Extracting Learning Analytics from Lightbot Gameplay Sessions
Resumo
This paper presents a method for extracting and visualizing learning analytics from Lightbot using computer vision. Lightbot is a serious educational game that foments computational thinking and teaches introductory programming concepts. We collect information from recorded game sessions, such as the number of commands used, the effectiveness of the player’s solution, and the number of times the player submitted their solution for assessment. We then use this data to create graphs that help education professionals understand the challenges and successes students find when using Lightbot as a teaching tool.
Palavras-chave:
Learning Analytics, Computational Thinking, Computer Vision, Lightbot
Referências
Aedo Lopez, M., Vidal Duarte, E., Castro Gutierrez, E., and Paz Valderrama, A. (2016). Teaching abstraction, function and reuse in the first class of cs1: A lightbot experience. In Proceedings of the 2016 ACM Conference on Innovation and Technology in Computer Science Education, ITiCSE ’16, page 256–257, New York, NY, USA. Association for Computing Machinery.
Akkaya, A. and Akpinar, Y. (2022). Experiential serious-game design for development of knowledge of object-oriented programming and computational thinking skills. Computer Science Education, 32(4):476–501.
Arif, Y. M., Ayunda, N., Diah, N. M., and Garcia, M. B. (2024). A systematic review of serious games for health education: Technology, challenges, and future directions. Transformative Approaches to Patient Literacy and Healthcare Innovation, pages 20–45.
Bonfim, C., Alberto, Lima, V. V., André, C., Richard, W., and Nunes, A. (2023). Explorando o impacto educativo e lÚdico do lightbot: Uma abordagem divertida para o ensino de algoritmos na educaÇÃo infantil. Foco, 16(12):e3953–e3953.
Brasil (2023). Lei no 14.533, de 11 de janeiro de 2023. institui a política nacional de educação digital.
de Carvalho, C. V. and Coelho, A. (2022). Game-based learning, gamification in education and serious games. Computers, 11(3).
Fernandez, C., Freitas, J. a. A., Lopes, R. d. D., and Blikstein, P. (2022). Using video analysis and learning analytics to understand programming trajectories in data science activities with scratch. In Proceedings of the 21st Annual ACM Interaction Design and Children Conference, IDC ’22, page 253–260, New York, NY, USA. Association for Computing Machinery.
Freire, M., Serrano-Laguna, Á., Iglesias, B. M., Martínez-Ortiz, I., Moreno-Ger, P., and Fernández-Manjón, B. (2016). Game Learning Analytics: Learning Analytics for Serious Games, pages 1–29. Springer International Publishing, Cham.
Freitas, M. and Morais, P. (2019). Possibilidade de desenvolvimento do pensamento computacional por meio do code.org: aplicado ao ensino fundamental (anos iniciais). Anais do XXV Workshop de Informática na Escola (WIE 2019).
Gonçalves, A., Soares, B., Adamatti, D., and Guimarães, E. (2023). Wild jumper: um jogo para análise do estado mental do jogador e tratamento do transtorno de déficit de atenção e hiperatividade. In Anais Estendidos do XXII Simpósio Brasileiro de Jogos e Entretenimento Digital, pages 1260–1269, Porto Alegre, RS, Brasil. SBC.
Gouws, L. A., Bradshaw, K., and Wentworth, P. (2013). Computational thinking in educational activities: an evaluation of the educational game light-bot. In Proceedings of the 18th ACM Conference on Innovation and Technology in Computer Science Education, ITiCSE ’13, page 10–15, New York, NY, USA. Association for Computing Machinery.
Hare, R. and Tang, Y. (2023). Player modeling and adaptation methods within adaptive serious games. IEEE Transactions on Computational Social Systems, 10(4):1939–1950.
Hooshyar, D., Yousefi, M., and Lim, H. (2017). A systematic review of data-driven approaches in player modeling of educational games. Artificial Intelligence Review, 52(3):1997–2017.
Israel-Fishelson, R. and Hershkovitz, A. (2021). Micro-persistence and difficulty in a game-based learning environment for computational thinking acquisition. Journal of Computer Assisted Learning, 37(3):839–850.
Jeon, I. and Song, K.-S. (2019). The effect of learning analytics system towards learner’s computational thinking capabilities. In Proceedings of the 2019 11th International Conference on Computer and Automation Engineering, ICCAE 2019, page 12–16, New York, NY, USA. Association for Computing Machinery.
Kara, N. (2021). A systematic review of the use of serious games in science education. Contemporary Educational Technology, 13(2):ep295.
Laamarti, F., Eid, M., and El Saddik, A. (2014). An overview of serious games. International Journal of Computer Games Technology, 2014:1–15.
Manske, S., Werneburg, S., and Hoppe, H. U. (2019). Learner modeling and learning analytics in computational thinking games for education. Smart Computing and Intelligence, page 187–212.
Massa, S. M. and Kühn, F. D. (2018). Learning analytics in serious games: a systematic review of literature. In 2018 IEEE Biennial Congress of Argentina (ARGENCON), pages 1–5.
Matos, O. C. and Sarinho, V. (2023). “não queima meu led!” - um jogo de realidade virtual para o ensino de circuitos digitais. In Anais Estendidos do XXII Simpósio Brasileiro de Jogos e Entretenimento Digital, pages 1066–1071, Porto Alegre, RS, Brasil. SBC.
Minović, M. and Milovanović, M. (2013). Real-time learning analytics in educational games. In Proceedings of the First International Conference on Technological Ecosystem for Enhancing Multiculturality, TEEM ’13, page 245–251, New York, NY, USA. Association for Computing Machinery.
Nipo, D., Rodrigues, R., França, R., Nascimento, J., and Pereira, M. (2023). Robo-think: Um jogo de realidade virtual para o ensino de habilidades de pensamento computacional. In Anais Estendidos do XXII Simpósio Brasileiro de Jogos e Entretenimento Digital, pages 915–924, Porto Alegre, RS, Brasil. SBC.
Ortolan, V. and Modesto, F. A. (2023). Desenvolvimento de jogo sério como ferramenta de apoio ao aprendizado de geometria no ensino médio. In Anais Estendidos do XXII Simpósio Brasileiro de Jogos e Entretenimento Digital, pages 1029–1034, Porto Alegre, RS, Brasil. SBC.
Papert, S. (1980). Computers for children. Mindstorms: Children, computers, and powerful ideas, pages 3–18.
Santos, R., Castro, H. R., and Sousa, P. (2023). Um jogo digital: “rabbitland” para o ensino aprendizagem da matemática. In Anais Estendidos do XXII Simpósio Brasileiro de Jogos e Entretenimento Digital, pages 1090–1095, Porto Alegre, RS, Brasil. SBC.
Shoukry, L., Göbel, S., and Steinmetz, R. (2014). Learning analytics and serious games: Trends and considerations. In Proceedings of the 2014 ACM International Workshop on Serious Games, SeriousGames ’14, page 21–26, New York, NY, USA. Association for Computing Machinery.
Silva, G. and Guerra, R. (2023). Emg based serious game for use in stroke rehabilitation. In Anais Estendidos do XXII Simpósio Brasileiro de Jogos e Entretenimento Digital, pages 1201–1210, Porto Alegre, RS, Brasil. SBC.
Souza, D., Goulart, M., Guarda, G., and Goulart, I. (2018). Lightbot logicamente: um game lúdico amparado pelo pensamento computacional e a matemática. pages 61–69. Sociedade Brasileira de Computacao - SBC.
Troiano, G. M., Snodgrass, S., Argımak, E., Robles, G., Smith, G., Cassidy, M., Tucker-Raymond, E., Puttick, G., and Harteveld, C. (2019). Is my game ok dr. scratch? exploring programming and computational thinking development via metrics in student-designed serious games for stem. In Proceedings of the 18th ACM international conference on interaction design and children, pages 208–219.
Urquizo, G., Vidal, E., and Castro, E. (2021). Incorporación de pensamiento computacional en ingenierías como soporte a la competencia de desarrollo de problemas: Jugando con lightbot. Revista Ibérica de Sistemas e Tecnologias de Informação, (E42):199–207.
Varghese, V. V. V. and Renumol, V. G. (2023). Video games for assessing computational thinking: a systematic literature review. Journal of Computers in Education.
Viberg, O., Hatakka, M., Bälter, O., and Mavroudi, A. (2018). The current landscape of learning analytics in higher education. Computers in Human Behavior, 89:98–110.
Vimont, R. and Contributors (2023). scrcpy. GitHub. Available online at [link].
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3):33–35.
Xu, M., Luo, Y., Zhang, Y., Xia, R., Qian, H., and Zou, X. (2023). Game-based learning in medical education. Frontiers in Public Health, 11.
Akkaya, A. and Akpinar, Y. (2022). Experiential serious-game design for development of knowledge of object-oriented programming and computational thinking skills. Computer Science Education, 32(4):476–501.
Arif, Y. M., Ayunda, N., Diah, N. M., and Garcia, M. B. (2024). A systematic review of serious games for health education: Technology, challenges, and future directions. Transformative Approaches to Patient Literacy and Healthcare Innovation, pages 20–45.
Bonfim, C., Alberto, Lima, V. V., André, C., Richard, W., and Nunes, A. (2023). Explorando o impacto educativo e lÚdico do lightbot: Uma abordagem divertida para o ensino de algoritmos na educaÇÃo infantil. Foco, 16(12):e3953–e3953.
Brasil (2023). Lei no 14.533, de 11 de janeiro de 2023. institui a política nacional de educação digital.
de Carvalho, C. V. and Coelho, A. (2022). Game-based learning, gamification in education and serious games. Computers, 11(3).
Fernandez, C., Freitas, J. a. A., Lopes, R. d. D., and Blikstein, P. (2022). Using video analysis and learning analytics to understand programming trajectories in data science activities with scratch. In Proceedings of the 21st Annual ACM Interaction Design and Children Conference, IDC ’22, page 253–260, New York, NY, USA. Association for Computing Machinery.
Freire, M., Serrano-Laguna, Á., Iglesias, B. M., Martínez-Ortiz, I., Moreno-Ger, P., and Fernández-Manjón, B. (2016). Game Learning Analytics: Learning Analytics for Serious Games, pages 1–29. Springer International Publishing, Cham.
Freitas, M. and Morais, P. (2019). Possibilidade de desenvolvimento do pensamento computacional por meio do code.org: aplicado ao ensino fundamental (anos iniciais). Anais do XXV Workshop de Informática na Escola (WIE 2019).
Gonçalves, A., Soares, B., Adamatti, D., and Guimarães, E. (2023). Wild jumper: um jogo para análise do estado mental do jogador e tratamento do transtorno de déficit de atenção e hiperatividade. In Anais Estendidos do XXII Simpósio Brasileiro de Jogos e Entretenimento Digital, pages 1260–1269, Porto Alegre, RS, Brasil. SBC.
Gouws, L. A., Bradshaw, K., and Wentworth, P. (2013). Computational thinking in educational activities: an evaluation of the educational game light-bot. In Proceedings of the 18th ACM Conference on Innovation and Technology in Computer Science Education, ITiCSE ’13, page 10–15, New York, NY, USA. Association for Computing Machinery.
Hare, R. and Tang, Y. (2023). Player modeling and adaptation methods within adaptive serious games. IEEE Transactions on Computational Social Systems, 10(4):1939–1950.
Hooshyar, D., Yousefi, M., and Lim, H. (2017). A systematic review of data-driven approaches in player modeling of educational games. Artificial Intelligence Review, 52(3):1997–2017.
Israel-Fishelson, R. and Hershkovitz, A. (2021). Micro-persistence and difficulty in a game-based learning environment for computational thinking acquisition. Journal of Computer Assisted Learning, 37(3):839–850.
Jeon, I. and Song, K.-S. (2019). The effect of learning analytics system towards learner’s computational thinking capabilities. In Proceedings of the 2019 11th International Conference on Computer and Automation Engineering, ICCAE 2019, page 12–16, New York, NY, USA. Association for Computing Machinery.
Kara, N. (2021). A systematic review of the use of serious games in science education. Contemporary Educational Technology, 13(2):ep295.
Laamarti, F., Eid, M., and El Saddik, A. (2014). An overview of serious games. International Journal of Computer Games Technology, 2014:1–15.
Manske, S., Werneburg, S., and Hoppe, H. U. (2019). Learner modeling and learning analytics in computational thinking games for education. Smart Computing and Intelligence, page 187–212.
Massa, S. M. and Kühn, F. D. (2018). Learning analytics in serious games: a systematic review of literature. In 2018 IEEE Biennial Congress of Argentina (ARGENCON), pages 1–5.
Matos, O. C. and Sarinho, V. (2023). “não queima meu led!” - um jogo de realidade virtual para o ensino de circuitos digitais. In Anais Estendidos do XXII Simpósio Brasileiro de Jogos e Entretenimento Digital, pages 1066–1071, Porto Alegre, RS, Brasil. SBC.
Minović, M. and Milovanović, M. (2013). Real-time learning analytics in educational games. In Proceedings of the First International Conference on Technological Ecosystem for Enhancing Multiculturality, TEEM ’13, page 245–251, New York, NY, USA. Association for Computing Machinery.
Nipo, D., Rodrigues, R., França, R., Nascimento, J., and Pereira, M. (2023). Robo-think: Um jogo de realidade virtual para o ensino de habilidades de pensamento computacional. In Anais Estendidos do XXII Simpósio Brasileiro de Jogos e Entretenimento Digital, pages 915–924, Porto Alegre, RS, Brasil. SBC.
Ortolan, V. and Modesto, F. A. (2023). Desenvolvimento de jogo sério como ferramenta de apoio ao aprendizado de geometria no ensino médio. In Anais Estendidos do XXII Simpósio Brasileiro de Jogos e Entretenimento Digital, pages 1029–1034, Porto Alegre, RS, Brasil. SBC.
Papert, S. (1980). Computers for children. Mindstorms: Children, computers, and powerful ideas, pages 3–18.
Santos, R., Castro, H. R., and Sousa, P. (2023). Um jogo digital: “rabbitland” para o ensino aprendizagem da matemática. In Anais Estendidos do XXII Simpósio Brasileiro de Jogos e Entretenimento Digital, pages 1090–1095, Porto Alegre, RS, Brasil. SBC.
Shoukry, L., Göbel, S., and Steinmetz, R. (2014). Learning analytics and serious games: Trends and considerations. In Proceedings of the 2014 ACM International Workshop on Serious Games, SeriousGames ’14, page 21–26, New York, NY, USA. Association for Computing Machinery.
Silva, G. and Guerra, R. (2023). Emg based serious game for use in stroke rehabilitation. In Anais Estendidos do XXII Simpósio Brasileiro de Jogos e Entretenimento Digital, pages 1201–1210, Porto Alegre, RS, Brasil. SBC.
Souza, D., Goulart, M., Guarda, G., and Goulart, I. (2018). Lightbot logicamente: um game lúdico amparado pelo pensamento computacional e a matemática. pages 61–69. Sociedade Brasileira de Computacao - SBC.
Troiano, G. M., Snodgrass, S., Argımak, E., Robles, G., Smith, G., Cassidy, M., Tucker-Raymond, E., Puttick, G., and Harteveld, C. (2019). Is my game ok dr. scratch? exploring programming and computational thinking development via metrics in student-designed serious games for stem. In Proceedings of the 18th ACM international conference on interaction design and children, pages 208–219.
Urquizo, G., Vidal, E., and Castro, E. (2021). Incorporación de pensamiento computacional en ingenierías como soporte a la competencia de desarrollo de problemas: Jugando con lightbot. Revista Ibérica de Sistemas e Tecnologias de Informação, (E42):199–207.
Varghese, V. V. V. and Renumol, V. G. (2023). Video games for assessing computational thinking: a systematic literature review. Journal of Computers in Education.
Viberg, O., Hatakka, M., Bälter, O., and Mavroudi, A. (2018). The current landscape of learning analytics in higher education. Computers in Human Behavior, 89:98–110.
Vimont, R. and Contributors (2023). scrcpy. GitHub. Available online at [link].
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3):33–35.
Xu, M., Luo, Y., Zhang, Y., Xia, R., Qian, H., and Zou, X. (2023). Game-based learning in medical education. Frontiers in Public Health, 11.
Publicado
30/09/2024
Como Citar
GIL, Adriano; FIGUEIRA, Thiago; NETTO, José Francisco Magalhães.
Extracting Learning Analytics from Lightbot Gameplay Sessions. In: SIMPÓSIO BRASILEIRO DE JOGOS E ENTRETENIMENTO DIGITAL (SBGAMES), 23. , 2024, Manaus/AM.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2024
.
p. 1138-1150.
DOI: https://doi.org/10.5753/sbgames.2024.240928.
