766 Views
  1. Matthew Mauntel
  2. Graduate Student
  3. Presenter’s NSFRESOURCECENTERS
  4. Arizona State University, Clayton State University, Florida State University
  1. Ashish Amresh
  2. http://dt.asu.edu
  3. Research Scientist
  4. Presenter’s NSFRESOURCECENTERS
  5. Arizona State University
  1. Jeremy Bernier
  2. Graduate Assistant
  3. Presenter’s NSFRESOURCECENTERS
  4. Arizona State University
  1. Zachary Bettersworth
  2. Education
  3. Presenter’s NSFRESOURCECENTERS
  4. Arizona State University
  1. David Plaxco
  2. http://www.davidplaxco.com
  3. Assistant Professor
  4. Presenter’s NSFRESOURCECENTERS
  5. Clayton State University
  1. Michelle Zandieh
  2. Professor
  3. Presenter’s NSFRESOURCECENTERS
  4. Arizona State University

Vector Unknown: A Game about Linear Combinations

NSF Awards: 1712524

2021 (see original presentation & discussion)

Grades 9-12, Undergraduate

 
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Discussion from the 2021 STEM For All Video Showcase (18 posts)
  • Icon for: Ashish Amresh

    Ashish Amresh

    Co-Presenter
    Research Scientist
    May 11, 2021 | 11:43 a.m.

    You can play the game at https://tinyurl.com/linearbunny with the username: STEMshowcase.

    If you are interested in trying out the 3D game then let us know and we can send you the details

  • Icon for: Brian Gane

    Brian Gane

    Higher Ed Faculty
    May 11, 2021 | 02:29 p.m.

    Fun game, thought it would be easy after the tutorial but I was mistaken! Really fun way to build sensemaking around linear combinations and practice coordinating between the geometric representations and equations. Have you tried measuring students' learning through playing the game? There seem to be many features of the game (e.g., predictive path ON/OFF, etc.) you could manipulate to study and use it as a powerful learning experience. 

  • Icon for: Jeremy Bernier

    Jeremy Bernier

    Co-Presenter
    Graduate Assistant
    May 11, 2021 | 05:40 p.m.

    In addition to the project Zachary mentioned, Dr. Zandieh and I are working on another project along the same vein as you are asking about. We collected interview data with participants playing the game and solving a similar, pen-and-paper problem in various orders to compare the learning that goes on in those environments. This will also hopefully be shared at the 2022 SIGMAA-RUME conference!

  • Icon for: Brian Gane

    Brian Gane

    Higher Ed Faculty
    May 11, 2021 | 11:40 p.m.

    Interesting. Did you manipulate the order of the pen-and-paper problems in an intentional way to test learning outcomes, or was it more of a way to randomize/minimize order effects?

  • Icon for: Jeremy Bernier

    Jeremy Bernier

    Co-Presenter
    Graduate Assistant
    May 12, 2021 | 11:06 a.m.

    So, the ordering is that some of the participants played the game first and did the pen-and-paper task second, and others did the reverse. The goal is to compare the two tasks with each other and see how ordering them differently can effect success on each task.

  • Icon for: Brian Gane

    Brian Gane

    Higher Ed Faculty
    May 12, 2021 | 09:39 p.m.

    Ah I see, thanks for the details. I look forward to hearing about the results!

  • Icon for: Zachary Bettersworth

    Zachary Bettersworth

    Co-Presenter
    Education
    May 11, 2021 | 02:57 p.m.

    Glad you enjoyed it! So, Dr. Zandieh, Kaki Simmons, and I have been developing written homework assignments to leverage the game in the classroom alongside the Inquiry-Oriented Linear Algebra curriculum. We have collected the homework and intend to continue analyzing it as a data source over the summer. Hopefully, we'll have something fun to share at the SIGMAA-RUME conference this year. 

  • Icon for: Brian Gane

    Brian Gane

    Higher Ed Faculty
    May 11, 2021 | 11:38 p.m.

    Sounds like a good approach to foster learning, I look forward to seeing the results in the future!

  • Icon for: Laura Larkin

    Laura Larkin

    Facilitator
    Albert Einstein Distinguished Educator Fellow
    May 11, 2021 | 05:19 p.m.

    Hi Ashish and Zachary-

    Like Brian, I thought it would be easy to master but my vector spatial perception needs some practice although I admit to not watching the tutorial!  I can see using this in my IB Analysis and Approaches class.  What courses were you targeting for this game?  Have you noticed if students are willing to persist?  I'll be interested in your analysis and student feedback.

  • Icon for: Matthew Mauntel

    Matthew Mauntel

    Lead Presenter
    Graduate Student
    May 11, 2021 | 05:37 p.m.

    Laura, we have looked at student play and documented their strategies for playing the game.  The game is targeted for a linear algebra course, but we presented the game at a showcase at IT/SEC that was open to players of all ages. We had several middle/high school students who played the game and enjoyed it and several middle/high school teachers who commented that they wanted to use it at that level to help students with plotting points (they game was not specifically designed for this use).

    Most students I have observed during playtesting are willing to persist until they get an answer. We did create several difficulties which were initially not present in the game based on student feedback and observation.. 

  • Icon for: Laura Larkin

    Laura Larkin

    Facilitator
    Albert Einstein Distinguished Educator Fellow
    May 12, 2021 | 06:52 a.m.

    Matthew-  Thanks for the reply.  Vector equations are part of our high school IB curriculum and currently we use paper/pencil.  This game (and the 3-D version) is very engaging. I would use this as a check for understanding and some peer practice. Have you considered making it a 2-person game?  Would someone (teacher/other student) be able to place the target? 

  • Icon for: Matthew Mauntel

    Matthew Mauntel

    Lead Presenter
    Graduate Student
    May 12, 2021 | 10:29 a.m.

    That is a great question. There was some discussion about making both games a 2-player, but at the moment we are focused on polishing the 3D game. I had students design a 3D version of the 2D game for part of my dissertation and used a GeoGebra that I created (Here is the link).  I think it could be for the purpose you propose.

  • Icon for: Zach Mbasu

    Zach Mbasu

    Informal Educator
    May 12, 2021 | 02:24 p.m.

    Fun game to teach and learn linear algebra! Linear Algebra is the first abstract mathematics subject for most of new college students in Kenya. Hence most of the students face difficulties to deal with various novel mathematical concepts at that level. I can see how instructors can demonstrate concepts to students through the game and students can therefore experience visualized results, which help enormously in understanding complicated new linear Algebra concepts. Excellent project improving learning environment for teaching linear algebra.

  • Icon for: Bridina Lemmer

    Bridina Lemmer

    Facilitator
    Technical Assistance Consultant
    May 12, 2021 | 10:15 p.m.

    I'll be honest, I struggled with linear algebra in high school and I suspect my bunny will wander all around the garden before he get's to his basket! If I'm understanding correctly, some students have been using the game for homework- have you seen any difference in their levels of engagement in those classes or their understanding of these concepts?   

  • Icon for: David Plaxco

    David Plaxco

    Co-Presenter
    Assistant Professor
    May 17, 2021 | 01:07 p.m.

    Yes! We have been implementing some in-class and homework assignments that ask students to reflect on their gameplay and encourage them to articulate the strategies they use. I have not yet analyzed any data from these implementations, but as an instructor who used some of the assignments in my own class, I can say that I definitely had some students who incorporated the Bunny environment into later discussions as we explored linear in/dependence, span, and basis! 

  • Icon for: David Barnes

    David Barnes

    Facilitator
    Associate Executive Director, NCTM
    May 14, 2021 | 05:31 p.m.

    Vector Unknown: A Game about Linear Combinations

    Very intriguing!  Just watching the video made me think how nice it would have been to have some of those visuals (Oh, that’s what a scalar does!) when I was taking Linear Algebra.  I am not familiar with the IOLA curriculum, but I am wondering if students had any opportunity to consider how they would use matrices (and what kind would be needed) to move something in 3-space?  Or how would they make sense of matric multiplication in these domains.   Does the game set them up to move beyond just the manipulation of numbers within the frame of a matrix to think of matrices as objects in their own right?  

  • Icon for: Matthew Mauntel

    Matthew Mauntel

    Lead Presenter
    Graduate Student
    May 17, 2021 | 02:47 p.m.

    David, Thank you for the question.  We currently do not have a level that is focused on matrix multiplication in 3-space or manipulating numbers in a matrix frame. Outside of the game, we are working on some modules for the IOLA curriculum that helps students visualize linear transformations in 3-space using GeoGebra.  We are still a little bit away from incorporating this lesson into a game environment. Thank you for the suggestions, I think developing a game that grounds matrix multiplication in 3-space is an excellent idea.

  • Icon for: David Barnes

    David Barnes

    Facilitator
    Associate Executive Director, NCTM
    May 17, 2021 | 03:01 p.m.

    Thanks Matthew.  The framework is very powerful and what you offer to support sense making seems like it really could engage students.  Thanks for sharing a wonderful project!

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