Juegos Interactivos en ARDUINO y Java, para

Motivar y Despertar el Interés en Informática

Lic. Angela Belcastro 1, Roger David Alanes 2, Macarena Quiroga 3, Juan Giménez
2, Santiago Santana 2, Pablo Dibez 3, Mg. Rodolfo Bertone 4

1 Ciencia y Técnica. Facultad de Ingeniería (FI). UNPSJB. Comodoro Rivadavia.

2 Auxiliar de segunda. Facultad de Ingeniería. UNPSJB. Comodoro Rivadavia.
3 Estudiante. FI. UNPSJB. Comodoro Rivadavia.
4 III LIDI – Facultad de Informática – UNLP. (1900) La Plata, Buenos Aires, Argentina
1 (angelab) @ing.unp.edu.ar
2 rogerdavidalanes@yahoo.com.ar, jm.gimenez.inf@gmail.com, santana.santiago@gmail.com
3 msinf.quiroga@gmail.com,
4 pbertone@lidi.info.unlp.edu.ar

ABSTRACT the project, implemented by members

This line of research began in 2003 at the
UNPSJB. This work highlights elements
of Information and Communication
Technologies (ICTs), employees within
an educational context, which can support
students, and favor self-learning,
autonomy and creativity. It introduces
Web 2.0 resources, characteristics of
meaningful learning (AS), collaborative
work tools (TC), which were used within
the project and support the adaptive
nature of the software developer's (DS)
work. Identify conditions to be able to
generate knowledge, and AS. Presents the
concept of motivation and different
perceptions. Highlights the characteristics
of the games, and the organization and
results of a transfer event, with the
development of interactive games, in
ARDUINO and java, employees within a
motivation strategy, aimed at
strengthening the advance in Computer
Science (CI) careers , the incorporation of
students in research projects, and the
development of games. One of the
objectives of the event was to test the use
of the game called: gameDSSB "Symbol
game. Binary system ", developed within
who did professional practices in" Object-
Oriented Programming ", in 2014.
Keywords:
Significant learning (AS), Motivation,
Games, Web 2.0 resources (RW2.0)
CONTEXT
The work is part of the accredited
research project: "Cases of study of
systems, ICTs and learning", UNPSJB-
UNLP, evaluated and financed by Science
and Technology of the UNPSJB. Belongs
to the Area of Information Technology
Applied in Education. It is a continuation
of completed research projects, which
supported the training of human
resources, in undergraduate careers, and
generated advances in postgraduate
careers, improvements in teaching-
learning processes (PE-A), and national
and international publications. Continuing
alternative studies, to generate motivation
in new students of Computer Science,
AS, and improve PE-A, in matters of
Computer Science, using RW2.0.
1. INTRODUCTION
With the emergence of the Internet,
especially Web 2.0, "interaction is
promoted to be involved in joint
knowledge sharing and construction
processes, which make group interaction
possible". [1]
In a solid educational context, ICTs can
help students acquire the necessary skills.
María Pinto argues that the demands of
the Information and Knowledge Society
are, among others: to acquire new skills,
abilities and transversal and specific
competences throughout the
undergraduate and postgraduate studies;
adopt a proactive model of AS that favors
self-learning, autonomy and creativity of
students; redesign teaching methods
university and to educate teachers and
university students about the new
challenges involved in adapting these
processes to new environments. [2]
From the pedagogical point of view, the
communicative technological resources
offered by ICTs represent advantages for
the collaborative learning process, since
they allow: to stimulate interpersonal
communication; access to information
and learning content; monitoring the
progress of the participant, individually
and in groups; the management and
administration of the students; the
creation of scenarios for coevaluation and
self-evaluation, and mainly the
construction of common meanings in a
given social group. [1] Bereiter considers
collaboration as a progressive discourse
(DP). The focus of DP pursues
understanding and sees knowledge as
something problematic, which must be
explained. Errors and misinterpretations
are seen as opportunities to go further.
Participants negotiate their ideas with
others, as members of a learning
community, produce knowledge. [3]
The AS is that which occurs when the
new information to be learned is related
to the previous one, already existing in
the cognitive structure of the student, in a
non-arbitrary way or at the letter; To
achieve this, there must be a favorable
disposition of the apprentice, as well as a
logical meaning in the contents or
learning materials. [3]
Ausubel indicated three basic conditions
for the occurrence of AS, that the
teaching materials are logically structured
with a conceptual hierarchy, placing in
the upper part the most general, inclusive
and little differentiated, that the teaching
be organized respecting the psychological
structure of the student , that is, their
previous knowledge and their learning
style, and that students are motivated to
learn. [4]
Schlechty (2002) characterizes the new
paradigm as the one in which the student is
the worker, and in which the teacher is the
designer of the student's work. The student
seeks to be self-directed and motivated. [5]
Motivation includes processes that energize,
direct and maintain behavior. Different
psychological perspectives explain
motivation in different ways. While the
behavioral perspective considers that student
motivation (ME) is a consequence of external
incentives, the cognitive perspective (PsC)
argues that external pressures should be given
less importance, and recommends that
students receive greater opportunities and
responsibilities for control your own
performance The (PsC) of the ME, coincides
with the ideas of RW White (1959), who
proposed the concept of competition
motivation, the idea that people are motivated
to effectively face their environment, to
dominate their world and to process the
information efficiently. The humanist
perspective highlights the student's capacity
for personal growth, the freedom to choose
their destiny and positive qualities. The social
emphasizes the need to establish, maintain
and restore warm and close personal
relationships. [6]
Arming concept maps, can help promote the
AS. The map is conceptual more because it is
the result of a conception, than because it different form to the traditional way of
contains concepts. [7] [8] approaching learning. [15] [16]
Web 2.0 involves all the Web sites that allow
creating contents, designing and sharing
information in a collaborative way and
2. LINE OF RESEARCH AND
interact in a non-face-to-face way, in the
Word Wide Web, creating virtual
DEVELOPMENT
communities. [9] This project is a continuation of two
The RW2.0 can favor the AS, among them completed research projects, its main
we find the Virtual Learning Environments, objectives are:
blogs, Google Drive, tools for the • train competent persons in selected
management of TC, such as Git and Trello, subjects of Computer Science, of the
and other resources, some of which we will UNPSJB,
mention below. • create and analyze interactive learning
CmapTools, is a collaborative tool to develop support systems,
conceptual schemes. [10] • Promote the AS with proposals for
Git supports the DS, it is a version control
activities that require selected RW2.0,
software that supports the storage of
documents. [11]
and strengthen the link between
Referring to the educational strategies for university and secondary levels,
the development of computational improving the previous knowledge of the
thinking we find: to be incremental and future students of Computer Science.
iterative (designing a project is not a
clean and sequential process in which a
3. RESULTS OBTAINED /
concept is first identified for the project,
EXPECTED
then a design plan is developed and
Among the background, we find the
subsequently , the design of the code is
papers presented at WICC 2015, TE &
implemented, it is an adaptive process,
ET 2015, WICC 2016 and CONAIISI
one in which the plan can change to
2016
respond to a solution approach for small
[17] [18] [19] [20]. Actions were taken to
cases), to test and debug, to reuse. [12]
improve PE-A, with proposals to use
Collaborative management tools support
RW2.0 to promote the AS in matters of
the DS, in the adaptive process.
an IC. The topics analyzed are:
The IC of the country, in general, have
classification of games, and educational
decreased the number of entrants. Various
games, features and components of
efforts are aimed at bringing young
educational software, cognitive activities
people closer to the IC. [13] [14]
that deploy to users, topics selected for
The game is a universal activity. It could
training, interactive games, design
be said that there is no human being who
patterns and software quality factors,
has not practiced this activity in any
tools of TC, and ARDUINO.
circumstance. Through the game you can
The ARDUINO microcontroller plates
create situations of maximum educational
are electronic devices that after
and cognitive value that allow you to
programming from a computer, with a
experiment, investigate, solve problems,
specific software, allow to interact with
discover and reflect. The emotional
sensors and actuators of a digital nature
implications, the playful character, the
(for example, LEDs, switches), as well as
emotional unblocking, the disinhibition,
analog (for example, temperature or
are sources of motivation that provide a
pressure sensors) , for the automation and
control of diverse processes. In figure 1,
we see the elements of the work cycle
with ARDUINO. [twenty-one]
Its design is open hardware. Respect the
freedom of users and the community;
users can execute, copy, distribute, study,
modify and improve the software. [22]
Figure 1. Elements of work with
ARDUINO As Stallman (2010)
postulates, the figure of an educational
center as a transmitter not only of
concepts and procedures, but also of
values such as freedom, and the spirit of
collaboration and help to the neighbor, It
has a lot to do with the principles of free
software. [22]
The project team organized and
developed, in the laboratory of the
UNPSJB, the transfer event (JIVISB):
"interactive game in java. Introduction to
the binary system ". He made two google
forms, in a collaborative way, for
inscriptions, and for the evaluation of the
use of the symbol game. Binary system.
(gameDSSB). Armed material
for dissemination, made the registration,
for incoming students of Computer
Science and Electronics, and for students
without concept in "Elements of
Computing", in 2016.
Main objectives of the event:
• Perform a test of use of the DSSB game,
and collect feedback information, based
on the programmed, described in [19].
• Motivate the students, to the
participation of research projects to reach
in the career; and the development of
interactive games
The stages of the event were:
• Welcome, with presentation of all
participants, and identification of
objectives.
• Interacting with the game and with the
students who implemented it, who
participate in the project. In this stage one
of the games designed in the project was
approached by the student.
• Filling the form.
• Glimpsing java. In this stage, the
students interacted with a simple game,
developed in java, prepared within the
project, that allows the user to move a
ship, in different directions, and change
its speed. They received an explanation,
of key elements involved, in the use, and
in its programming and development.
One of the objectives was to anticipate
the existence of the pattern view
controller, and its key components,
motivating them.
• ARDUINO application. A brief
explanation of ARDUINO was provided
and they interacted with a system
developed by members of the project,
whose objective was to build a binary
keyboard capable of interpreting
electronic pulses, and display an ASCII
character on the screen.
• Farewell.
Figure 2 shows an image of the use of the
ARDUINO system. Seventeen students
registered.
Figure 2. Use of the ARDUINO system
Some results: all the students that
participated in the event, filled out the
form, all of them were informatics
students. 50%, graduated from the expert
Moreno. 40% of the Austral Institute, and
10% of the Cervantes School. In their
majority, they considered that the links to
educational sites of numbering systems,
of the game DSSB, helped to improve the
understanding, in a "very good" measure.
50% of the students use games for leisure
and for learning, 40% only for leisure,
and 10% do not use. The types of games
most used by the participants were: "logic
and mathematics", "action", "simulators
and constructors", in equal measure. They
use board games and sports games. And
to a lesser extent, they use other games
and quizzes. When analyzing the use of
Web 2.0 resources, they mostly used a
blog; less than 50%, published on the
blog, 25% of participants, set up a blog.
70% of respondents worked with shared
files. Some students highlighted having
used other applications, such as
calculation and drawing software, skype,
geogebra, social networks, photoshop,
WhatsApp.
50% considered having worked
"excellent" with the system, with
harmony, and satisfaction, and 40%, in a
"very good" way. They showed great
interest in developing Java language
workshops, and to a lesser extent, web
development and mobile applications, and
ARDUINO. 100% of the respondents
were entertained by the DSSB game. The
last question was: Why is it fun or not,
the participants pointed out that they
found it entertaining, some answers are:
• I am entertained by the interaction that
the user can have through the interface.
• I find it entertaining because it helps to
understand and it is easier to learn.
• Because you get hooked a lot
calculating, until you brush your hand of
memory.
• Because I learned and had fun.
• Because I learned a content that I never
knew in my life.
• Because he calls me to continue
learning.
4. TRAINING OF HUMAN
RESOURCES
The external director is a graduate and
postgraduate professor at the UNLP,
specializing in research. In the project
team involved teachers of computer
science degrees, two of them, have
approved all the subjects of the Magister,
in Information Technology applied in
Education, of the UNLP. The students of
the project team are advancing in the
Computer Science Degree of the
UNPSJB.
5. BIBLIOGRAPHY
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