I Corps-L: Supporting System Design in ECE through an Internet of Things Game Authoring System

传统奖欧洲经济共同体0530588包括重点讲授电气和计算机工程(欧洲经委会)系统设计。为了支持系统设计思维和学习，该项目利用了学生设计的互动竞争活动。目前的i-Corps L项目在该奖项和其他奖项的基础上进行了扩展，通过移动互动竞赛设计项目将全国电气和计算机工程专业的学生联系起来。该项目旨在为欧洲经委会学生创建一个全国性的顶峰计划，类似于其他学科的展览，这些展览是合作的，而不是竞争的。巴克内尔的小规模试验展示了这种设计的潜力，可以吸引学生参与所有级别的抽象系统设计的教学元素。这个项目的目的是将这些竞争性活动与学习联系起来，因为为了竞争，学生必须创造硬件和软件。由于竞争活动与设计密不可分，因此该项目有可能对设计选择产生快速反馈，从而产生更有效的系统设计技能。此外，该项目可能会选择开发一项商业活动进行购买。到目前为止进行的初步试验表明，竞争活动和工程设计之间存在独特的负担。互动比赛不仅依赖于支持游戏的物理基础设施(硬件和软件)，还依赖于故事和规则。这种活动被定义为正式的基于规则的系统，具有可变和可量化的结果，其中不同的结果对参与者具有不同的价值。玩家通过可选和可协商的活动来努力实现有利的结果，这带来了情感上的利害关系。正是这些竞争活动以玩家为中心和引人入胜的特点，该项目寻求与工程设计过程相结合。更具体地说，这些活动允许学生在设计挑战时具有很大的灵活性，因此他们变得更适应特定机构的学习结果和课程。更改规则可以显著更改设计参数，从而即使在成本效益高且硬件和软件集有限的情况下也能实现大范围的设计项目。此外，这些活动可以放在许多与STEM学生和其他学习者相关的流行作品中的叙述中，因此对许多受众具有潜在的吸引力。

Legacy award EEC 0530588 included a focus on teaching electrical and computer engineering (ECE) system design. To support system design thinking and learning, the project utilized student-designed interactive competitive activities. The current I-Corps L project expands on this and other awards to connect students in electrical and computer engineering programs across the country through mobile interactive competition design projects. The project seeks to create a nation-wide capstone program for ECE students, similar to exhibitions in other disciplines that are collaborative rather than competitive. Small-scale trials at Bucknell demonstrated the potential of this type of design for engaging students and teaching elements of system design across all levels of abstraction.The intent of this project is to link these competitive activities with learning since in order to compete, students have to create hardware and software. Since the competitive activity is integrally tied to design, the project has the potential to create rapid feedback on design choices, thus leading to more effective system design skills. Additionally, the project may opt to develop a commercial activity for purchase. Initial trials conducted to date reveal unique affordances between competitive activities and engineering design. The interactive competitions depend as much upon stories and rules as the physical infrastructure (hardware and software) that supports play. Such activities have been defined as formal rule-based systems with variable and quantifiable outcomes in which different outcomes have different values to players. Players exert effort by both optional and negotiable activities to achieve favorable outcomes which brings an emotional stake. It is the player-centered and engaging characteristics of these competitive activities the project seeks to combine with the engineering design process. More specifically, the activities allow great flexibility in student design challenges so they become more adaptable to institution-specific learning outcomes and curricula. Changing the rules can significantly change the design parameters so that a large range of design projects are enabled even with a cost-effective and limited set of hardware and software. Furthermore, the activities can be placed in narratives drawn from many popular works relevant to STEM students and other learners, and thus have potential appeal to many audiences.