Authors:
(1) Ken Hasselmann, ECAM Brussels School of engineering, Brussels, Belgium and Universite libre de Bruxelles, Brussels, Belgium;
(2) Quentin Lurkin, ECAM Brussels School of engineering, Brussels, Belgium. Table of Links Abstract and 1. Introduction Course design
Course assessment
Conclusion, Software and Data, Acknowledgements, and References 4. Conclusion We have presented our design for an introductory course to AI and software engineering. The course involves group project-based learning and gamification through competition-based learning. The results of the course suggest that both project-based learning and gamification help motivate students and create a better learning experience through peer-based learning and the intrinsic motivation created by friendly competition. We wish to conduct a formal teaching assessment campaign before next year’s edition of the course to confirm what our informal assessment has suggested about the students’ highly positive sentiment towards this course. Software and Data The tournament system software is available online (Lurkin, 2021) (documentation in french). Acknowledgements We thank the reviewers for their careful reading of our manuscript and their insightful comments and suggestions. We acknowledge the support of ECAM Brussels School of engineering. References Boss, S. and Krauss, J. Reinventing Project-Based Learning: Your Field Guide to Real-World Projects in the Digital Age / Suzie Boss, Jane Krauss. International Society for Technology in Education, Eugene, Or, 1st ed edition, 2007. Burguillo, J. C. Using game theory and Competitionbased Learning to stimulate student motivation and performance. Computers & Education, 55(2):566–575, 2010. doi: 10.1016/j.compedu.2010.02.018. Ebner, M. and Holzinger, A. Successful implementation of user-centered game based learning in higher education: An example from civil engineering. Computers & Education, 49(3):873–890, 2007. doi: 10.1016/j.compedu. 2005.11.026. Ho, J. C.-S., Hung, Y.-S., and Kwan, L. Y.-Y. The impact of peer competition and collaboration on gamified learning performance in educational settings: A Meta-analytical study. Education and Information Technologies, 27(3): 3833–3866, 2022. doi: 10.1007/s10639-021-10770-2. Jawad, H. M. and Tout, S. Gamifying Computer Science Education for Z Generation. Information, 12(11):453, 2021. doi: 10.3390/info12110453. Johnson, D., Murayama, G., R.T., J., Nelson, D., and Skon, L. Effects of cooperative, competitive, and individualistic goal structures on achievement: A metaanalysis. Psychological Bulletin, 89:47–62, 1981. doi: 10.1037/0033-2909.89.1.47. Jung, S. and Shim, K. K. A case study as a class project of master-slave line tracer competition for undergraduate student education. In ICCAS 2010, pp. 2485–2489, Gyeonggi-do, 2010. IEEE. doi: 10.1109/ICCAS.2010. 5670275. Lawrence, R. Teaching Data Structures Using Competitive Games. IEEE Transactions on Education, 47(4):459–466, 2004. doi: 10.1109/TE.2004.825053. Lurkin, Q. Tournament software, PI2CChampionshipRunner, 2021. URL https://github.com/qlurkin/ PI2CChampionshipRunner. Ribeiro, P., Simoes, H., and Ferreira, M. Teaching Artificial ˜ Intelligence and Logic Programming in a Competitive Environment. Informatics in Education, 8(1):85–100, 2009. doi: 10.15388/infedu.2009.06. Russell, S. J. and Norvig, P. Artificial Intelligence: A Modern Approach. Pearson Series in Artificial Intelligence. Pearson, Hoboken, fourth edition, 2021. Saeed, S. and Zyngier, D. How Motivation Influences Student Engagement: A Qualitative Case Study. Journal of Education and Learning, 1(2):p252, 2012. doi: 10.5539/jel.v1n2p252. Seaborn, K. and Fels, D. I. Gamification in theory and action: A survey. International Journal of Human-Computer Studies, 74:14–31, 2015. doi: 10.1016/j.ijhcs. 2014.09.006. Shahid, M., Wajid, A., Haq, K. U., Saleem, I., and Shujja, A. H. A Review of Gamification for Learning Programming Fundamental. In 2019 International Conference on Innovative Computing (ICIC), pp. 1–8, Lahore, Pakistan, 2019. IEEE. doi: 10.1109/ICIC48496.2019.8966685. Wollowski, M., Selkowitz, R., Brown, L., Goel, A., Luger, G., Marshall, J., Neel, A., Neller, T., and Norvig, P. A Survey of Current Practice and Teaching of AI. Proceedings of the AAAI Conference on Artificial Intelligence, 30 (1), 2016. doi: 10.1609/aaai.v30i1.9857. Ye, R., Sun, F., and Li, J. Artificial Intelligence in Education: Origin, Development and Rise. In Liu, X.-J., Nie, Z., Yu, J., Xie, F., and Song, R. (eds.), Intelligent Robotics and Applications, Lecture Notes in Computer Science, pp. 545–553, Cham, 2021. Springer International Publishing. doi: 10.1007/978-3-030-89092-6 49. This paper is available on arxiv under CC BY 4.0 DEED license. Authors: (1) Ken Hasselmann, ECAM Brussels School of engineering, Brussels, Belgium and Universite libre de Bruxelles, Brussels, Belgium; (2) Quentin Lurkin, ECAM Brussels School of engineering, Brussels, Belgium. Authors: Authors: (1) Ken Hasselmann, ECAM Brussels School of engineering, Brussels, Belgium and Universite libre de Bruxelles, Brussels, Belgium; (2) Quentin Lurkin, ECAM Brussels School of engineering, Brussels, Belgium. Table of Links Abstract and 1. Introduction Abstract and 1. Introduction Course design Course assessment Conclusion, Software and Data, Acknowledgements, and References Course design Course design Course assessment Course assessment Conclusion, Software and Data, Acknowledgements, and References Conclusion, Software and Data, Acknowledgements, and References 4. Conclusion We have presented our design for an introductory course to AI and software engineering. The course involves group project-based learning and gamification through competition-based learning. The results of the course suggest that both project-based learning and gamification help motivate students and create a better learning experience through peer-based learning and the intrinsic motivation created by friendly competition. We wish to conduct a formal teaching assessment campaign before next year’s edition of the course to confirm what our informal assessment has suggested about the students’ highly positive sentiment towards this course. Software and Data The tournament system software is available online (Lurkin, 2021) (documentation in french). Acknowledgements We thank the reviewers for their careful reading of our manuscript and their insightful comments and suggestions. We acknowledge the support of ECAM Brussels School of engineering. References Boss, S. and Krauss, J. Reinventing Project-Based Learning: Your Field Guide to Real-World Projects in the Digital Age / Suzie Boss, Jane Krauss. International Society for Technology in Education, Eugene, Or, 1st ed edition, 2007. Burguillo, J. C. Using game theory and Competitionbased Learning to stimulate student motivation and performance. Computers & Education, 55(2):566–575, 2010. doi: 10.1016/j.compedu.2010.02.018. Ebner, M. and Holzinger, A. Successful implementation of user-centered game based learning in higher education: An example from civil engineering. Computers & Education, 49(3):873–890, 2007. doi: 10.1016/j.compedu. 2005.11.026. Ho, J. C.-S., Hung, Y.-S., and Kwan, L. Y.-Y. The impact of peer competition and collaboration on gamified learning performance in educational settings: A Meta-analytical study. Education and Information Technologies, 27(3): 3833–3866, 2022. doi: 10.1007/s10639-021-10770-2. Jawad, H. M. and Tout, S. Gamifying Computer Science Education for Z Generation. Information, 12(11):453, 2021. doi: 10.3390/info12110453. Johnson, D., Murayama, G., R.T., J., Nelson, D., and Skon, L. Effects of cooperative, competitive, and individualistic goal structures on achievement: A metaanalysis. Psychological Bulletin, 89:47–62, 1981. doi: 10.1037/0033-2909.89.1.47. Jung, S. and Shim, K. K. A case study as a class project of master-slave line tracer competition for undergraduate student education. In ICCAS 2010, pp. 2485–2489, Gyeonggi-do, 2010. IEEE. doi: 10.1109/ICCAS.2010. 5670275. Lawrence, R. Teaching Data Structures Using Competitive Games. IEEE Transactions on Education, 47(4):459–466, 2004. doi: 10.1109/TE.2004.825053. Lurkin, Q. Tournament software, PI2CChampionshipRunner, 2021. URL https://github.com/qlurkin/ PI2CChampionshipRunner. Ribeiro, P., Simoes, H., and Ferreira, M. Teaching Artificial ˜ Intelligence and Logic Programming in a Competitive Environment. Informatics in Education, 8(1):85–100, 2009. doi: 10.15388/infedu.2009.06. Russell, S. J. and Norvig, P. Artificial Intelligence: A Modern Approach. Pearson Series in Artificial Intelligence. Pearson, Hoboken, fourth edition, 2021. Saeed, S. and Zyngier, D. How Motivation Influences Student Engagement: A Qualitative Case Study. Journal of Education and Learning, 1(2):p252, 2012. doi: 10.5539/jel.v1n2p252. Seaborn, K. and Fels, D. I. Gamification in theory and action: A survey. International Journal of Human-Computer Studies, 74:14–31, 2015. doi: 10.1016/j.ijhcs. 2014.09.006. Shahid, M., Wajid, A., Haq, K. U., Saleem, I., and Shujja, A. H. A Review of Gamification for Learning Programming Fundamental. In 2019 International Conference on Innovative Computing (ICIC), pp. 1–8, Lahore, Pakistan, 2019. IEEE. doi: 10.1109/ICIC48496.2019.8966685. Wollowski, M., Selkowitz, R., Brown, L., Goel, A., Luger, G., Marshall, J., Neel, A., Neller, T., and Norvig, P. A Survey of Current Practice and Teaching of AI. Proceedings of the AAAI Conference on Artificial Intelligence, 30 (1), 2016. doi: 10.1609/aaai.v30i1.9857. Ye, R., Sun, F., and Li, J. Artificial Intelligence in Education: Origin, Development and Rise. In Liu, X.-J., Nie, Z., Yu, J., Xie, F., and Song, R. (eds.), Intelligent Robotics and Applications, Lecture Notes in Computer Science, pp. 545–553, Cham, 2021. Springer International Publishing. doi: 10.1007/978-3-030-89092-6 49. This paper is available on arxiv under CC BY 4.0 DEED license. This paper is available on arxiv under CC BY 4.0 DEED license. available on arxiv

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Gamified Learning With An AI Board Game Tournament: Conclusion, Software and Data

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