Conquer the Net: An Educational Computer Game to Learn the Basic Configuration of Networking Components ´ MEZ, JOSE´ M. CLAVER MIGUEL AREVALILLO-HERRA´EZ, RAU´L MORA´N-GO University of Valencia, Department of Computer Science, Avda. Vicent Andre´s Estelle´s s/n, 46100 Burjassot, Valencia, Spain Received 23 February 2009; accepted 25 June 2009 ABSTRACT: Advanced networking equipment is relatively expensive and student access to it is usually limited to scheduled times at computer laboratories within the university premises. Hence, it is important to make the most effective use of the time assigned and minimize the time that students spend in activities which can be performed outside the laboratory sessions. Familiarizing with the basic configuration commands is one such activity. We have developed a computer game to allow students to learn these in a motivating and pleasant environment. This game has been designed so that rules are easily learned and both cooperative and competitive learning are promoted. ß 2009 Wiley Periodicals, Inc. Comput Appl Eng Educ 20: 72 77, 2012; View this article online at wileyonlinelibrary.com/journal/cae; DOI 10.1002/cae.20374 Keywords: serious game; educational game; networking
INTRODUCTION ‘‘A substantial body of literature indicates that the use of nontraditional interventions, such as games, simulations, multimedia instruction and interactive activities are valuable teaching methods’’ [1] (see, e.g., Ref. [2], for a comprehensive review). Games have been reported as a useful tool to involve students in their learning [3], and it has been suggested that they can reduce training time and enhance retention, providing an opportunity for drill and practice [4,5]. Simulation games facilitate engagement in learning [6], encourage collaboration, and support meaningful post-game discussion [7]. Besides, there exists evidence on the positive effects and motivation achieved by using video games in educational settings [8 10]. The University of Valencia (Spain) currently offers a 3-year Engineering degree in Telecommunications. In the context of this degree, there are a number of modules with a high practical load. In particular, ‘‘Networking applications’’ is a second-level course, which emphasizes practical aspects and focuses on the configuration of networking devices. In particular, this module involves the teaching of concepts related to the configuration of routing protocols, access lists, PPP (Point to Point Protocol),
Correspondence to M. Arevalillo-Herra´ez (
[email protected]). ß 2009 Wiley Periodicals Inc.
72
ISDN (Integrated Services Digital Network), Frame Relay, NAT (Network Address Translation), and DHCP (Dynamic Host Configuration Protocol). These contents are taught through a series of fifteen 2-h lectures and ten 3-h laboratory sessions. Unfortunately, the equipment required to perform the practical work in the computer laboratory is relatively expensive and students have limited access to it. Hence, further practice outside the scheduled times involves using other alternatives. Under these circumstances, a major concern is to optimize the tasks that students perform at the laboratory so as to provide them with the most appropriate hands-on experience on the use of the devices. Most sessions start by cabling a network using PCs, switches, and routers. Then, all devices have to be configured to achieve a specific purpose. Although all configuration commands required are explained beforehand during the lecture sessions, students have no prior experience on using them in a real set-up. This causes that a significant part of the laboratory sessions be exclusively devoted to familiarizing with the syntax of the commands, consuming a valuable time, which could otherwise be dedicated to carry out additional experiments on real set-ups. In this context, there are several activities that may be considered to reinforce the use of configuration commands outside the scheduled laboratory sessions. In principle, a feasible option would be to set-up activities addressing the practice of these commands outside the specialized laboratories, before and after the practical sessions take place. However, this solution
CONQUER THE NET
[3] L. G. Nemerow, Do classroom games improve motivation and learning? Teach Change 3 (1996), 356 366. [4] S. Brownfield and G. Vik, Teaching basic skills with computer games, Training Dev J 37 (1983), 52 56. [5] K. E. Ricci, The use of computer-based videogames in knowledge acquisition and retention, J Interact Instr Dev 7 (1994), 17 22. [6] S. Poole, Trigger happy, video games and the entertainment revolution, Arcade Publishing, New York, 2000. [7] J. Kirriemuir, The relevance of video games and gaming consoles to the higher and further education learning experience, Techwatch Report TSW 02.01, April 2002. [8] R. Rosas, M. Nussbaum, P. Cumsile, V. Marianov, M. Correa, P. Flores, V. Grau, F. Lagos, X. Lo´pez, V. Lo´pez, P. Rodrı´guez, and M. Salinas, Beyond Nintendo: Design and assessment of educational video games for first and second grade students, Comput Educ 40 (2003), 71 94. [9] J. M. Randel, B. A. Morris, C. D. Wetzel, and B. V. Whitehill, The effectiveness of games for educational purposes: A review of the research, Simul Gaming 25 (1992), 261 276.
77
[10] J. P. Gee, What video games have to teach us about learning and literacy, Palgrave Macmillan, New York, 2003. [11] A. C. Siang and R. K. Rao, Theories of learning: A computer game perspective. IEEE 15th International Symposium on Multimedia Software Engineering (ISMSE’03), 2003. [12] M. J. Berson, Effectiveness of computer technology in social studies: A review of the literature, J Res Comput Educ 28 (1996), 486 499. [13] J. A. Betz, Computer games: Increase learning in an interactive multidisciplinary environment, J Educ Technol Syst 24 (1995), 195 205. [14] A. Oyen and J. M. Bebko, The effects of computer games and lesson contexts on children’s mnemonic strategies, J Exp Child Psychol 62 (1996), 173 189. [15] J. Leddo, An intelligent tutoring game to teach scientific reasoning, J Instr Deliv Syst 10 (1996), 22 25. [16] K. Subrahmanyam, P. Greenfield, R. Kraut, and E. Gross, The impact of computer use on children’s and adolescents’ development, J Appl Dev Psychol 22 (2001), 7 30.
BIOGRAPHIES Miguel Arevalillo-Herra´ez received the first degree in computing from the Technical University of Valencia, Spain, in 1993; the BSc in Computing from Liverpool John Moores University, UK, in 1994; and the PgCert in Teaching and Learning in Higher Education and the PhD degree in 1997, both also from Liverpool John Moores University, UK. He was a senior lecturer at this institution until 1999. Then he left to work for private industry for a one year period, and came back to academy in 2000. He was the program leader for the computing and business degrees at the Mediterranean University of Science and Technology until 2006. From this year, he works as a lecturer in the University of Valencia (Spain). His research now concentrates in Pattern Recognition and the application of learning technologies. Rau´l Mora´n-Go´mez obtained his telecommunications degree from the University of Valencia in 2008 and did a work placement at the company Cemex Espan˜a. He is currently studying a second degree in Computer Science, at the same time as he works for the company Indra Software Labs S.L. His research interest include learning technologies and the use of games in Higher Education.
Jose´ M. Claver received the M.Sc. degree in physics from the University of Valencia, Burjassot, Spain, 1984, and the Ph.D. degree in computer science from the Technical University of Valencia, Valencia, Spain, in 1998. From 1985 to 1990, he was with the Electronics and Computer Architecture Department, University of Castilla-La Mancha, Albacete, Spain. From 1991 to 2008, he was with the Department of Computer Science, Jaume I University, Castello´n, Spain. Since 2007, he has been an Associate Professor at the Computing department of the University of Valencia. He has taught undergraduate courses on computer architecture and embedded systems and graduate courses on high-speed networks, advanced computer architecture, and parallel computing. His research interests include computer architecture, parallel computing, highspeed QoS networks, network protocols, embedded systems, and reconfigurable computing. He is the author or coauthor of more than 40 research publications on these subjects.
