=Paper=
{{Paper
|id=Vol-3085/paper14
|storemode=property
|title=Computer modeling of the tournament of game algorithms in the process of learning of basics of algorithmization and programming by pre-service IT-specialists
|pdfUrl=https://ceur-ws.org/Vol-3085/paper14.pdf
|volume=Vol-3085
|authors=Liudmyla E. Gryzun,Oleksandr V. Shcherbakov,Svitlana H. Lytvynova
}}
==Computer modeling of the tournament of game algorithms in the process of learning of basics of algorithmization and programming by pre-service IT-specialists==
https://ceur-ws.org/Vol-3085/paper14.pdf
Computer modeling of the tournament of game
algorithms in the process of learning of basics of
algorithmization and programming by pre-service
IT-specialists
Liudmyla E. Gryzun1 , Oleksandr V. Shcherbakov1 and Svitlana H. Lytvynova2
1
Simon Kuznets Kharkiv National University of Economics, 9A Nauky Ave., Kharkiv, Ukraine
2
Institute for Digitalisation of Education of the National Academy of Educational Sciences of Ukraine, 9 M. Berlynskoho
Str., Kyiv, 04060, Ukraine
Abstract
The problems of contemporary IT specialists’ training in terms of the high requirements to their compu-
tational thinking skills as well as the urgency of raising their motivation to mastering algorithmization
and programming are discussed in the paper. It is emphasized by the authors that initial university
courses should focus pre-service IT-specialists on the deep understanding of an algorithmic nature of
any coding task, to realize basic characteristics of the algorithms, to understand their role in modern
software development. Due to the contemporary demands, programming should rest on algorithms
building and has to be a part of lager scale experiences in order to realize its full potential. One of such
experiences offered by the authors in the paper is involving the students into specially arranged activity
focused on efficient game algorithms creation and simulation of the tournament between the algorithms.
The offered activity is elaborated based on the applying the gamification elements into the learning
process. Basing on the core gamifiaction principles, there were thought over and arranged an activity
involving the students into the creation of gamified products. In our case, the gamified product which
the students had to develop in the process of learning of algorithmization and programming was the
software platform which enables a computer simulation of the tournament between the different game
algorithms which realize winning strategies. The peculiarities and the stages of the said activity are
covered in details along with the description of the final software product. Analyzing the described
functionality of the computer simulator of the algorithms tournaments based on the gamification ideas,
we can emphasize its significant didactic facilities in the context of its using for IT-specialists training.
In particular, the developed gamified product was probed in the process of other students’ mastering
algorithmization and programming as well as of the schoolchildren training during summer IT schools.
The prospects of the research are outlined in the lines of using the obtained results for holding the
empirical research for the verification of offered activity impact on the results of IT-specialists training.
Keywords
IT-specialists’ training, computer modeling, tournament of algorithms, computer simulator, winning
strategy
28
1. Introduction
Rapid growing of IT industries and their spreading in all spheres of social life needs renewing
approaches to modern computing education, which would provide national economy with
advanced IT-specialists who are able not just to develop efficient software but also have special
type of computational thinking.
In the international guidelines shaping the modern paradigms of global IT education, it
is emphasized the transformation of computing which nowadays is not a single knowledge
domain [1, 2, 3, 4, 5, 6]. According to the current state of IT education covered in the latest
Computing Curricula Series Report [5, 6], we can conclude that computing area (as a result of
rapid evolution) is not an isolated domain, but rather a family of knowledge domains which
embraces a set of fundamental and applied study areas. They go on their developing that leads
to emerging of new study areas which represent intersection of fundamental science, applied
branches of science and traditional computer disciplines. In particular, according to recent
studies, the advantages of computer science education nowadays lie in giving the students
computational thinking skills which allow them to comprehend a problem in its complexity, to
formalize it and develop possible solutions in a way understandable by a machine, a human (or
both).
On the other hand, the contemporary evidence of educational practice testifies that IT-
specialists’ training at universities is facing the problems of raising students’ motivation to
mastering algorithmic basics of coding, which is considered to be a part of computational
thinking [7]. It is defined by the psychologists [8], that computational thinking embraces four
cornerstones one of which is and algorithm developing along with decomposition, pattern
recognition and abstraction.
In this context it is important to mind that initial university courses should focus pre-service
IT-specialists on the deep understanding of an algorithmic nature of any coding task, to realize
basic characteristics of the algorithms, to understand their role in modern software development.
It is essential at this level to cultivate the students’ understanding that coding is not done in a
vacuum: just knowing a programming language does not provide you with problem-solving
skills necessary for real-life tasks. Programming should rest on algorithms building and has to
be a part of lager scale (project-based) experiences in order to realize its full potential.
One of such experiences may be involving the students into specially arranged activity
focused on efficient game algorithms creation and simulation the tournament between the
algorithms. The purpose of such an activity including the elements of gamification is to
give young developers understanding the difference between pure coding knowledge and the
CTE 2021: 9th Workshop on Cloud Technologies in Education, December 17, 2021, Kryvyi Rih, Ukraine
" Lgr2007@ukr.net (L. E. Gryzun); oleksandr.shcherbakov@hneu.net (O. V. Shcherbakov);
s.h.lytvynova@gmail.com (S. H. Lytvynova)
~ https://kafis.hneu.net/grizun-lyudmila-eduardivna/ (L. E. Gryzun);
https://kafis.hneu.net/shherbakov-oleksandr-vsevolodovich/ (O. V. Shcherbakov);
https://iitlt.gov.ua/structure/departments/technology/detail.php?ID49 (S. H. Lytvynova)
0000-0002-5274-5624 (L. E. Gryzun); 0000-0002-6473-7629 (O. V. Shcherbakov); 0000-0002-5450-6635
(S. H. Lytvynova)
© 2022 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR
Workshop
Proceedings
http://ceur-ws.org
ISSN 1613-0073
CEUR Workshop Proceedings (CEUR-WS.org)
29
algorithmization skills that allow to use computational thinking creatively and effectively.
The aim of the paper is to represent the case of the authors’ practice of involving pre-service IT-
specialists into computer simulation of the tournament between the different game algorithms
which realize winning strategies.
2. Theoretical framework
According to a number of studies, gamification expects applying the game elements to encourage
trainees’ core innate needs for internal motivation [9, 10, 11]. These needs include, in particular:
relatedness as the universal need to interact and be connected with others; competence as the
universal need to be efficient and master a problem in a certain environment; autonomy: the
universal need to control one’s own activity.
The researchers also indicate that gamification methods are successful in fostering collab-
oration, especially when following the principles of self-determination theory [10]. It is also
emphasized that applying only rewarding aspect of gamification (badges, bonuses or other
rewards) [12], is not didactically beneficial, and instead gamification is recommended to consider
the motivation of the participants, the goals of the course and gameful design together [13].
Gamification nowadays is widely used in educational practice of coding mastering both
at school and university levels. Gamification refers to the use of game elements in a non-
game context in order to increase communication between people and computers and to solve
various problems effectively [14, 15, 16, 17, 18]. It is also emphasized that gamification can be
described as using pieces of games to motivate learners, but the real definition of gamification
involves using game-based mechanics, aesthetics, and game thinking to engage users, motivate
action, promote learning, and solve problems. However, according to studies [19, 20], mostly
gamification includes renaming grades for all assessments to “experience points” or “badges”, a
weekly compulsory and non-compulsory activities and a leaderboard, which is often integrated
with an online management tools, and including other game elements without deep influence
on the content of learning.
Along with such a common use of gamification method in programming learning, there
are some studies which demonstrate the experience of a different gamification, involving the
students into the creation of gamified products. Basing on the number of papers [17, 19], we
learnt basic principles of arrangement of such an activity on design of gamified product which
trig gamification mechanisms.
Gamification should have a special meaning for the trainees, the ability to inspire them to
master the topic (course) and it should be autonomous providing a feeling of free choice [19]. It
should also focus on meaningful victories, a sense of discovery, social interactions and include
visually pleasing elements [20].
For the potential users of the gamified product it is essential to have a personal connection
to it, they must feel that the game has a purpose for them individually (the final goal must
be one that the users wish to achieve). The users must be able to clearly see and track their
progress toward long and short term goals, in search of the final goal. To motivate the users
to achieve these goals, gamified product should implement an accomplishment-based reward
system. The prospect of winning a reward inspires users to work toward aims: the rewards
30
act as self-affirmation symbols as well as allowing users to identify with a group that works
toward the same goals [21]. Leader boards should be incorporated to demonstrate the user his
achievements compared to others in the same community and also create both competition and
a sense of belonging to a similar minded group [21]. The reward system should be transparent
and designed properly so as to maximize user’s enjoyment.
It is also emphasized in the papers, that creating a gamified product it is important to mind
that gaming is an unrestricted pass-time, and main objective is to motivate the users to go on
playing the game and trying to overcome difficulties [19].
The techniques used in said research made the theoretical framework of our practical experi-
ence.
3. Computer simulator of the tournament between the different
game algorithms
Basing on the covered principles, we thought over and arranged an activity involving the
students into the creation of gamified products.
In our case, the gamified product which the students had to develop in the process of learning
of algorithmization and programming was the software platform which enables a computer
simulation of the tournament between the different game algorithms which realize winning
strategies.
The students involved in the activity are pre-service specialists of the “Software engineering”
who study the course of fundamentals of algorithmization during one term and the course of
programming during two terms. The activity which was organized in its group form was offered
to the students in the second term. So, the trainees had an opportunity to master algorithms and
coding basics; learn common algorithms properties, methods, algorithmic solutions of classical
informatics tasks etc., got familiar with some games and winning strategies for them.
On the preparation stage of the activity on creation the gamified product, the task for the
students was specified as following: to develop a computer simulator of the tournament between
the different game algorithms which realize winning strategies.
We would like to emphasize that the peculiarity of the task is to model the game process
where the competitors are different algorithms but not a computer and humans (or humans
controlled by a computer).
After the analysis of the subject domain and minding the principles of gamification (covered
above), the use case diagram was built and functional requirements to the simulator were
formulated.
In particular, the simulator has to provide users (students or schoolchildren who learn
algorithmization and programming) with the opportunities to:
• choose a game (Tic-tac-toe, Battleship or other);
• determine the pitch dimensions and other game parameters;
• add a file with user’s own algorithm which realizes the winning strategy of the game and
wants to take part in tournament;
• simulate the tournament between available algorithms detecting the winner;
31
• visualize the progress of the tournament showing the moves of each participating algo-
rithm;
• provide users with the results of the tournament at the leaderboard showing the name of
the algorithm-winner;
• provide users with clear and friendly interface encouraging them to go on mastering the
algorithms developing and achieving the victory among peers’ algorithms.
After that the students were involved into direct activity on the computer simulator design.
Omitting the technical details, we could characterize the developed software as following. As
a result, the computer simulator is a cross-platform software built in Python language which was
learnt by the students within the course of programming. There were developed the modules
and functions which enable to realize all the simulator functionality formulated above.
On the whole, the simulator is composed of three executing files: design.py, scripts.py and
index.py.
The file scripts.py stores initial states of the game, default values of variables, and realized
checks of winning combinations of the games.
The file design.py contains the interface and provides the proceeding of the simulator inter-
action with a user.
The file index.py is a main file for running the simulator. In terms of non-functional re-
quirements, the user should make sure that the OS is installed Python programming language
translator version not lower than 3.8, PyQt5 modules, Numpy and additional libraries from the
list given in the requirements.txt file. For Windows, if you have a translator, just run the file
Project121 (win32) .exe.
The executable file will automatically check for availability additional libraries and will install
the missing modules. At restart, modules will no longer be loaded. If you are using the Linux
family, launch the program is carried out from the window of the terminal emulator.
After the simulator running the user is invited to choose the game for the tournament. So far,
it is realized the opportunity to hold the algorithms tournament for Tic-tac-toe and Battleship
games (the others are being developed).
After the game choosing, the proper game’s window is opened where a user can specify
the parameters of the game. For example, after choosing the Tic-tac-toe game (figure 1), it is
possible to set:
• the dimensions of the pitch where the algorithms will “play” (width and length which are
integers less than 20),
• the number of figures in row to win (an integer that is not greater than minimum value
of width and length),
• the number of rounds where a round is made by two games which differ by the first move
of the algorithms that are competing.
In order to start the tournament, the user can choose the existing algorithms in the simulator
or add his own algorithm realizing his own winning strategy. On this stage of the tournament it
is possible to set up the speed of the algorithms visualization and switch on step-by-step mode
of their realization.
32
Figure 1: Tic-tac-toe game initial window where a user can set the game parameters.
The tournament on the comparing of winning strategies can start on condition of existing
two or more algorithms. In order to add their own algorithm in the simulator to take part in
the tournament, a user has to create file *.py with the developed function called Algorithm,
according to the certain format. In particular, the function must depend on five parameters
(matrix, height, width, player, winCount), where:
matrix — matrix (height, width), in which each element matrix[i][j] takes the value 1, if
nobody has taken this cell yet, else this element of matrix will take proper symbol (“x” or “o”),
latin symbols type;
height — height of the pitch, int type;
width — width of the pitch, int type;
player — the value which is put in the cell of the pitch by this algorithm, in other words, the
value determines the type of this player (“x” or “o”);
winCount — the number of figures (“x” or “o”) in row which are necessary to win, int type.
The user’s function contains the algorithm of winning strategy: it has to process the data
sending via its parameters, make a move (change one empty cell of the pitch (matrix)), and
return a new state of the pitch. The format of the function with its example is provided by the
simulator in special Help section for a user.
When the file *.py with the developed function Algorithm is ready, a user can add his algorithm
to take part in the tournament via the button Add algorithm (figure 2). The episode of algorithm
33
adding is shown in the figure 3.
Figure 2: Tic-tac-toe tournament at the stage of choosing the algorithms and parameters of their
visualization.
Figure 3: The episode of algorithm adding to take part in the tournament of algorithms.
Then a user can run the tournament with his algorithm participation.
Thus, the developed software provides the simulation of the algorithms tournament for the
chosen game by comparing the algorithms’ winning strategies.
The progress of the game is visualized in chosen speed showing the moves of each participat-
ing algorithm.
Finally, the simulator provides users with the results of the tournament at the leaderboard
showing the name of the algorithm-winner.
The simulation of tournaments for Battleship game was realized by the students in similar
way which gives potential users similar opportunities as for their algorithmic skills working
out (figure 4).
However, the user has to create and add the file with two developed functions: shipsPlacement
(which determines ships location) and Algorithm (which realizes the winning strategy).
It is important to emphasize that during the simulator developing the students had to test the
work of their software on their own samples of algorithms as well as on the other their peers’
algorithms. It made students themselves be involved into game activity testing gamified product
and besides that, allowed them to involve other students into the process of creation of the
algorithms which realize winning strategies for famous games. This circumstance showed great
34
Figure 4: The episode of the tournament of the algorithms for the Battleship game.
benefit of gamification techniques using in the mastering of the said courses in their different
variations.
Thus, as a result of the involving the students into specially arranged activity focused on game
algorithms creation and development of simulator of the tournament between the algorithms we
could conclude the impact of such an activity on the forming trainees’ computational thinking.
It was prepared by us special program of monitoring the students’ activity during different
stages of their work upon the simulator including its testing and preparing the user’s guidelines.
Our monitoring, according to this program, testified raising the students’ motivation and
tendency to comprehend the essence of algorithms building. As it was predicted, we could
notice their growing understanding of the role of algorithmization skills in the process of coding.
In addition, we held the survey which aimed at revealing students’ hindsight and reflexion of
their work upon the simulator. The survey included the set of questions and tasks, such as:
(1) How do you estimate your degree of attraction of algorithms basics in the progress of
developing the said gamified product (according to the given scale)?
(2) Did you change your mind on the value of the fundamental knowledge on algorithms for
coding? In which way?
(3) How do you estimate your level of engagement in analyzing feedback of your activities
(according to the given scale)?
35
(4) What experience (besides alorithmization and coding) did you earn during the work upon
the gamified product?
(5) How far does this experience seem to be essential for your future career?, and others.
Characterizing in brief the results of the survey, we can emphasize the following. 75% of the
trainees agreed that the developing of gamified product encouraged them to attract algorithms
basics in more concentrated way. Over the half of the students admitted changes in their
understanding of practical value of the abstract fundamental knowledge. They also said that
they were more engaged in analyzing feedback for activities in order to improve and earn
more experience in the future. Finally, about 80% of the students admitted that such an activity
provided them with precious experience of team work and communication with potential users.
The obtained results of our monitoring and survey may be taken as a basis for holding
the empirical research for the verification of the offered activity impact on the results of IT-
specialists’ training, which makes a prospect of our research.
4. Conclusions
The problems of contemporary IT specialists’ training in terms of the high requirements to their
computational thinking skills as well as the urgency of raising their motivation to mastering
algorithmization and programming are discussed in the paper. It is emphasized by the authors
that initial university courses should focus pre-service IT-specialists on the deep understanding
of an algorithmic nature of any coding task, to realize basic characteristics of the algorithms, to
understand their role in modern software development. Due to the contemporary demands,
programming should rest on algorithms building and has to be a part of lager scale experiences
in order to realize its full potential.
One of such experiences offered by the authors in the paper is involving the students into
specially arranged activity focused on efficient game algorithms creation and simulation of the
tournament between the algorithms. The offered activity is elaborated based on the applying
the gamification elements into the learning process.
Basing on the core gamifiaction principles, there were thought over and arranged an activity
involving the students into the creation of gamified products. In our case, the gamified product
which the students had to develop in the process of learning of algorithmization and pro-
gramming was the software platform which enables a computer simulation of the tournament
between the different game algorithms which realize winning strategies.
The peculiarities and the stages of the said activity are covered in details along with the
description of the final software product. Analyzing the described functionality of the computer
simulator of the algorithms tournaments based on the gamification ideas, we can emphasize
its significant didactic facilities in the context of its using for IT-specialists training. In partic-
ular, the developed gamified product was probed in the process of other students’ mastering
algorithmization and programming as well as of the schoolchildren training during summer IT
schools.
The prospects of the research are outlined in the lines of using the obtained results for
holding the empirical research for the verification of offered activity impact on the results of
IT-specialists’ training.
36
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