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 <dssh...@gmail.com> 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 <zache...@gmail.com> 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 <dssh...@gmail.com> 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 <archangel...@gmail.com>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 <aelste...@gmail.com>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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