Doing run throughs with the questions we have now is not an adequate test of
repetition as even the largest set we currently have is smaller than I would
anticipate the actual sets being.

But hey, I would stop you from doing it, it certainly won't hurt anything.
Go nuts.

On Thu, Mar 11, 2010 at 1:29 PM, Zach Elko <[email protected]> wrote:

> As-per doing some run-throughs, I'd beg to differ on the chance of
> repeating being slim.
>
> As for repetition, I think that should manifest itself in repeated plays of
> the same question set (a question set embodies a subject, a category, and a
> difficulty), as opposed to the same run-through of a level.
>
>
> Zach J. Elko
> Ball State University Unified Technology Support
> Certified Hardware & Software Technician
>
>
> On Thu, Mar 11, 2010 at 1:27 PM, Doug Shook <[email protected]> wrote:
>
>> I guess I don't see a problem with doing that, but I don't see why its
>> particularly necessary either.  If the question sets are of any decent
>> length the chances of them repeating a question is very small to begin
>> with.  Also, I don't see the harm in repeating a question or two every now
>> and then.  If they miss questions it would be helpful for them to get
>> another shot at it to try and correct their mistake.  Practice makes
>> perfect, right?
>>
>>
>> On Thu, Mar 11, 2010 at 1:10 PM, Zach Elko <[email protected]> wrote:
>>
>>> My view on this is as follows:
>>>
>>> Coverage is very important. When a teacher assigns homework, their goal
>>> is that all of those problems are attempted because each one or each type
>>> illustrates some particular skill.
>>>
>>> The way we randomly select questions now hinders this, but there is an
>>> easy fix:
>>>
>>> Randomize the question set at the time it is created, and then select
>>> questions from it in-order. This way, each run of the game, the order of
>>> questions for each specific difficulty and set are randomized, but they
>>> don't need to be selected at random. By selecting them at random, you run
>>> the risk of duplicates and not getting full-coverage.
>>>
>>> Doug, I can implement this change if you'd like, I know you've done a lot
>>> recently and are busy with Battleship. Just let me know.
>>>
>>> Zach J. Elko
>>> Ball State University Unified Technology Support
>>> Certified Hardware & Software Technician
>>>
>>>
>>>
>>> On Thu, Mar 11, 2010 at 12:43 PM, Doug Shook <[email protected]> wrote:
>>>
>>>> I agree with what Ian said, but I also wanted to point out that the
>>>> games draw questions randomly from the pool of available questions.
>>>> Therefore its very unlikely that they will even see every question in a set
>>>> when they play the game.  That being said, making the sets a reasonable 
>>>> size
>>>> is important to ensure they see a variety of questions each play through.
>>>>
>>>> The chances that they will repeat questions is entirely random, so don't
>>>> factor that in when making the sets.  Memorization is not a bad thing
>>>> either, especially for simpler questions.  You would EXPECT them to 
>>>> memorize
>>>> answers, that means they're learning.  Since the placement of the choices 
>>>> is
>>>> also randomized each time a question is asked, there's little to fear about
>>>> them memorizing locations of answers instead of the answers.
>>>>
>>>> Bottom line: question sets need to cover the material adequately, as Ian
>>>> said.  Within reason, more is better.  Levels are completely independent
>>>> from the sets and the number of levels should be determined by how long we
>>>> want the game experience to be.
>>>>
>>>> Hope this helps.
>>>>
>>>>
>>>> On Thu, Mar 11, 2010 at 10:40 AM, Ian Crotty <[email protected]>wrote:
>>>>
>>>>> Mathematics questions would be easy to generate a lot of as we have a
>>>>> lot of versatility with them.  We also do not have to be limited to x+y=z.
>>>>>  we can do things such as a+b+c=z or any combination of things to that
>>>>> nature.  What we need to make sure of is that we are covering the students
>>>>> curriculum adequately.  Sometimes repetition can be helpful in teaching 
>>>>> them
>>>>> the concepts.  On the other hand repetition just allows them to memorize 
>>>>> the
>>>>> question and answer and blow through it.  BF will more than likely take 
>>>>> up a
>>>>> goodly chunk of time just getting through 10 levels and I imagine these
>>>>> students will have maybe 30 minutes to play, an hour tops.
>>>>>
>>>>> If we want to see them finish a game we may want to cut down on the
>>>>> levels as BF (and yes i realize we changed the name but its force of 
>>>>> habit)
>>>>> has no save progression abilities.  It may be a good idea to set up 
>>>>> another
>>>>> time with the class to have them test the game more thoroughly with longer
>>>>> periods of time with the game or have other people we know play the game 
>>>>> as
>>>>> well.  This may be something we should talk to Christy about (the amount 
>>>>> of
>>>>> time they get with each game) and we can go from there.
>>>>>
>>>>> Ian Crotty
>>>>> UTS Hardware Technician
>>>>> Ball State University
>>>>>
>>>>>
>>>>> On Thu, Mar 11, 2010 at 10:27 AM, Andy Elsten <[email protected]>wrote:
>>>>>
>>>>>>  alright guys after making some levels and question sets I noticed
>>>>>> that BF runs every level that we have. Keeping that in mind if we want 
>>>>>> each
>>>>>> question to be unique then we need at least 4 times the questions than
>>>>>> levels in each of the question sets. So if we have 20 levels there hast 
>>>>>> to
>>>>>> be at least 80 to 100 questions in each set. If this is desirable no big
>>>>>> deal I can make the question sets bigger.
>>>>>>
>>>>>> My main question is, have we given any thought as to how many levels
>>>>>> they are going to run through each time? I only post this question to get
>>>>>> feed back on the decision to make the questions sets huge to get more 
>>>>>> unique
>>>>>> questions or post a limit on the number of levels for each run to reduce 
>>>>>> the
>>>>>> chances to repeat question. Just let me know your thoughts on the topic
>>>>>>
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