Hidden Image Game. Instructional Booklet CCSS & ISTE Alignment Materials List Introductory Lessons Game Instructions Printables. Story Context Version

Transcription

1 Hidden Image Game Story Context Version Instructional Booklet CCSS & ISTE Alignment Materials List Introductory Lessons Game Instructions Printables

2 Table of Contents Game Description Materials Concept Introduction Image Representation Game Introduction Game Set Up Game Facilitation Game Conclusion Rules & Instruction Appendix

3 Game Description A more detailed description including step-bystep instructions for facilitation and a list of materials can be found on the following pages. Common Core State Standards SL.6-8. Engage effectively in a range of collaborative discussions with diverse partners on grades 6-8 topics, texts, and issues, building on others ideas and expressing their own clearly. SL Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. All data is represented on a computer with numbers, be it a math equation, a text document, or an image. Data can be stored using any encoding we want, but we have to decide on a standard and stick to it. By remaining consistent, everyone can interpret the numbers the same way. Sometimes, we can find ways to represent the same data with fewer numbers, but this has tradeoffs: it takes less space to represent the same data, but it might make the encoding/decoding process more complex and sometimes information can be lost. In this Hidden Image Game, players work in pairs to to be the first to accurately translate one data image representation to (or from) its numerical representation, while guessing the meaning of the image.

4 2 Materials Counts for materials are intended for a class of 2. Add additional materials as appropriate. Printable materials can be found in the Appendix. Engagement Survey Pre-Game Assessment Post-Game Assessment Instructional Booklet/Facilitation Guide Enrichment Activity Level Demo Materials Level 2 Demo Materials Level 3 Demo Materials Level Game Play Materials Level 2 Game Play Materials Level 3 Game Play Materials

5 3 Concept Introduction Prior to game play, introduce the concept of representation. For Researchers Only: Before the introduction, administer the pre-game assessment. We will be playing a game called the Algorithm Relay Race. Before we begin the game today, we need to have you complete the pre-game assessment. Think of it as a minigame similar to what you might do in a computer game to test your skills before you start the regular game. Please, read the questions carefully, and answer as well as you can. If you really do not know, then just choose I do not know as your answer. Materials: House Card Casa Card ASCII Card Image Card Introduce Key Instructional Concept: Use oral prompts to facilitate discussion. Data and information can be represented in many different ways and still have the same meaning. The different representations are used for different purposes (ex. to be fast, shorter, more visual, more hidden, or more secretive.) To help you better understand this concept, let s look at an example. Show participants the card with the word house written on it, or simply write the word house on a whiteboard or chart paper. Allow participants to share their answers. What does the word house mean in English? What is the word for house in Spanish? Continued on page 4.

6 4 Concept Introduction Continued from page 4. Allow participants to share their answers. Show participants with the casa card. Ok, so casa is the Spanish word for house. They both mean the same thing, but are represented or shown in a different way. Now, let s take a look at another way to represent this. ASCII is a computer language used to represent data like numbers and letters. In ASCII, casa would look like this. Show participants the ASCII card or write the numbers on a whiteboard or chart paper. And here is an image the represents the same thing. Show participants the image card or draw a picture of a house on a whiteboard or chart paper. Clarify with students that they understand that the words house and casa, as well as the numbers and the picture all represent the same idea. Answer participants questions and provide additional examples as necessary. Once participants understand the concept of representation move onto the Game Introduction.

7 5 Game Introduction Demonstrate how encoding and decoding for participants while introducing the game narrative. Materials: Example Encoding Example Images (-4) Practice Encodings (-6) Practice Images (-6) Note: Print an additional copy of the Practice Encodings and the Practice Images. This extra copy can be used as an answer key to confirm that participants have matched the encodings and the images correctly. Introductory Game Narrative: Use oral prompts to guide introduction. Our game takes place in Syria at a border where there is a very crowded refugee camp. In the game we will play, you all have the role of a new group of aid workers who are currently trying to help refugees. There is not a lot of time to train you to be able to do encoding and decoding of images and messages, so let s do a warm up matching game. You will all have a piece of paper with encodings or numbers written on them, your job is to match your encoding with one of the images in the middle of the table. Hang the four Example Image cards on the whiteboard or other surface. Then, show participants the Example Encoding card. Here is my encoding. I am going to put it next to each image and see if they match, looking one line at a time and starting from the first row. Hold the Example Encoding card up next to the first Example Image card. Continued on page 6.

8 6 Game Introduction Continued from page 5. Let s look at the my row first, I have 3 the same, and different. Which images match that so far? Allow participants to share their thoughts. Ok, how about the next row, I have, then 2 the same, and different. Which images match that so far? Allow participants to share their thoughts. Now it is your turn. The winning group will be the first team to match all of your encodings to the images you are given.. Assign participants to groups if they are not already in predesignated groups. Give each group a set of encodings and a set of images. Give participants time to complete the activity. Encourage each group to hurry because this is a competition. Once a group matches all of the encodings to the images, that group wins. Now it is your turn. The winning table will be the first team to match all of your encodings to the images on the table.

9 7 Game Set Up Each level of the game requires a different configuration. Level. Split participants into groups of two. Each pair will be opponents in the first level of the game. 2. Have each pair sit across the table from each other. 3. Each participant should fold their Level Cards in half along the dotted line. 4. Then, participants hold the Level Cards in front of them with the top half blocking the view of their opponent.. Split participants into pairs of two. Each pair will work together. 2. Give each pair a Blank Level 2 Grid. Level 2. Split participants into pairs of two. Each pair will work together. 2. Give each pair a Level 3 Encoding Sheet. Level 3

10 8 Game Facilitation Explain the general purpose and basic mechanics for Level of the Hidden Image game. Materials: Level : Sample Level Cards (Player A, B, C & Player 2 A-C); Level Cards (A-H); Level Cards Key; Markers or Pens; Level Rules Level 2: Run Encoding Card; Binary Encoding Card; Run Encoding Image Example Card; New Encoding Image Example Card; Blank 5X5 Grid; New Encoding Protocol; Blank Level 2 Grid: Level 2 Run Encoding; Level 2 Key Level 3: Sample Encoding Level 3 (4 cards); Level 3 Demo Line ; Level 3 Encoding Key (Demo); Level 3 Encoding Sheet; Level 3 Encoding; Leve 3 Key Introductory Script: Now, let s start playing the first level of the Hidden Image game. How many of you are familiar with or have ever played Battleship? Wait for participants to raise their hands. Wait for participants to raise their hands. How about Bingo? Well, this game is going to be similar to those two games. I m going to give each of you a piece of paper, and some markers/pens. One side is going to be an empty grid, and the second is going to be a grid filled with s and s. Fold the paper in half and keep the empty grid on top to hide the grid with the numbers. Demonstrate how to hold the paper. Read the Level Rules to participants. Then, take any questions that participants have about game play. Demonstrate the turn taking process for participants using the Sample Level Cards. These can be enlarged or protected so that they are easier to use and easier for participants to see during the demonstration. Or, you can draw these images on the board. Continued on page 9.

11 9 Game Facilitation Continued from page 8. Taking Turns Demonstration: Show participants the Sample Level Player A Card and the Sample Level Player 2A-C Card. Suppose the turn comes to you and your opponent s revealed image grid looks like this. Point out the Xs and scribbles on the Sample Level Player A Card. And her hidden binary data looks like this. Point out the binary data on the Sample Level Player 2A-C Card. Suppose you guess 2B. Then, your opponent would see a and you would color the square black. Point first to the 2B square on the Sample Level Player 2A-C Card. Then, show participants the Sample Level Player B Card which has the 2B square colored in. Because this is a Black square you get a bonus guess. Suppose you ask for B2 again by saying Are there are any more s to the right of square B2? Your opponent says, Yes. There are 2 more s. Your opponent reveals the 2 s, but does not reveal the last square because it is not a. However, because she does not say there are 3 s, you do know the next square is a, so you X it out. Your turn is over, and it becomes your opponent s turn. Then, take any questions that participants have about game play. Once all questions have been answered, proceed to play Level. Continued on page.

12 Game Facilitation Continued from page 9. Assign Partners & Distribute Materials:. Pair off participants. 2. Place two pairs of participants at each table for a total of four participants at a table. 3. Pass out Level Grids: Make sure that for each group of four, you either give them Level A through D cards, or Level E through H cards. Do not mix these two groups cards. Winning the Game: The winner is the first participant to complete their opponent s grid accurately. As participants complete their grids for Level, check each grid to see if the participants completed it accurately. If participants make a mistake, read them the consequence for their particular mistake. Land mine is falsely marked: A pixel where there isn t a land mine costs valuable time to avoid. Since refugees risk getting captured the longer they are exposed and on the run, this mistake results in the capture of a refugee. Land mine not marked: Much more serious severe injury Perfect landmine map: A family escapes death or injury, quickly, and proceeds to the mountain escape route, seeking safe houses for food and shelter along the way. One escape route error: A refugee is deported by a border patrol sent back to the camp to try again. Two or more escape route errors: A family is ambushed and taken prisoner by the enemy. When a pair is finished with the game, ask them what the pictures are. They will not know. Point out that some actual images are a combination of smaller images. Have them determine if the pictures mean something when they are put together. Show them the combined picture. This map will help the refugees avoid landmines, and enemy soldiers, and get to the border safely. Continued on page.

13 Game Facilitation Transition from Level of game play to Level 2. Ending Level Script: Well done.! You have all uncovered your hidden images. Now, we will move on to the next round. Pausing Game Play Between Level & 2: Depending upon the amount of time available for game play. The end of Level is a good place to pause game play. If you pause here, start Level 2 game play with Review Concepts. If you are continuing game play, skip to Level 2 Story Script. Review Concepts: Ask participants to recall what concepts were learned during the first level of game play. Make sure to review the following topics: binary encoding runs numbers can represent an image there are many ways to represent the same thing Review Game Story: Ask participants what they remember about the game s story. With participants help, summarize the story. If necessary, show participants images of refugees to prompt discussion and job their memory. Level 2 Script: We were trying to help refugees to try to get to safety in another country. Great, so now we re going to move forward. Introduce New Way to Represent Runs: During Level, we talked about runs. A run is when there is the same data value together, right next to each other. For example, some up us had or on our cards.. If participants do not recall runs, show them a run on the Sample Level Cards. Continued on page 2.

14 2 Game Facilitation Continued from page. Level 2 Script: We were trying to help refugees to try to get to safety in another country. Great, so now we re going to move forward. Introduce New Way to Represent Runs: During Level, we talked about runs. A run is when there is the same data value together, right next to each other. For example, some up us had or on our cards.. If participants do not recall runs, show them a run on the Sample Level Cards. Now, I m going to show you another way to encode runs. Look at this example. Show participants the Sample Run Encoding card. This can be displayed on a whiteboard. Think about the designs we completed for Level. What do you think the B and the W might stand for? Allow participants share their ideas. If participants don t hit on the idea of black and white spaces, clarify that this is what the B and the W represent. This is a type of run encoding. These can be written many ways such as R for red and B for blue. Post the Binary Encoding Example card next to the Run Encoding Example card on the whiteboard or other display surface. This is the binary encoding with the ones and zeroes like we were using last week for level. Notice, there is one which = B, two s = 2W, three s = 3B, and two s = 2W. The 3B is a run of black that fills three black spaces and the 2W is a run of white that fills two white spaces. Both of these encodings represent the same thing, which also is this image.. Continued on page 2.

15 3 Game Facilitation Continued from page 2. Post the Run Encoding Image Example underneath the Binary Encoding Example and the Run Encoding Example cards. We can see that there are many different protocols or rules for encoding data even though they can mean the same thing. Now, I ll show you another example with a new protocol. Post the New Protocol Example on the board. Here is the new protocol example which also represents this image. Post the New Protocol Image Example card. Discuss with your partner how this encoding matches the image. After pairs have a few minutes to discuss, ask pairs to share out their ideas until you feel comfortable that participants understand the new protocol. Practice New Protocol: In pairs you are now going to work together, cooperatively, to decode real-time incoming data. So, I will give you the encoding line by line, you tell me what to fill in the image. Post the Blank 5X5 Grid on the whiteboard or other surface. This can be enlarged to make it easier for participants to see. Alternatively, you can draw a 5X5 grid on chart paper or the whiteboard. Read the encoding protocol line by line from the Sample New Encoding Protocol card. Pause after each line to allow participants to tell you how to fill in the grid. Use the following oral prompts to facilitate this activity. Continued on page 4.

16 4 Game Facilitation Continued from page 3. Here s the first line: 5. What will this look like? Allow participants to share their thoughts. Fill in the first row of 5X5 grid to match the first encoding line. 22. Tell me what I m going to fill in here. Allow participants to share their thoughts. Fill in the first row of 5X5 grid to match the first encoding line. Listen to participants feedback. Listen to participants feedback. 3. What will this line look like? 5. What about this line? 22. Tell me what you think about this line. Listen to participants feedback. Once the image is finished: Participants should be able to identify a tree. Transition to Level 2 Script: Who can tell me what this is an image of? Great! Now, we are going to start level 2. Continued on page 5.

17 5 Game Facilitation Continued from page 4. Level 2 Script & Rules of Game Play: Once again, our game takes place in Syria at a border where there is a very crowded refugee camp. In the game we will play, you all have the role of a new group of aid workers who are currently trying to help refugees. So, now we are going to decode some messages from the aid workers to the refugees. Each of you is going to pair up with the person sitting next to you and together you will both decode the image onto an empty grid sheet Pass out blank Level 2 Grids to participants. Just like in the example, I am going to give you the encoding one line at a time. After I finish writing the first line, you will have 2 seconds to discuss with your partner what you think the encoding means and decode it on the paper. For the rest of the lines, you will only have seconds to decode. So make sure you are paying close attention to make sure you decode the lines accurately while staying on time. Level 2 Script & Rules Cont d: After the last line is complete, the facilitators will come to check and see how many points you have earned. The pair with the most points wins this level of the game. Finishing Level 2 Script: Alright, now I m going to come around and give you your points. Visit team pairs and calculate the point totals each group has won. Announce a winner or multiple if applicable. Explain that the winners are the senior decoders in this volunteer group. Great! You have all decoded the image. Continued on page 6.

18 6 Game Facilitation Finish Level 2 and transition to Level 3 of game play. Visit team pairs and calculate the point totals each group has won. Announce a winner or multiple if applicable. Explain that the winners are the senior decoders in this volunteer group. Great! You have all decoded the Safe House that the refugees will be looking for when they reach the border. Discussion: Discuss how run encoding differs from binary encoding. Use the following key points to guide discussion. Run encoding uses different numbers than just and. Binary encoding has number for every colored square, but run encoding has different length rows of numbers. Level 3 Script: In level 2, we had you go from numbers to an image. Level 3 is going to be the opposite, which means what? Have participants share what they believe they will doing for Level 3 of the game. Ensure that participants understand that for Level 3 they will be moving from images to numbers. So I will give you an image line by line, and then you and your partner will write down the matching run encoding that we ve been using. Demonstration for Level 3: Again, we ll do an example first. Using the same protocol from level 2, this is your image. Continued on page 7.

19 7 Game Facilitation Continued from page 6. Have participants share what they believe they will doing for Level 3 of the game. Ensure that participants understand that for Level 3 they will be moving from images to numbers. So I will give you an image line by line, and then you and your partner will write down the matching run encoding that we ve been using. Demonstration for Level 3: Again, we ll do an example first. Using the same protocol from level 2, this is your image. Post the Level 3 Demo Image card for line on the whiteboard or other display. Then, post the Level 3 Demo Line card next to it. Point to the Level 3 Demo Line card. This is the card with the numbered encoding written on it. How does this encoding match the image? Ask participants to discuss the answer to this question with partners. When they are finished, have participants share their thoughts. Now, with your partners figure out the encoding for this image. Post the Level 3 Demo Image 2 card on the whiteboard or other display. Demonstration for Level 3: Have participants write down the encoding for the second line of the Level 3 Demo image. Check their answers. Continue the same process with Level 3 Demo Image Lines 3 and 4. Continued on page 8.

20 8 Game Facilitation Continued from page 7. Level 3 Rules & Game Play: Pass out encoding sheets to each pair. Once again, you and your partner will be getting a sheet. This time it will have dashed lines for you to write the run encoding on. You may not need to use all of the dashed lines since each row may be a different length. You and your partner will work together to write the run encoding of the image, using the protocol we have been working with, one line at a time. You will have 2 seconds to discuss and write your answer after I complete the first row, and then seconds for each of the remaining rows. You will earn one point for each correct encoded row. Once again, if you think you know what the image is, write your guess next to the line you are currently working on. If you want to change your guess, you can cross out the first one you wrote and write your new guess next to the new line you are working on. The first pair to guess the correct image will earn the bonus point. After level 3 is over, we will check your answers and give you your points. Whichever pair has the most points wins. Start game play. After game is complete, assign points. After everyone has finished, announce that the images have each been passed along to a refugee family that will use the images to escape. Also, announce the winning pair.

21 9 Game Conclusion Use the following script to finalize game play and to review key concept. Discuss Key Concept: Discuss run encoding and binary encoding why might run encoding be better than binary encoding? Allow participants time to think about, discuss, and answer the question. Use the following points to guide the discussion if necessary. Run encoding is shorter. Binary encoding is easier to do correctly. Both represent the same image just in different ways. Enrichment Opportunities:. If participants are interested in refugees, tell them the True Refugee Story that can be found in the appendix. 2. Alternatively, print out true stories of different refugees. Put these stories in backpacks along with examples of the items that the refugees in each story carried with them. Give pairs or groups of participants a backpack and have them unpack their refugee s backpack to discover more about the person who s story is inside. Researchers Only: After awarding prizes, administer the engagement survey: Now, we will do the Engagement survey which is very short. After the engagement survey, administer the post-game assessment: Now, we re going to do the assessment again. Please, do the best you can, but remember this is just for us to see how you re doing with the games. Of course, if you don t know, you can still mark that you don t know. Make sure you all write your ID numbers on the front page.

22 2 Rules & Instructions Read the rules and instructions for Level of the Hidden Image Game to participants. Objective: The goal of the game is to reveal all of your opponent s black pixels (squares) by guessing their locations on a grid sheet (similar to Battleship, for those who are familiar). Arrangement: You will be split into pairs of two. One member from each pair will sit across from each other. Game Play: Opponents will alternative taking turns until all of the black pixels from one opponent s Level card have been revealed. Taking Turns:. To take a turn, one of you calls out a row number and a column letter that corresponds to a square on your opponent s grid (e.g., B4 like Bingo, for those who are familiar). 2. Your opponent (across the table) will then peek under her blank grid and take a look at that square you called out on her hidden grid (the one with the s and s). A. If the square with the row number and column letter has not already been called and revealed, your opponent will check to see: If there is a, then your opponent will place a dot in the middle of that grid space on her blank grid paper, meaning that the space is a white space. If there is a, then your opponent will fill in the grid square on her blank paper. When it is a, meaning a black square, you also get extra turn. So you get to call out another row number and column letter to check another grid space. After your move, the next player goes (regardless if the extra turn reveals another black space). B. If the square at the row number and column letter has already been called and revealed: Your opponent must look to see if there is a run. A RUN would be true if the grid space(s) directly to its right contain the SAME data number as the space called again (the same or ). Continued on page 2.

23 2 Rules & Instructions Continued from page 9. Taking Turns Cont d: A. If there is a run, all of the spaces directly to the right of the space that contain the SAME data will be either filled in or given a dot (depending if it s a or ) up until the data CHANGES. Runs must be consecutive. B. If the first grid space to the right is different, then nothing is revealed. Winning the Game: The winner is the player who reveals all of her opponents black pixel squares first. Strategy: Runs of black cells or runs of white cells are important to locate for the success of the player, to shorten the number of turns to win the game.

24 22 Rules & Instructions Rules for reference during Level 2 game play. Objective: Quickly and accurately decode the numbers into an image. Game Play: The facilitator will reveal (read and/or write) the numbers for the code a line at a time. Players have 2 seconds to discuss the numbers from the first line with their partners to determine the correct decoding and fill in the blank squares on their Blank Level 2 Grid. After the first line, each line will be revealed and players will get seconds to decode the numbers into an image. Points: Each correctly decoded line is worth point. Winning the Game: The team with the most points wins this level of the game. Multiple winners are possible at this stage of the game. Guess Image Bonus Point: As players are filling in rows, if they think they can guess what the image is, they can write their answer next to the row they are currently working on. If they want to change their guess, they can cross out their first guess and write their new guess on the new line that they are currently working on. They can only change their guess while the game is still being played, not after. The pair who guesses the image correctly first will get one bonus point. Erroneous Safe House Icon If the safe house is decode incorrectly, the refugee goes to the wrong house and receives no help, or is captured at an enemy house. Perfect Safe House Icon: For each perfectly decoded safe house icon, the refugee is allowed into the safe house and is saved.

25 23 Rules & Instructions Rules for reference during Level 3 game play. Objective: Quickly and accurately encode the image into numbers using the revised encoding protocol. Game Play: The facilitator will reveal the image one pixel line at a time. Players have 2 seconds to discuss the numbers from the first line with their partners to determine the correct encoding and write it down on their Level 3 Encoding Sheet. After the first line, each line will be revealed and players will get seconds to decode the numbers into an image. Points: Each correctly decoded line is worth point. Winning the Game: The team with the most points wins this level of the game. Multiple winners are possible at this stage of the game. Guess Image Bonus Point: If players think they know what the image is, they should write their guess next to the line they are currently working on. If they want to change their guess, they can cross out the first one they wrote and write their new guess next to the new line they are working on. The first pair to guess the correct image will earn the bonus point. Erroneous Password for Use at the Safe House A refugee is not allowed to enter and is turned away, and receives no food or shelter. Perfect Safe House Password: A refugee unlocks at the safe house food, water, shelter, and a cache of supplies.

26 24 Appendix The following materials help to facilitate research, demonstrations, and game play. The research materials are not necessary for classroom use. For Researchers Only: Pre-Game Assessment Post-Game Assessment Engagement Survey For Introduction: House Card Casa Card ASCII Card Image Card Example Encoding Card Example Image Card Practice Encoding Cards (-6) Practice Image Cards (-6) For Game Play: Sample Level Cards Level Cards (A-H) Level Card Key Instruction Cards Clue Bag 2 Instruction Cards Clue Bag 3 Instruction Cards Clue Bag 4 Example of Items for Clue Bag Blank Map for Clue Bag 2 Map with Shipping Lanes for Clue Bag 2 Example of Items for Clue Bag 3 Picture Cards for Clue Bag 4

27 Pre-Game Assessment Participant Name and/or Identification Number: Background Information This is one of three game design documents created for the NSF-AISL Pathways funded project, AISL Pathways: The Role of Story in Games to Teach Computer Science Concepts to Middle School Girls ( ). Each game is intended to introduce participants to one computer science concept, drawn from the Computer Science Principles framework developed by the College Board (see Each game has three versions: (a) the basic game, which consists of puzzles or problem-solving activities within a game format, (b) game with context, which consists of the same kind of problemsolving activities situated in a fictional setting, that gives meaning to the activities, and (c ) game with story, which embeds these activities in a more fully developed narrative, with a plot and resolution. Assessment Instructions Please complete each question to the best of your ability. If you do not know they answer, select I don t know as the answer.. Consider the following binary encoding. Which of the images matches the encoding? Image A Image B Image C Image D a. Image A b. Image B c. Image C d. Image D e. I don t know. 2. Encoding: a. hides one picture within another picture b. changes a picture into the numbers which represent the image c. changes one picture into a different picture d. is adding the numbers together to equal the image e. I do not know

28 3. Run length encoding: a. allows you to represent an image with fewer numbers b. makes it easier for you to decode and encode accurately c. makes is easier for you to understand the image d. makes the image more complex e. I do not know 4. Consider the following image. Then, complete the binary encoding below so that it matches the image. If you really do not know, leave it blank. 5. Consider the following encoding, which includes runs. Then, complete the following image by shading in the two empty rows to match the encoding. If you really do not know, leave it blank Using the same protocol as Question 5, use the completed image to complete the following run encoding so that it matches the image: If you really do not know, leave it blank

29 7. Below, you will find an image and its run length encoding. Given the image, and its run encoding, how much shorter is the run encoding than the binary encoding would have been? Note: You do not need to write out the binary encoding. If you don t remember what binary encoding is, look at Question. a. 8 digits shorter b. 8 digits shorter c. 2 digits shorter d. 28 digits shorter e. I do not know

30 Post-Game Assessment Participant Name and/or Identification Number: Background Information This is one of three game design documents created for the NSF-AISL Pathways funded project, AISL Pathways: The Role of Story in Games to Teach Computer Science Concepts to Middle School Girls ( ). Each game is intended to introduce participants to one computer science concept, drawn from the Computer Science Principles framework developed by the College Board (see Each game has three versions: (a) the basic game, which consists of puzzles or problem-solving activities within a game format, (b) game with context, which consists of the same kind of problemsolving activities situated in a fictional setting, that gives meaning to the activities, and (c ) game with story, which embeds these activities in a more fully developed narrative, with a plot and resolution. Assessment Instructions Please complete each question to the best of your ability. If you do not know they answer, select I don t know as the answer.. Consider the following binary encoding. Which of the images matches the encoding? Image A Image B Image C Image D a. Image A b. Image B c. Image C d. Image D e. I don t know. 2. Encoding: a. hides one picture within another picture b. changes a picture into the numbers which represent the image c. changes one picture into a different picture d. is adding the numbers together to equal the image e. I do not know

31 3. Run length encoding: a. allows you to represent an image with fewer numbers b. makes it easier for you to decode and encode accurately c. makes is easier for you to understand the image d. makes the image more complex e. I do not know 4. Consider the following image. Then, complete the binary encoding below so that it matches the image. If you really do not know, leave it blank. 5. Consider the following encoding, which includes runs. Then, complete the following image by shading in the two empty rows to match the encoding. If you really do not know, leave it blank Using the same protocol as Question 5, use the completed image to complete the following run encoding so that it matches the image: If you really do not know, leave it blank

32 7. Below, you will find an image and its run length encoding. Given the image, and its run encoding, how much shorter is the run encoding than the binary encoding would have been? Note: You do not need to write out the binary encoding. If you don t remember what binary encoding is, look at Question. a. 8 digits shorter b. 8 digits shorter c. 26 digits shorter d. 3 digits shorter e. I do not know

33 Engagement Survey Participant Name and/or Identification Number: Background Information This is one of three game design documents created for the NSF-AISL Pathways funded project, AISL Pathways: The Role of Story in Games to Teach Computer Science Concepts to Middle School Girls ( ). Each game is intended to introduce participants to one computer science concept, drawn from the Computer Science Principles framework developed by the College Board (see Each game has three versions: (a) the basic game, which consists of puzzles or problem-solving activities within a game format, (b) game with context, which consists of the same kind of problemsolving activities situated in a fictional setting, that gives meaning to the activities, and (c ) game with story, which embeds these activities in a more fully developed narrative, with a plot and resolution. Survey Instructions Please, complete each question as honestly as possible. Please, don t leave any questions blank.. Did you enjoy what you were doing? a. Very Much b. Mostly c. Somewhat d. A Little e. Not at All 2. Did you find the activity interesting? a. Very Much b. Mostly c. Somewhat d. A Little e. Not at All 3. How well were you concentrating? a. Very Much b. Mostly c. Somewhat d. A Little e. Not at All 4. What was the activity you were doing?

34 HOUSE

35 CASA

36

37

38 Example Encoding

39 Example Image

40 Example Image 2

41 Example Image 3

42 Example Image 4

43

44

45

46 A A B B C C D D E E F F G G H H Sample Level - Player A

47 A A B B C C D D E E F F G G H H Sample Level - Player B

48 A A B B C C D D E E F F G G H H Sample Level - Player C

49 A A B B C C D D E E F F G G H H Sample Level - Player 2A-C

50 A A B B C C D D E E F F G G H H Level - A

51 A A B B C C D D E E F F G G H H Level - B

52 A A B B C C D D E E F F G G H H Level - C

53 A A B B C C D D E E F F G G H H Level - D

54 A A B B C C D D E E F F G G H H Level - E

55 A A B B C C D D E E F F G G H H Level - F

56 A A B B C C D D E E F F G G H H Level - G

57 A A B B C C D D E E F F G G H H Level - H

58 Level - Key Level -A Level -B Level -C Level -D Level -E Level -F Level -G Level -H

59 Run Encoding B2W3B2W

60 Binary Encoding

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78 76 ABOUT THIS GUIDE This game and facilitator s guide were developed as part of the project, The Role of Story in Games to Teach Computer Science Concepts to Middle School Girls, funded by the National Science Foundation through the Advancing Informal Science Learning program. COMPUTER SCIENCE CONCEPTS. We designed three games that each introduce core computer science concepts, drawn from the College Board s Advanced Placement (AP) Computer Science Principles curriculum framework. These concepts included Algorithms, Image Representation, and Data Search/Sort. STORY VERSIONS. A project goal was to investigate the role of story in promoting girls engagement with and learning from educational games, and we created three versions of each game: Abstract, Story Context, and Story. In our field tests of the games, we did not find significant differences in girls engagement with or learning from different versions of each game. However, teachers noted that the story versions of the games offered more opportunities to integrate computer science concepts with content from other subject areas, such as geography or world history. We encourage you to review the different versions of each game and choose the version that best meets your own educational goals. The story content and story versions of the games do require additional materials, preparation, and time for the activities. All of the facilitator guides, which include game materials such as cards, are available as pdf files from our project website at: ACKNOWLEDGEMENTS This material is based upon work supported by the National Science Foundation under Grant No. DRL Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. Project PI: Elisabeth Gee, Arizona State University Project CO-PI: Carolee Stewart-Gardiner, Kean University Consultant: Gail Carmichael, Carleton University Consultant: Lorraine Hopping Egan, Hopping Fun Creations PhD students: Kelly Tran, Earl Aguilera, Priyanka Parekh, Dani Kachorsky Undergraduate students: Carla Casal, Maitri Chakraborty, Stephanie Eordanidis, Abidemi Olaoye, Brianna Shuttleworth, Roma Vachhani Facilitator Guide Editors: Dani Kachorsky and Kelly Tran Special thanks to DANI KACHORSKY for the final graphics and design of these guides.