Evaluating the Role of Play, Feedback and Narrative in Undergraduate Thermodynamics Education

威斯康星大学麦迪逊分校的这个项目正在制作一个基于游戏的学习工具，以提高学生在热力学入门方面的成功。该游戏提高了学生掌握热力学核心概念的能力。该项目还探讨了形成性反馈和人口统计学上有针对性的叙述对基于游戏的学习的影响。概念库存测量收集前和后，沿着与一个新的游戏评估工具，游戏诱导的学习的特点。创新的游戏评估工具，围绕游戏动作的记录，使学习时刻的直接测量和机制，以跟踪从新手到专家型行为的球员的进展。该项目赋予年轻工程师的创造力，因为他们探索能源相关的问题，并在热力学方面建立了坚实的基础。该游戏帮助学生认识到压力、温度和比容等关键参数之间的常见关系，并帮助他们准确地识别这些变量在各种过程中如何相互作用。学生探索这些概念的能量平衡和熵平衡的封闭系统和控制量的关系的背景下，通过选择适当的约束，对应于一个具体解决的叙述。

This project from the University of Wisconsin-Madison is producing a game-based learning tool to improve the success of students in introductory thermodynamics. The game improves the ability of students to grasp core concepts in thermodynamics. The project is also exploring the influence of formative feedback and demographically targeted narratives on the game-based learning. Concept inventory measurements gathered pre and post, along with a novel game assessment tool, characterize the game-induced learning. The innovative game assessment tool, built around the record of game-play moves, enables a direct measurement of learning moments and a mechanism to track the progress of players from novice to expert type behavior. The project empowers the creative energies of young engineers as they explore energy related issues and develop a strong foundation in thermodynamics. The game helps students recognize common relationships between key parameters such as pressure, temperature, and specific volume, and assists them to accurately identify how those variables interact within a variety of processes. Students explore these concepts within the context of energy balance and entropy balance relationships for closed systems and control volumes by selecting appropriate constraints that correspond to a specifically addressed narrative.