Integrated Network Management Certification Training with Computer Game: A Knowledge Placement Framework

Chen-Shu Wang / Assistant Professor dept. of Information Management

Chung-Hua University Hsin Chu, Taiwan

e-mail: cswang@chu.edu.tw

Yu-Chieh Li / Master Student dept. of Information Management

Chung-Hua University Hsin Chu, Taiwan

e-mail: m09210029@chu.edu.tw

Abstract—Computer game had reached maturity in Taiwan, the market share of computer game would exceed NT dollars 10,000 million and can be further increasing. Instead of entertainment platform, computer game is being regarded as mass media and a kind of emerging electronic platform. A lot of comprehensive applications are appearing within computer game due to the viscosity and clustered effect of game players is expected. This research proposed a knowledge placement framework enable game player reached various kinds of knowledge by experience related cognitive process which be represented in computer game via different manner. Based on Bloom classification mechanism, the leaner would experience various cognitive processes, including: remember, understand, apply, analyze, evaluate and create, to receive related knowledge, such as factual, conceptual and procedural knowledge. According to problem solving theory, the proposed framework implements such bloom knowledge mechanism by tool, feedback and goal in computer game. Finally, a illustration certification training, CCNA networking management content design, is presented and further validation would be implement.

Keywords-Computer game application; digital content design; game-based Learning; IT certification training

I. INTRODUCTION

Professional certification age is coming, to achieve information technology (IT) certification, such as Microsoft Certified Systems Engineer (MCSE) and Cisco Certified Network Associate (CCNA), is becoming permanent goal for all IT-related profession [7]. There are over 100 kinds IT-related certifications vary year by year from certification subject, examination condition and so on [4]. To achieve certification is getting harder, some researches have intended to integrated IT certification training into various platform to increase certification pass rate of examiner. For illustration, Mulkey (2003) had proposed a curriculum planning to combine IT certification with regular curriculum in campus [9]. However, the efficiency of such integration remains limited because of the motivation of learner is still not actively. In addition, such training class is still implement by traditional lecture thus remains traditional teaching

disadvantage. Therefore, the material design should be improved to increase learning performances and there should be a new platform with more attractive for teenage learner to invoke learning motivation actively.

According to 2008 Taiwan MIC statistics survey about digital life, teenage game player average spent 40 hours and NT$ 358 a week for game playing. Thus, computer game seems a feasible platform to implement certification training for teenage learner (about 18 to 20 year olds learner) because of the motivation of game playing (learning motivation) is obviously active [8]. A lot of researches have regarded computer game as an emerging medium for digital content placement particular the integration of e-learning material and computer game, as know as game-based learning. For illustration, Williamson and Facer (2004) claimed that computer game facilitates children’s communication skills [1]. Additionally, Huang & Cappel (2005) and Mooney & Blight (1998) have applied computer game for information technology education and medical education (CyberIST) respectively [2] [6]. Finally, Wang & Tzeng (2007) also intend revised several cognitive processes into computer game [2]. All demonstrated the computer game can be regarded an emerging digital content platform.

Computer games outperform other e-learning platforms because of game players always spend lots of time for game playing. The viscosity and clustered effect of player is stronger than others mass media that lead comprehensive applications is appearing within computer game. However, computer game is a specific emerging platform which provides not only message but also game playing content that entertain game players. Such specific character leads computer game differed from others platform such as browser which can be treated as message platform only. Similar to Swartout and Van Lent (2003) claimed that computer games are an experience-based media which a player’s knowledge is built via the experience game playing [11]. Hence, game design is becoming extremely important while integrating IT-certification learning material and computer games. Dickey (2005) attempted to incorporate game design strategies into the instructional design [10], such as: focused goals, challenging tasks, clear and

2009 Fifth International Joint Conference on INC, IMS and IDC

978-0-7695-3769-6/09 $26.00 © 2009 IEEE

DOI 10.1109/NCM.2009.141

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2009 Fifth International Joint Conference on INC, IMS and IDC

978-0-7695-3769-6/09 $26.00 © 2009 IEEE

DOI 10.1109/NCM.2009.141

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compelling standards [10], affirmation with others, choice and so on. However these guidelines are too rough and difficult to follow.

Almost all previous studies focus on e-learning content issue more than the user’s cognitive processes. These previous studies may provide preliminary directions for the transference of the e-learning content to “game-like” content. However, the user cognitive processes are less discussed but Philippe and Najjar (2006) emphasized that the learning objective should be fulfilled through the cognitive process [5]. To replicate these cognitive processes through game playing processes, the user may learn the certification knowledge content as expected by the designer. Thus, this research proposed a framework for various kinds of revised Bloom knowledge place into computer game. The proposed framework intends to replicate bloom cognitive processes within computer game and then incrementally increase the player’s knowledge. The remainder of this paper is organized as follows: section 2 presents the proposed framework and section 3 depicts a scenario which illustrates the networking management material design, CCNA training, in flash computer game by proposed framework. Finally, the conclusion and further work is presented in Section 4.

II. PROPOSED FRAMEWORK FOR COMPUTER GAME AND IT CERTIFICATION TRAINING

The proposed framework intend to place various kinds of Bloom knowledge into computer game and then replicate cognitive process while game playing. To enable game players experience such cognitive process in computer game, there are three dimensions in the proposed integration framework, including: knowledge category, cognitive process and computer game operator.

According to well establish Bloom knowledge framework, the knowledge dimension is divided into four sub categories, including: factual, conceptual, procedural and meta-cognitive knowledge. Additionally, the cognitive process dimension is divided into six sub processes, including: remember, understand, apply, analyze, evaluate and create. A learner can receive related knowledge incrementally via experience particular cognitive processes gradually. For illustration, at first, a learner should remember the factual knowledge and then can apply related conceptual knowledge for problem solving. Further, a learner can receive procedure knowledge (such as advantage comparison) via analyze and evaluate all problem solving process. Finally, a learner may create particular new knowledge to extend domain knowledge. For knowledge dimension, this research focus on three sub-knowledge categories, factual, conceptual and procedure knowledge, because of certification training less of meta-Cognitive knowledge. Additionally, for cognitive process dimension, this research aggregated remembers & understand, apply & analyze respectively into two sub cognitive processes and evaluate these three cognitive process are taken into consideration.

As Fig. 1 shown, there are three dimensions, including: knowledge, cognitive process and game operator, should be take into consider while integrated IT certification training into computer game. According to revised Bloom framework,

the knowledge and cognitive process dimensions are detailed above. Such intergeneration enables player experience cognitive process and then achieve IT certification knowledge. According to Choi & Kim (2004) [3], game playing is similar to a problem solving process. In detail, in computer game, a game player is assigned to finish a mission which similar problem solving. Thus, according to problem solving theory, to assist game player to keep game playing, a computer game should provide tool, feedback and goal at least. A game player would adopt tool to finish the assigned goal and the positive feedback (negative feedback) could lead game player approach (away) the goal. For illustration, in a hostage rescue mission, game play should rescue all hostages from evildoer. Thus, as the player release one hostage (approaching goal), the life-power (in computer game) would be increasing and finally approach the goal. On the contrary, as the game play missing shoot a hostage (away from goal) and then some punishment (negative feedback), such as weapon decreased, would be implement for game play. These three game operators, tool, feedback and goal, are necessary for game playing thus seems feasible manner to implement three sub cognitive processes for such integration.

Knowledgefactual conceptual procedural

Cognitive process

Remember & Understand

Apply & Analyze

Evaluate

Game OperatorTool

Feedback

Goal

Construct learner’s procedural knowledge through evaluate cognitive process by using goal operator of computer game

Figure 1. Three dimensions for implement certification training in computer game.

There are totally 27 combinations in Fig. 1, however there should be optimal feasible combination for such integration. Because of three cognitive processes are gradually to establish perspective of learner thus the effect should differ from game operator. Thus, the integration framework is revised as Fig. 2. Tool operator is adopted to implement both remember & understand and apply & analyze cognitive process. Because of game play should use tool with the longest time therefore tool is thought can assist game player to remember factual and conceptual knowledge. In other words, such factual and conceptual knowledge would be presented as game tool and then game player should utilize such tool to finish game thus assist player remember and apply related knowledge. Additionally, the feedback operator is thought the most feasible game operator to implement apply and analyze cognitive process because of feedback provides amount of interaction thus game player

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would receive positive (negative) feedback if particular conceptual knowledge is appropriate (inappropriate) applied to problem solving. Finally, the goal is thought the most feasible operator to implement evaluate cognitive process because of a learner should experience several cognitive processes, remember & understand, apply & analyze and finally evaluate, which similar to computer game that the finally reach part. Therefore, Fig. 2 demonstrated the optimal combination form all 27 feasible solutions.

Knowledgefactual conceptual procedural

Cognitive Process

Remember &

Understand

Apply & Analyze

Evaluate

ToolTool

Feedback

Goal

Figure 2. The proposed framework for implement certification training in computer game.

To testify the feasibility of the proposed integration framework, a game scenario is implemented as Table 1. A flash computer game is design about Cisco networking certification training. There are three training stage to reach CCNA certification, including: basic networking introduction, device deployment and configure and finally LAN/WAN communication. For the first part, there are six training units, including: networking introduction (U1), Ethernet introduction (U2), open standard interface (OSI) introduction (U3), TCP/IP training (U4), IP address (U5) and subneting (U6). Each unit contains 2 to 3 sub-units. For illustration, U3 contains three sub-units, Ethernet introduction (2.1), Ethernet deployment (2.2) and Ethernet comparison (2.3) respectively, to describe entire Ethernet. According to proposed framework in Fig. 2.

TABLE I. TABULATES ALL SIX UNITS AND THEN IMPLEMENT BY TOOL,FEEDBACK AND GOAL FINALLY.

Remember &

Understand Apply Analyze Evaluate

Factual

1.1 Networking Topology

2.1 Ethernet Introduction

2.2 Ethernet Deployment - 1.3 Topology

comparison

Conceptual

3.1 OSI Introduction

4.1 TCP/IP VS DoD

1.2 Advance topology

3.2 OSI functions

4.2 TCP/IP functions

2.3 Ethernet comparison

Procedural 5.2 Hierarchical

IP address structure

5.1 binary-hexadecialconversion

5.3 Subneting

6.1 VLSM -

III. DEMONSTRATED COMPUTER GAME OF CCNACERTIFICATION TRAINING

Based on proposed framework, a CCNA certification training material is implemented in flash computer game which be regarded as remedial teaching manner for regular networking management teaching. For illustration, some game playing interface of U2 (the Ethernet introduction) is present as Fig. 3 and Fig. 4. In Fig. 3 (a), the game player should remember and understand each material interface and related transfer rate thus player can employ adopter as game tool to finish computer game. The correct adopters should be connected to feasible networking material. Additionally, they should understand relative transfer rate between various networking materials and then predict the final race game rank. Thought game tool (adopter interface), game player can experience remember and understand cognitive process to reach factual knowledge.

(a)

(b)Figure 3. Computer game demonstration of tool operator.

Additionally, Fig. 4 (a) and (b) illustrated the implement of positive and negative feedback operator respectively. In Fig. 4 (a), there are 24 grids that compare four networking adopters (10Base5, 10Base2, 10BaseT and 10BaseF) from 6 aspects (transfer medium, adopter interface, cover range,

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topology, cost and noise). There are 15 questions prompted to game player and user should select correct answer. For illustration, in Fig. 4 (a), game players have to choose UTP interface for the RJ-45 adopter and then the player would get a positive feedback (congratulate message). On the contrary, in Fig. 4 (b), game player should select option 3 (fiber medium) for the question which one is the most expensive medium or game players would receive a negative feedback as wrong answer selection. Finally, game players should collect at least three lines (row or column) to finish final goal. The goal enable game player to compare the advantage and disadvantage between each medium which consistent with evaluate cognitive process.

(a)

(b) Figure 4. Computer game demonstration of feedback operator

IV. CONCLUSION AND FURTHER WORK

Computer game is an emerging mass medium and regarded as e-learning. To integration computer game and certification training is a win-win strategic for both digital content provider and compute game industry. This research

proposed a conceptual framework to integrate IT certification training, Cisco certification network associate (CCNA), into computer game. The computer game enable game learners achieve kinds of knowledge, factual, conceptual and procedural knowledge, by gradually cognitive processes, including: remember & understand, analyze & apply and evaluate. Learner can experience all these cognitive processes by game playing through three components which contains tool, feedback and goal. The proposed framework can be regarded as digital content design guidelines for such interaction implement.

Further, related experiment would be implemented and compare to traditional teaching. We expect such integration could received particular learning performance and be regarded as remedial teaching manner. Finally, a general model for such integration can be expected lead from further experiment for digital content and implement various applications.

REFERENCES

[1] B. Williamson and K. Facer, “More than just a game: the implications for schools of children’s computer games communities,” Education, Communication & Information, vol. 4. No. 2/3, 2004, pp. 255-270.

[2] C. S. Wang and Y. R. Tzeng, “Framework for Bloom’s knowledge placement in computer games,” The First IEEE International Workshop on Digital Game and Intelligent Toy Enhanced Learning (IEEE DIGITEL 2007). Jhongli, Taiwan, Mar. 2007. (EI).

[3] D. Choi, and M.S. Kim, “Why people continue to play online games: in search of critical design factors to increase customer loyalty to online contents,” CyberPsychology & Behavior, vol. 7. No. 1, 2004, pp. 11-24.

[4] F. Zeng, “A new approach to integrate computer technology certifications into computer information system programs,” Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition.

[5] F. V. Philippe and M. Najjar, “A cognitive and logic based model for building Class-Box learning ojbects,” Interdisciplinary Journal of Knowledge and Learning Objects, vol. 2, 2006, pp. 77-94.

[6] G. A. Mooney and J. G. Bligh, “CyberIST: A virtual game for medical education”, Medical Teacher, vol. 20, No. 3, 1998, pp. 212-216..

[7] H. L. Yang, C. S. Wang, and M. Y. Chen, “A personalization recommendation framework of IT certification e-learning system,” Lecture Notes in Artificial Intelligence, No. 4693, Sept. 2007, pp. 50-57.

[8] J. Guitteau, “Gaming gets serious,” American Demographics, 2002, pp. 39-43.

[9] J. Mulkey, “IT certification on campus: credential in a league of their own,” Certification Magazine, Sept. 2003, pp. 40-43.

[10] M. D. Dickey, “Engaging by design: How engagement strategies in popular computer and video games can inform instructional design,” ETR&D, vol. 53, No. 2, 2005, pp. 67-83.

[11] W. Swartout and M. V. Lent, “Making a game of system design,” Communications of the ACM, vol. 46, No. 7, 2003, pp. 32-39.

[12] Z. Huang and J. Cappel, “Assessment of a web-based learning game in an information systems course,” The Journal of Computer Information Systems, vol. 45, No.4, 2005, pp. 42-49.

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