-line community of students with the use of the e-learning tool Myudutu, which is a Collaborative Course Authoring LMS that helps instructor to create and distribute teaching material to his students. The lesson described, gives the op-portunity to learners to learn about issues such as confidentiality and authenticity in the trans-mission of information. For this purpose the Science of Cryptography was used as a tool to approach teaching and as the key mechanism for providing security features. We believe that this approach is innovative according to the curriculum in secondary education, considering that, security in the transmission of information is part of the teaching material for many IT courses. However, there is no reference in the curriculum to Cryptography and its fundamental role in a totally interconnected society. Keywords: Authenticated and confidential transmitting of information, Myudutu LMS, en-cryption algorithms, didactic of information.

(Augmented Reality, AR)

, [email protected]

, . - -, . , . -: , , -, .

1. (Augmented Re-ality, AR) . (Augmented Reality, AR).

, - . , - , - , . , , , 3D AR - . - . -


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, - [Billinghurst, (2001)]. , . , - . -, , - . , AR . . - . AR . (VR), . , , [Cocianu C. et.al (2001)]. Ronald Azuma. - , - (VR). VR , , . , AR - , , , . , - . , AR -, . Azuma AR , [Ronald T. Azuma (1997)].

2. AR 60, (VR) Ivan Sutherland [Sutherland (1965)]. 1965 Ivan Sutherland , - -.

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, HMD (Head-Mounted Dis-play), HMD, 3D . , 2D - , - . , - , . , -, . Ivan Sutherland - (see-through HMD) . - . - -. (AR) 70 80 , NASA . HUDs (Head-up Displays) , , , , . 90 - . . , , , , - AR. HIT Lab ARToolKit, AR .


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3. projects - . , , . projects NICE (Narrative based Immersive, Collaborative Environment) [Hannes Kaufmann (2004)]. 6 10 . , . . , . , CAVE , , . , , , -. , - [Educause]. - . , - - . PDA . - , - . GPS PDA , . projects . -, , videos , . , , - - .

43

. - Wi-Fi GPS. , , , [Educause]. , [Hannes Kaufmann et.al (2004)], -, . - . PDA . - PDA -, , . , , - PDA, . - , . , , -, PDA . , - , , . , -, , - -, . , [Hannes Kaufmann et.al (2004)] - Augmented Reality Physics Lab , - , . , - , . - , , HMD. demo markers 3D , - , . , [Cocianu.C et.al (2009)]. - - . , /, . -


44

, . Augmented Reality Physics Lab - . [Hannes Kaufmann et.al (2004)] Vir-tual Gorilla Exhibit Project. - . , . - 3D . . HMD [Cocianu.C et.al (2009)] . , , -. [Rappos E. et.al (2000)] project CyberMath [State L et.al (2008)]. CyberMath avatars . , -, . DIVE [State L et.al (2008)] - . DIVE . CyberMath . , - Construct3D StudierStube. - . HMD - , . - , HMD , (monitors) [Cocianu.C et.al (2009)]. , -, , , , ... , - . , -

45

. - 3D, . - , - . (PIP) , , - ... PIP [Cocianu.C et.al (2009)] 2D .. 3D . . , , - , - . [Hannes Kaufmann et.al (2004)]. . drap and drop -. - . , - , - , . - , Legos, - 3D . Water on Tap - . , - , . ScienceSpace - Newtonworld, Maxwellworld Paulingworld. Newtonworld - . Maxwellworld Gauss. Paulingworld . - , , - . - , . , - . , -


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. ARToolkit [Cocianu.C et.al (2009)]. - 3D . , , , . , . , , , - . - , - , , , - [Brett E. Shelton]. , - HIT Lab MagicBook [Billinghurst et.al (2001)]. , , - . , 3D . video see-through display [Cocianu.C et.al (2009)]. . MagicBook - HMD [ HIT Lab (2002)].

4. - - - . (Desktop Tangible Augmented Reality, Desktop TAR).

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- , . , - . -, . , . - - . . , - , - -. , . - , . - , PDA - HMD [Cocianu C. et.al (2001)]. - . , -. -, . AR - . - - , - , -(VR). -, GPS. , - [Billinghurst (2001)].


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. - . - .. , , -. , , [Billinghurst (2001)]. 30-45 - . , - , . , , -, [Cocianu C. et.al (2001)].

1. Billinghurst, (2001) Augmented Reality in Education. 2. Brett E. Shelton, Augmented Reality and Education Current Projects and the Po-

tential for Classroom Learning.

3. Cocianu C., State L. & Vlamos P. (2001), A multirezolution based approach of data compression / decompression, 29th International Conference on Computers and In-dustrial Engineering.

4. Cocianu.C, State.L, Vlamos.P, (2009), Neural implementation of a class of PCA learning algorithms, Economic Computation and Cybernetics Studies and Research, 43 (3), 141-155.

5. Educause, 7 things you should know about Augmented Reality-http://www.educause.edu.

6. Hannes Kaufmann, Dieter Schmalstieg, (2004), Mathematics And Geometry Edu-cation With Collaborative Augmented Reality

7. HIT Lab, (2002), Augmented Reality and Mixed Reality, ARToolKit, Seattle: University of Washington.

8. I. Sutherland, (1968), A Head Mounted Three Dimensional Display, I.E., AFIPS Conference Proceedings, Vol.33, Part I, pp. 757-764.

9. Rappos E., Psarrakos P. & Vlamos P. ,(2000), Mathematical Modeling in Secon-dary Education, Alhambra 2000 Symposium on Public Mathematics.

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10. Ronald T. Azuma, (1997), A Survey of Augmented Reality.

11. State L, Cocianu C, Vlamos P, Stefanescu V, (2008), A New unsupervised Scheme to Classify data of relative small volume,, Economic Computation and Cybernetics Studies and Research, 42 (1-2), 109-120.

Abstract This text refers to the way Computer Science has participated in the Education area, using the Augmented Reality technologies. The concept of Augmented Reality and the way in which it was developed are analyzed through a historical flashback. Finally, some of its materialized educational applications are presented, as well as its contribution to the educational process. Keywords: Augmented Reality, education, Augmented Reality systems, interaction

An Investigation of Tools for Educational Videogame Development

Kostas Anagnostou

Department of Informatics, Ionian University [email protected]

Abstract

Game technology is cheap nowadays and enables individual educators with the necessary skills and an understanding of game design to delve into developing of small scale productions or modifying existing games. In this paper we analyze the requirements of educational video-game design, and review the available approaches for serious game development focusing on small non-professional game developer teams, such as educators. We conclude by discussing the expectation that individual researchers and educators will gradually start to experiment with their own simple, but visually appealing, games applying concepts and evaluating the results of using game-based learning in educational environments. Keywords: Serious games, educational games, physics games, game development, authoring tools.

1. Introduction A large body of theoretical work exists on the potential of videogames to transform the way students construct knowledge [Chen et.al (2005a); Gee (2007a); Gee (2007b); Prensky (2007); Klopfer et.al (2009)], along with a number of studies on subjects such as Physics [Squire et.al (2004); Price (2008); Anagnostou et.al (2009)], Mathematics [Lopez-Moreto et.al (2007)] and History [Squire (2004); Egenfeldt-Nielsen (2005)]. Research has produced solid indications that videogames can actu-ally enhance the learning process. Videogames offer a complex, interactive and visual environment with clear goals, rules and feedback that can stimulate and engage stu-dents. In games students formulate theories on how to approach a problem, work to overcome it and, in case of failure, adjust the theory and try again [Shaffer et.al (2004)].

Although there is a large volume of research that supports videogames efficiency and potential as learning tools, the number of games actually used in educational envi-ronments is disproportionally small. This is partly due to the limited number of com-mercial games which could support teaching as well as the particularities of designing and developing an engaging educational game, which both stimulates and educates students. Designing a successful serious game that addresses the educational needs of the players is an expensive enterprise which requires interdisciplinary research as well


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as the collaboration of academia and the private sector. Developing the game involves a range of expertise varying from educators and teachers to programmers, artists and game designers. Such a task requires coordination, collaboration and generous fund-ing with no guaranty of profit, making large videogame development companies re-luctant to invest into the serious games market.

On the other hand, powerful game technology is widely and freely available nowa-days, that is sufficiently user-friendly for non-technical people to work with. Fur-thermore game content, i.e. graphics, sounds, music is also available at very low cost or even for free. The idea that teachers can use such game tools and content to de-velop their own educational games that meet the educational goals specified by class curriculum is not without merit.

In this paper we analyze the requirements of educational videogame design, and re-view the available approaches and tools for serious game development focusing on small non-professional game developer teams, such as educators. We conclude by discussing the feasibility of teachers using game technology to create their own edu-cational games.

2. Requirements of educational videogame development Videogames developed for educational environments have specific requirements not often found in commercial videogames designed mainly for entertainment purposes. Those requirements revolve around the need to provide opportunities for reflection on the game action, in order for the student to comprehend why and how something hap-pens, the need to provide mechanisms and metrics in order to assist in student as-sessment, the low-budget usually allocated to schools and low-tech school laborato-ries that might not support complex, large production, games.

2.1 Reflection and assessment When playing a game, players come across a range of concepts built into the game activities. In practice it is quite possible that the student playing the game will over-come the obstacles without realizing why something happens, as they do with regular entertainment games [Squire (2004b)]. Therefore, for such a game to have educa-tional value, opportunities for reflection in the gameplay process should be embed-ded. Allowing the student to reflect on the game processes and actions will assist in constructing knowledge from the activity, and ensure that the learning activity is fo-cused [Thiagarajan (1998); Heinich et.al (2001)]. Reflection on the game action can be intrinsic to the gameplay using an avatar as a companion to the player, which could be visible, for example a sidekick, or invisible (Gods voice) [Rickel (2001)]. The avatar can also comment on the actions and explain why something happened. Another option would be for the players character itself to comment on each actions outcome and offer subtle hints when necessary. Integrating reflection into the game-

Kostas Anagnostou

53

play might be easier for some game genres than others. Action games rely on fast re-action and do not provide the opportunity to pause and think. Adventure and Role playing games on the other hand are slower paced and can accommodate moments of reflection more easily.

Additionally, in educational videogames, teachers require measurable outcomes in order to justify the use of a videogame as a teaching tool. Assessment of the knowl-edge the student acquires while playing videogames in not always straightforward. With less emphasis on memorization of facts, the assessment obtained from tradi-tional methods may not accurately reflect the learning gained [Chen et.al (2005b)]. In such cases the teacher must play a more active role in order to evaluate, based on ob-servations of the student game-playing and data logged by the game, whether she un-derstands the material taught or not.

2.2 Development A second requirement of educational games in school curricula is associated with the development cost. An attractive educational game should be of high quality. Although commercial videogame companies have the means and the knowhow to produce qual-ity games, the small education market makes such a proposition an unappealing in-vestment. Furthermore the large number of different topics that exist in many sub-jects makes the development of a single educational game to cover the whole curricu-lum almost impossible and certainly very expensive.

2.3 IT Infrastructure in schools An additional requirement of serious games involves the often insufficient IT infra-structure in educational environments which might not be able to support current processor-intensive games with 3D graphics. On the other hand medium range per-sonal computers are now capable enough to render basic 3D game content and run simple simulations on the CPU.

3. Tools for developing educational videogames We discussed earlier that a videogame must successfully integrate gameplay and learning in order to be motivating and educational. Additionally it must also be well-designed and have production values similar to commercial games in order to be ap-pealing to students. By high production values we refer to quality graphics, textures, animation and music. To achieve these standards, an experienced team should de-velop and test the game against bugs and design flaws that might deteriorate user ex-perience.

Developing a high production value game is a long and expensive process. Compa-nies usually spend tens of millions to develop a videogame, with no assurance that it


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will sell well enough to get a return on their investment. Development of a large pro-duction educational game is even less appealing to such companies due to the small game audience.

When it comes to developing videogames for educational purposes, there are mainly two approaches: modifying existing games to incorporate learning objectives and ac-tivities, and creating custom games from scratch. Here we will discuss the potential of each approach.

3.1 Modification of existing games Commercial games place a larger emphasis on entertainment and less on actual re-flection and knowledge construction, especially in the context of physics education. On the other hand, several games offer the functionality to alter their content, while preserving the game-playing mechanics. This process is called modding. Modding a game provides the educator with the opportunity to add or modify educational content into the game. Moddable games include first person shooters such as Half Life 2, Far Cry 2, Crysis as well as Role playing games such as Neverwinter Nights and strategy games such as Civilisation IV, providing the educational game developer a range of game-playing styles to build a learning game with.

[Price (2008)] conducted an investigation of the game engine of Unreal Tournament 2004 to explore the question whether commercial game engines can be used to de-velop educational materials for high school and university physics education. He con-cluded that such moddable games, and the engines they are based upon, can produce effective qualitative physics experiments in education, although he noted that the fi-delity of the UT2004 physics engine to generate numerical results that agree with physical theory was lacking. This is expected since commercial games use an inaccu-rate and faster to calculate physics simulation (collision detection and response, grav-ity, friction) which is realistic enough for gameplay purposes but not necessarily for physics experiments. The physics engine is an integral part of the game so it cannot be altered or enhanced to achieve better accuracy. On the other hand, with moddable games, the educator has the option to shape the game, inserting moments of reflection in the game, altering the game pace making it less action oriented, or making the stu-dent repeat a specific section in order to revisit an educational activity.

Modding a videogame might not require advanced game programming skills, but only simple scripting to define object behavior. Game content such as graphics, sounds and textures can be reused, although the educator/designer has often the option to add her own should she chooses to. The tools required to alter the game are also provided for free by the game company, in the form of level editors. On the other hand, modding requires a good knowledge of the level design tools and more crucially a good under-standing of the theory of game design so as to produce an interesting, challenging game that successfully integrates the learning objectives.

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Furthermore game engines that support high level code scripting, such as the Unreal Engine, could allow the educator/developer to specify different object properties and interactions for example magnetic pull, or electrostatic charge. On the other hand, and this is especially true for commercial games, there is a lack of support for user action metrics. User interaction with the game world often cannot be recorded for later analysis and assessment a fact that reduces the educational applications of such games.

Modding a game is in overall a viable, low cost solution which has the potential in the hands of a capable educator/designer to produce more effective educational games for certain topics.

3.2 Custom games Creating a custom videogame to enhance education of a topic is the second and most complex solution. In this case the game must be developed from scratch using a range of available commercial or free game technology solutions. The cost of game devel-opment can vary depending on the game content, mechanics, visual fidelity and plat-form it will be delivered on. In the following analysis we make the assumption that the development team will choose to develop the educational game using a game en-gine which provides all the low-level functionality required to display graphics, re-produce sound, detect collisions between game entities, import game assets, and offer level design applications. This is an option also favored by most commercial game companies as well, since it significantly reduces development cost and complexity.

We must stress that developing a game from scratch, even when using a feature rich game engine, in most cases requires artistic, design and programming skills. Game content must be created, game levels designed and game object behaviors specified in code. For educators/developers who feel comfortable to dig deeper into game devel-opment though, there is a wealth of free or inexpensive but powerful tools at their disposal. Also, many game engines provide access to their source code which gives many opportunities to any developer to change the underlying simulation model, sup-port new interaction methods or add user metrics into the game for assessment.

First a decision must be made on which platform the game will run on. In most cases this will be either a Personal Computer or via a Web Browser. Those two platforms have the widest penetration in the market, and more crucially into school environ-ments, where mobile devices and game consoles are scarce. State of the art game en-gines such as Unreal Development Kit and Crytek 3 are offered for free for non-commercial uses and can support complex 3D environments with realistic physics simulation (Mechanics). Gamebryo, Torque, Unity3D are less demanding, viable so-lutions to base simulations on and can publish on many platforms, including the Web. 3D games in the web browser require installation of a special plugin regardless of the game engine used. While in educational environments this might be acceptable, it


56

might deter players from using the educational game at home due to the reluctance they typically display at installing unknown browser extensions.

Open source game engines such as Panda3D have the added benefit of distributing the source code for free which provides the opportunity to alter the physics simulation if necessary. XNA Game Studio is not technically a game engine but a framework that provides the functionality to develop, among others, 2D or 3D physics games espe-cially when combined with free physics libraries such as Box2D or Farseer or even Havok which is free for non-commercial applications. For 2D Web games Flash is a popular option, considering the widespread adoption and the number of free game engines and physics libraries, such as Flixel and the Box2D physics engine, that are available. Flash can also perform 3D rendering, although in such a case it will not be hardware accelerated but emulated on the CPU, a fact that will reduce the complexity of the game world and computer hardware requirements.

3.3 Videogame content Considering the available options to modify a game or create a game from scratch in order to better support the learning objective we can conclude that game technology is cheap nowadays, with a range of powerful game engines being offered for free, or at a very low cost. The high abstraction also offered, in terms of modelling interactions between game entities using scripting languages and specialized game editors, makes extensive programming skills and technical knowhow less required in many cases. On the other hand, quality game content (models, textures, sounds) is still hard to create and requires artistic skills and the ability to use one of the popular content creation tools, such as an image or sound processing application or a 3D modelling applica-tion.

Especially for 3D games, 3D models must be created, textured and realistically ani-mated. Both platforms (PC and Web) are nowadays capable of rendering 3D content. Which is the most suitable will depend on the specific educational application and budget. Physical simulations seem more authentic in 3D realistic environments, but on the other hand 3D game content is much more expensive to create than 2D.

Although there are a few websites that offer game content virtually for free, the con-tent itself is usually not of high enough quality, when compared to commercial games, and might not have the physical properties required by the learning objec-tives. For instance it might not be breakable or even animated. Also free game content in most cases is limited and can only be used in certain contexts, for instance a me-dieval character model might not suit a space exploration game.

4. Conclusions Videogames is a flexible medium that can accommodate many pedagogical ap-proaches. Designing an educational videogame is not a straightforward process, as

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careful balance between game and educational elements must be maintained. On the one hand the game has to support the learning objectives set by the teacher, on the other hand it must engaging so that it is stimulates and draws in the students. To achieve this, successful educational games should have high production values and be developed by a multidisciplinary team of game designers, developers and educators. However, the small potential market and the large cost of developing a videogame makes it prohibitive for large game companies to invest into the Education sector. Those factors can in many cases lead to fewer empirical studies investigating the im-pact of videogames in education and less research into how we can translate learning objectives into gameplay mechanics with practical implementations to evaluate what works and what does not.

Game technology is cheap nowadays and enables individual educators with the neces-sary skills and an understanding of game design to delve into developing of small scale productions or modifying existing games. Cheap and powerful game engines help reduce the cost of game development for small, independent, and maybe state funded, teams that wish to develop a game from scratch. Also game modding is a vi-able solution as discussed, but might not be able to serve the learning objectives well enough, depending on the topic.

It is a reasonable expectation that individual researchers and educators will gradually start to experiment with their own simple, but visually appealing, games applying concepts and evaluating the results of using game-based learning in educational envi-ronments.

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1. Du Boulay, B. (1986), Some Difficulties of Learning to Program, Journal of Edu-

cational Computing Research, 2(1), 57-73.

2. Soloway E. and Spohrer J. C. (1989), (Eds.), Studying the Novice Programmer, Hillsdale, NJ: Lawrence Erlbaum.

3. ., ., ., ., ., - . . (1999), -, , , .

4. , ., , ., , . (2008), e-ECLiP , . (.) 4o , , 2008, . 35-44.

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Abstract This work aims to present two comprehensive teaching proposals for finding the frequency of the contents of a table as part of the course 'Application Development in Programming Envi-ronment ()' which is taught in the technical direction of the 3rd class of lyceum, since 1999. For this purpose proposes two step-by-step lesson plans and worksheets taking into con-sideration a) philosophy and curriculum of the course for the lesson of the 3rd class of lyceum, b) the increasing difficulty of the issues raised in the General Examinations, c) in the limited available time for the laboratory teaching of the course. Keywords: Teaching programming, Frequency.

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1. Ausubel D., Novak J., Hanesian H. (1978), Educational Psychology: A cognitive

view, (2nd ed.) New York: Holt, Rinehart & Winston.

2. Buzan, T. (1996), The Mind Map Book, Penguin Books, ISBN 978-0452273221

3. Belesiotis V., Alexandris N. (2009), A scenario for the development and use of teaching-oriented ontologies, International Journal of Metadata, Semantics and Ontologies (IJMSO), Volume 4 - Issue 3 2009.

4. IHMC CmapTools (2010), http://cmap.ihmc.us/ ( 20-6-2010) 5. Conlon, T., (2002), Information mapping as support for learning and teaching,

Computer Education, Vol. 102, pp.212.

6. Gardner, H. (1993), Multiple Intelligences. The Theory in Practice, Basic Books, New York.

7. Gruber, T.R. (1993), A Translation Approach to Portable Ontology Specification in Knowledge Acquisition, 5(2), 199-220, ISSN 1042-8143

8. Novak J. D., Caas A. J. (2008), The Theory Underlying Concept Maps and How to Construct and Use Them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008, Florida Institute for Human and Machine Cognition.

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Abstract Knowledge representation technologies, especially concept maps which are widely used, have been proved versatile in educational procedures. As concepts complexity of courses is being increased, the relationships between them become abstruse; therefore the support of such technologies is needed. This article focuses on such a course, the Computer Networks II, which is being taught in technical vocational-education level (epaggelmatiko lykeio, or EPA.L). Particularly, concept maps have been developed in reference to the book Tech-nologia Diktywn Ypologistwn. Concept mapping has been assessed as a methodology and technique of knowledge representation. Furthermore it has been related to the cognitive theo-ries, indicating the didactic benefits caused by its use. What is more, the construction levels have been presented since the concept maps are being developed according t a certain meth-odology. Finally, some case studies for its use for educational purposes have been proposed. Key words: concept mapping, knowledge representation, didactics of Informatics, EPAL.

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1. Ausubel D.P. (1968), Educational psychology: A cognitive view, New York: Holt,

Rinehart and Winston. 2. Bird, M., Hammersley, M., Gomm, R. and Woods, P. (1999),

, , : . 3. Bruner, J. (1966), Toward a theory of instruction, Norton, New York. 4. Doukakis, S., Psaltidou, A., Stavraki, A., Adamopoulos, N., Tsiotakis, P. and

Stergou, S. (2010), Measuring the technological pedagogical content knowledge (TPACK) of in-service teachers of computer science who teach algorithms and programming in upper secondary education, in Fernstrom, K., (Ed): Readings in Technology and Education: Proceedings of ICICTE 2010, 810 July, Corfu, Greece, pp. 442-452.

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5. Mishra, P. and Koehler, M. J. (2006), Technological Pedagogical Content Knowl-edge: A new framework for teacher knowledge, Teachers College Record, 108(6), 1017-1054.

6. Putnam, R.T. and Borko, H. (2000), What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4-15.

7. Shneiderman, B. (1977), Teaching programming: A spiral approach to syntax and semantics, Computers & Education, 1(4), 193-197.

8. Spiro, R. J., Coulson, R. L., Feltovich, P. J. and Anderson, D. K. (1988), Cognitive flexibility theory: Advanced knowledge acquisition in ill-structured domains, In V. Patel (Ed.), Tenth annual conference of the cognitive science society Hillsdale, NJ: Erlbaum, 375-383.

9. , . (2010), , : -, , , , ., (.), 5 - , , 9-11 2010, . 65-74.

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Abstract 1127 secondary teachers of Computer Science who teach the course Applications Develop-ment in a Programming Environment (ADPE) in public and private education participated in a quantitative empirical research using e-questionnaires during the school year 2009-2010. The e-questionnaire included 252 questions, which explores many issues related to the course. The paper presents a part of the research concerning the teaching approaches being taken by teach-ers. According to the results the teachers are not adequately use the spiral approach to teach-ing. Also, it appears that teachers use a variety of methods to teach algorithmic concepts. Keywords: Teaching approaches, application development in a programming environment, empirical rResearch

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Abstract This work presents the process for the creation of structures for internal ICT teachers further education. The educational program refers to ICT teachers working at the territories of Athens B and Eastern Attica, under the supervision of their ICT school advisor. The article presents the educational activities, the teachers needs and the proposed solutions. The teachers have shown a great interest in the voluntary further educational program, and suggestions are pro-posed for the design of future programs. Keywords: Further education, ICT teachers.

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