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Source: Conference proceedings of »eLearning and Software for Education« (eLSE)

Conference proceedings of »eLearning and Software for Education« (eLSE)

Location: Romania
Author(s): Veronika Stoffová, Krisztina CZAKÓOVÁ
Title: A Playful form of Teaching and Learning using Micro-World Applications
A Playful form of Teaching and Learning using Micro-World Applications
Issue: 15/2019
Citation Veronika Stoffová, Krisztina CZAKÓOVÁ. "A Playful form of Teaching and Learning using
style: Micro-World Applications". Conference proceedings of »eLearning and Software for
Education« (eLSE) 15:110-115.
https://www.ceeol.com/search/article-detail?id=764374
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The 15th International Scientific Conference

eLearning and Software for Education
Bucharest, April 11-12, 2019
10.12753/2066-026X-19-014

A Playful form of Teaching and Learning using

Micro-World Applications

Veronika STOFFOVÁ
Department of Mathematics and Informatics, Trnava University in Trnava, Priemyselná 4, Trnava, Slovakia
[email protected]/[email protected]

Krisztina CZAKÓOVA
Department of Mathematics and Informatics, J. Selye University, Bratislavská cesta 3322, Komárno, Slovakia
[email protected]

Abstract: The article summarizes the long-term experiences of the authors in the field of creation
and use of didactic micro-world-based applications in education. In this article, there are
systematized principles of creation and effective use of didactic application developed in micro-
world named Imagine. Special attention is paid to didactic transformation, visualization,
interactivity and active learning of pupils. The authors summarize recommendations regarding
the graphic design, visualization of knowledge presentation, interactivity of applications in order
to transform the learning process into a great entertainment and interesting game in which
everyone wins. The authors in article present a wide range of didactic applications created in the
micro-world Imagine for pupils at the first level of elementary school. The main focus is on
applications for language learning, both mother tongue and foreign languages. Interesting
applications are in the form of didactic games. The difficulty level of playing or playing form of
learning can be easily increased, from the passive perception of the language to the active
application of language rules and the cultivation of language sensitivity. A simple vocabulary
extension can be increased from a simple assignment of the name of the object to the image that
represents it, through the direct naming of the picture after the active use of the vocabulary, for
example by creating the sentences, completing the story etc. In the field of grammar, it is from
familiarity with the rule, through its perception in context, after its active application to solving
the new language problem situation. Thus, it is possible to create applications for the
development of all language communication skills: listening, reading, writing and talking "with
understanding"

Keywords: Gamification of Teaching and Learning process; Micro-world Applications.

INTRODUCTION

According to the profile of the current modern European teacher, the teacher should not only
be a skilled user of modern digital devices, ICTs and other educational technologies but should also be
able to create their own didactic applications. The teacher can make use of several tools to create
didactic applications. Generally, for teachers (non-informatics) to acquire the first experiences and
habits of using digital educational technologies, an ICT-targeted subject in education is identified [3].
We assume that students have already completed general didactics from a common core subject and
perhaps several chapters also from subject didactics. This subject must also give scope for the practical
application of didactic principles, the application of the forming pedagogical flair and the mastery of
the adepts of the teaching study. Future teachers, including preschool and elementary pedagogy
teachers, will learn to develop their own interactive applications to use with whiteboard, in an
appropriate environment using appropriate digital education technologies. They have to be familiar

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with tools for creating presentations (PowerPoint, Prezi, etc.), have to know how to create educational
websites using a simple interactive html editor, use test tools (eg Hot Potatoes), and create electronic
questionnaires (eg Google form) and so on. Creating applications in programming environments such
as Flash, Java, HTML5, and so on for a regular teacher can be challenging or unmanageable. For such
teachers, the creation of didactic applications is sufficient via environment that in a simple interactive
way allows the efficient creation of custom applications according to their own needs and ideas [6, 9].
Microworld environments occupy an important place in this group of tools for didactical
software creation. Those small "virtual laboratories" allow discoveries through testing and
experimentation thereby support the learning by doing, as well as they support active learning [5].

I. THE IMPORTANCE OF MICRO-WORLDS IN THE CREATION OF DIDACTIC

APPLICATIONS FOR ELEMENTARY SCHOOL

Suitable environment for the creation of didactic multimedia applications are for example the
micro-worlds in which teachers without programming knowledge can create engaging, charming and
interesting (custom) applications, which allow them to do something meaningful, personally suitable
for them. Such applications are typically focused on thematic units and can not only appropriately
diversify the teaching process but also increase the children’s interest in the subject. Students are
unique, and so is the way how they can learn. The micro-worlds open the way to new educational
opportunities.
We have studied programming concepts of several micro-worlds programming environments:
the programming style, programming constructs, code representation, preventing (syntax) errors, as
well as the forms of sharing the results [4]. We have chosen the Imagine Logo from the potential
micro-world programming environments. It has graphical environment and intuitive control of objects
on the screen, allow users to monitor the flow of the command execution and objects’ responses to the
events. Our choice for developing applications in Imagine Logo was influenced also by: rich supply of
tools of the environment, as well as by wide variety of set of commands, graphical support for creating
animations and the option of integrating multimedia files [1, 2].

II. CREATION OF OWN DIDACTIC APPLICATIONS BY PRIMARY SCHOOL

TEACHERS

For teachers to be eroded users of modern didactic tools, universities which educate future
teachers employ subjects into their study programme, which prepare teachers to be able to handle their
new roles in computerization of education. These subjects prepare students not only for using new
technical tools, but also for application of new didactic technologies and creation of software
applications. We have introduced the subject Informatics 4 (hereafter INF4) in the study programmes
for teachers of primary education at J. Selye University in Komárno. Our intention was focused on
creating own educational applications and games. We decided to find such a creative environment,
where discoveries can be achieved by testing and experimentation [1].
The applied teaching methods were based on the constructivism, active learning and learning
by doing, with connection to the project-based and problem-based learning. The final concept of the
methodology we met via qualitative research strategy is named Design-Based Research [1, 2].
Participants acquire basic knowledge and skills in the use of building elements in Imagine
Logo environment at the first five weeks of teaching (the semester lasts 13 weeks). Into the content of
five teaching units are allocated the following elements: motivation, exposition, fixing and
diagnostics, which are dealt with during the activities aimed at different phases of teaching.
The first activity (on first week of semester) is focused around creating simple animations.
The animation is made using the turtle object as well as the movement control, with option of custom
background, event control and multimedia elements. The emphasis of the second activity is on random
placement of objects on the page, determination of the object position, as well as the opportunity of

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move the object by gripping and dragging and control by event-button. The idea behind the second
activity is also moving the objects on the page (and on the background of the page). Creative work
within the third activity aims to use the basic properties of the object turtle, which can leave an imprint
by an event of turtle. The fourth activity is concentrated on using text as an object (textbox) by
inserting the missing words or completing sentences. The response can be a text or it can be
represented by specific shape of the turtle. The fifth activity is based on the use of multimedia – as
button objects in the applications, as well as on the options for testing of overlapping objects. This
concept serves as a solid foundation for developing the next interesting educational game and
application, with the content of the chosen subjects at the level of primary schools [1].
At the next we subsequently provide enough time and space to students for their own creation
in a given programming environment in frame of the next five weeks of the semester. They were given
the opportunity to show the acquired work skills in developing of educational applications and games
support the selected topic of the subject at the first level of primary school.

III. APPLICATIONS FOR EDUCATIONAL SUBJECTS IN THE FIRST GRADE OF

PRIMARY SCHOOL

The future teachers should be mindful of didactic requirements for the application during
creative activities. Besides the easy and intuitive handling (for students), the games and applications
should meet the requirement to serve for educational purposes, thus, to help to motivate students and
supported the playful rehearsing of the subject matter, optionally to its understanding. The application
should be multimedia, interactive, and use animations to motivate, inspire and maintain the attention
of elementary school pupils.
One such application created by the future teacher of the primary school for environmental
education for the 3rd class (on primary school) is presented on Figures from1 to 3. The first picture is
the main menu of topics: Introduction, Getting to know with time, The clock, The digital clock, The
round clocks, The analog clock, The dayparts, How does digital clock show?, Time puzzle. Selected
interactive tasks for some topics are presented on the next pictures.

Figure 1. Environment Knowledge: The measurement of time [8].

Two tasks (topics) are presented in Figure 2. In the first task, it is necessary to specify (by
entering text) the time variables whose success is subsequently tested and evaluated. In the second
task, it is necessary to correctly name the individual parts of the digital clock (by placing the term in
the correct position). Figure 3 illustrates the task of recognizing the exact time (as digital as the
analogue). The result is also evaluable.

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Figure 2. Topics - Getting to know with time, The digital clock. [8]

The application is interactive and uses animations to motivate and maintain user attention. It
was implemented in the Imagine Logo environment as a semestral work (extended as Diploma
Thesis). Application as an executable file takes up 15 727 KB of memory.

Figure no. 3. Topic – The analog clock. [8]

IV. APPLICATIONS CREATED IN IMAGINE LOGO FOR TEACHING

MATHEMATICS

During the activities we frequently focused on the topic of Mathematics and other subjects of
science and languages, what is proved by marked partiality and positive relations of course graduates
connected to these teaching subjects.
Further, we would like to present an application developed for students of 1st class (on
primary school), which attempts to explain and practice the addition and subtraction operation through
interactive games, focusing on textual type tasks, which cause the greatest difficulty for students (at
the level of interpretation).
Three different interpretations of the addition were processed in the project – merge, adding,
surplus expression (in 8 little game tasks). Figure 4 illustrates the task of addition as adding.
This game integrates the first four sample activities (several program constructions and objects
settings, as well as responding to events), during which future teachers have the opportunity to get
acquainted with the micro-world of Imagine Logo and to get practical experience of creative work
(playful programming) in the given environment. We have described the individual activities in the
third chapter.

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Figure no. 4. Topic – Addition as adding (Birds on the tree.) [7]

The creation of task lines was based on the mathematics textbook, among which we can find
tasks with opportunities to freely change or modify the task question. It can bring several new tasks
and solutions. Of course, here the teacher has to check the correctness. Figure 5 illustrates an example
for addition as merge with opportunity for freely change the quantity of trees by hide the trees (to
press the right button on the selected tree). The trees are randomly placed in a row at the bottom of the
page. We have also placed a switch button on the page to request new shuffle. Thus, this task can be
solved by several students one after the other without making the game boring.

Figure no. 5. Topic – Addition as merge (Count and create a big forest!) [7].

Three different interpretations of the addition were processed in the project – incomplete
subtraction, ecording, reversal of merge (in 7 little game tasks). Figure 6 illustrates an example for
subtraction as incomplete subtractions with opportunity for freely change the quantity of girls by
adding (to press and hold the left button on the first girl object and make imprint). We have also
placed a switch button on the page to request new task.

Figure no. 6. Topic – Subtraction as incomplete subtraction [7]

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V. CONCLUSION

In the article, we indicated not only the acuteness and actuality of the enhancement of the
digital literacy of future teachers, but we also proposed new ways of teaching through interactive
technologies in primary education and to bring fun and pleasure to the learning process at the same
time by using games and by innovation of the curriculum through the subject which is focused on
developing educational software applications and computer games. The teaching process is dominated
by active learning method which is called "learning by doing". Students are working (programming) in
the micro-world environment of Imagine Logo, which supports the learning paradigm based on
constructivism. Students of primary school teacher program, for developing their own applications and
games, used commands that were not in many cases part of the contents of the first five teaching units.
We can say that they discovered other possibilities of the tool for creating applications on their own
and in this way they developed their own knowledge system and gained experience from the process
of creation and skills from using the micro-world elements. Our experience shows not only the
student’s disposition for learning, but it also highlights the importance of interaction and individual
contact with the environment and their creativity, fantasy and ability for pedagogical transformation of
teaching topic. Another important discovery for us was that future elementary school teachers are able
to learn basics of creating didactic applications in the environment of micro-worlds in just one
semester and that they enjoy this kind of work, they are initiative and are interested in creating
effective, interesting and attractive teaching tools for their pupils.

Acknowledgements
The paper was supported by project KEGA 012TTU-4/2018 “Interactive animation and
simulation models in education”.

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