Category Archives: FA16-Project 20

FA-16 Project 20 Final week

Photo Gallery

Sultan Tahir

CUNY York College

Psych 200 – Final Project

 

These days’ people play different genre games. I’m Focusing on is the ability of how different individuals perceive information towards the same topics and how that relates towards logical thinking. The primary process I’m studying is how logical thinking could improve through a series of games that would consist of different types of study. However, the difference in this game would be one group would be assigned a series of different kinds of pictures and answer questions based on the pictures that students analyzed. The other game would be manipulated by the game consisting of sounds that students will listen to and would have to answer questions based on it. The group that will be focusing on both visual and auditory material will be manipulated to investigate patterns of behaviors and responses to certain questions by their solutions to problems that would be presented to them.

More research has to be done on different ways that students learn in class or how they remember things in class. The population of interest is 26 students. The large sample is used to get a more important more accurate conclusion of the study. The subjects sampled are students in High school. And the rest are students from different grades in high school All students are recruited based on their grades they’re at such as 9th graders. The conditions that were made were that half the students were experimental group other half would be controlled group.

Subjects were assigned randomly. Subject’s ages from 15-18 were included. The screening criterion that was used was their medical records that displayed whether they don’t have any learning disability. Students that were excluded were the one’s with learning disability such as those that have ADHD or autism, because my game is to see which way to learning is better visual or auditory. The average age of the subject’s was 15-18. There are the same amount of females and males in the group. The control group was also half women and half men. Ethnicity and education wasn’t important in this study. Subjects were motivated to participate by giving them course credit and paying them 10 dollars each, and also the prize gift at the end of the game. Materials that were used were medical history records, and board game materials. The control group listened to the audio in the game. The stimuli game that was used for the experimental students was pictures. Responses are measured through data collecting after each round of the game. It will be shown on the data if they gotten better over each round. There’s no other equipment that were used. Half of the subjects were experimental group with stimuli that looked at pictures. And the other half was the control group, which listened to audio during the game. Comparisons were made after the data was collected. Both groups were asked to play the games 10 times. They were given instructions verbally and visibly on the instructions of the game. Data was collected after each round of the game. If the experimental group had better results, then games do help students with pictures rather than sounds

For the Visual group the mean was 8.9 points and in the Sound group the mean was 5.9 points. The standard deviation for the visual group was 0.95, and for the sound group was 1.55. The amounts of participants were 13 in both the visual and the sound group. For the variance were 0.9025 in the Visual group and the sound group was 2.41. For the mean scores of points acquired by the visual group were 8.9 points in which the standard deviation was 0.95, and the mean scores of points acquired by the sound group were 5.92 points in which the standard deviation was 1.55.The results showed that participants that were looking at the pictures in the game were better than the students which were blindfolded and had a hard time remembering things. The t test showed a score of 27.8.

For the thesis of this experiment proved that students who were blindfolded had harder time remembering what they heard rather than students who looked at the pictures and had to remember them. With the students who had to remember what they saw, students in the 9th grade with easier pictures beat the students in the 11th grade that had to get harder pictures to remember during the game. 6 of the students in each round that were younger remembered the pictures or objects better than the 6 older students during each round. There were 10 rounds during the game. My results support the thesis by the scores that each student got. For example In the Visual group most students scored very high like 9 out of 10 rather than the sounds group where the average was a 6 out of 10. My experiment can solve a problem in education, as the experiment can give an insight on what’s more important such a visual aid or sound such as learning visually or learning by sound. This experiment advances the field, by making teachers understand how to teach students better. It can help people that want to learn something understand what’s more important, what’s a better way to study. Other studies in the field have shown that studying too hard can have a bad effect on the way you perform in class, such as obtaining low grades on the exam. Experiments such as the one I did will help students in the future find a better way to study and it will help them get high grades in classes. Some potential future experiments that are remaining to be solved are why students that have no learning disability are getting low grades. Future experiments will, help students do great in the future.

 

Works Cited

 

 

Nakamura, Kuninori and Yamagishi, Kimihiko “Individual rationality and social rationality: Logical thinking and the ultimatum game.”Web. 02 Janurary 2012

 

 

Hattie, J, Biggs, J, & Purdie, Effects of learning skills inventions on student learning: A meta- analysis. Review of educational research. 66(2), 99-136 1996

 

 

Toda, Masanao. “Fungus-eater Games: A Dynamic Approach to the Logic and Psychology of Decision Strategies.” XVIIth International Congress Of Psychology August 20-26, 1963, Washington, DC, 29 July 2013. Web.

 

 

Zhang, Jun. “Perspective-taking and Depth of Theory-of-mind Reasoning in Sequential-move Games.” Wiley-Blackwell Country of Publication: United States NLM ID: 7708195 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1551-6709 (Electronic) Linking ISSN: 03640213 NLM ISO Abbreviation, 04 Dec. 2015. Web.

 

 

 

 

 

FA 16- Project 20 Week 16

These days’ people play different genre games. I’m Focusing on is the ability of how different individuals perceive information towards the same topics and how that relates towards logical thinking. The primary process I’m studying is how logical thinking could improve through a series of games that would consist of different types of study. However, the difference in this game would be one group would be assigned a series of different kinds of pictures and answer questions based on the pictures that students analyzed. The other game would be manipulated by the game consisting of sounds that students will listen to and would have to answer questions based on it. The group that will be focusing on both visual and auditory material will be manipulated to investigate patterns of behaviors and responses to certain questions by their solutions to problems that would be presented to them.

More research has to be done on different ways that students learn in class or how they remember things in class. The population of interest is 26 students. The large sample is used to get a more important more accurate conclusion of the study. The subjects sampled are students in High school. And the rest are students from different grades in high school All students are recruited based on their grades they’re at such as 9th graders. The conditions that were made were that half the students were experimental group other half would be controlled group.

Subjects were assigned randomly. Subject’s ages from 15-18 were included. The screening criteria that was used was their medical records that displayed whether they don’t have any learning disability. Students that were excluded were the one’s with learning disability such as those that have adhd or autistic, because my game is to see which way to learning is better visual or auditory. The average age of the subject’s was 15-18. Same amount of females and males in the group. The control group was also half women and half men. Ethnicity and education wasn’t important in this study. Subjects were motivated to participate by giving them course credit and paying them 10 dollars each, and also the prize gift at the end of the game. Materials that were used were medical history records, and board game materials. The control group listened to the audio in the game. The stimuli game that was used for the experimental students was pictures. Responses are measured through data collecting after each round of the game. It will be shown on the data if they gotten better over each round. There’s no other equipment that were used. Half of the subjects were experimental group with stimuli that looked at pictures. And the other half was the control group, which listened to audio during the game. Comparisons were made after the data was collected. Both groups were asked to play the games 10 times. They were given instructions verbally and visibly on the instructions of the game. Data was collected after each round of the game. If the experimental group had better results, then games do help students with pictures rather than sounds

For the Visual group the mean was 8.9 points and in the Sound group the mean was 5.9 points. The standard deviation For the visual group was 0.95, and for the sound group was 1.55. The amounts of participants were 13 in both the visual and the sound group. For the variance were 0.9025 in the Visual group and the sound group was 2.41. For the mean scores of points acquired by the visual group were 8.9 points in which the standard deviation was 0.95, and the mean scores of points acquired by the sound group were 5.92 points in which the standard deviation was 1.55.The results showed that participants that were looking at the pictures in the game were better than the students which were blindfolded and had a hard time remembering things. The t test showed a score of 27.8.

For the thesis of this experiment proved that students who were blindfolded had harder time remembering what they heard rather than students who looked at the pictures and had to remember them. With the students who had to remember what they saw, students in the 9th grade with easier pictures beat the students in the 11th grade that had to get harder pictures to remember during the game. 6 of the students in each round that were younger remembered the pictures or objects better than the 6 older students during each round. There were 10 rounds during the game. My results support the thesis by the scores that each student got. For example In the Visual group most students scored very high like 9 out of 10 rather than the sounds group where the average was a 6 out of 10. My experiment can solve a problem in education, as the experiment can give an insight on what’s more important such a visual aid or sound such as learning visually or learning by sound. This experiment advances the field, by making teachers understand how to teach students better. It can help people that want to learn something understand what’s more important, what’s a better way to study. Other studies in the field have shown that studying too hard can have a bad effect on the way you perform in class. Such as obtaining low grades on the exam. Experiments such as the one I did will help students in the future find a better way to study and it will help them get high grades in classes. Some potential future experiments that are remaining to be solved are why students that have no learning disability are getting low grades. Future experiments will, help students do great in the future.

FA-16 Project 20 Week 15

Memory Gallery –  Sultan Tahir

For the thesis of this experiment proved that students who were blindfolded had a tough time remembering what they heard rather than students who looked at the pictures and had to remember them. With the students who had to remember what they saw, students in the 9th grade with easier pictures beat the students in the 11th grade that had to get harder pictures to remember during the game. 6 of the students in each round that were younger remembered the pictures or objects better than the 6 older students during each round. There were 10 rounds during the game.

Each round Started off With pictures The first few rounds had pictures that you can analyze quickly and remember what u saw Such as in rounds 1 through 5 were easier but each round you go through, the students got harder pictures and the analyzing timing was much lower such as in the first round the analyzing time was 35 seconds and in the 6th round the analyzing time was 20 seconds, the pictures in the 6th round and up were much  harder to remember for students.

As shown on the excel screenshot students with visual pictures scored very high rather than students with sounds that had to remember them had a hard time.

 

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FA-16 Project 20 week 14

Memory gallery- By Sultan Tahir

There were twenty-six subjects used for the game. The subjects were recruited in high school. They volunteered to participate in the games. Inclusion and exclusion criteria didn’t include their sex or their ethnicities. All subjects were assigned to these conditions. The only things that were included were their ages. The subject demographics were 13 males and 13 females to make the study even. Ethnicity, sex, etc. wasn’t important. Materials used to collect data were a smart board, an iPad also for the timer-app and on the smart board we tallied up the scores. The game was presented in a simple way, with an instructions manual. Responses were measured by the points accrued by each subject, round after each round. There were conditions that were created. First Conditions Were that 13 players mixed with boys and girls would be blindfolded and the rest of the 13 players wouldn’t. The blindfolded ones would listen to the sounds and remember them, and would have to answer the questions the sounds they listened to. Second conditions would be some students getting easier pictures to look at and remember and the rest of the students got the harder pictures and objects to look at and remember. I explained the things to the subjects by telling the students that they will have to look at a series of objects or pictures, remember them, and afterward, say them in their original order. Depending on the game variant that the students choose, the students may alternatively be asked to say what they remembered in reverse order. There is also a Time limit to answering the questions. The data was collected based on the points the students got on each round. For the Visual group the mean was 8.9 points and in the Sound group the mean was 5.9 points. The standard deviation For the visual group was 0.95, and for the sound group was 1.55. The amounts of participants were 13 in both the visual and the sound group. For the variance were 0.9025 in the Visual group and the sound group was 2.41. For the mean scores of points acquired by the visual group were 8.9 points in which the standard deviation was 0.95, and the mean scores of points acquired by the sound group were 5.92 points in which the standard deviation was 1.55.The results showed that participants that were looking at the pictures in the game were better than the students which were blindfolded and had a hard time remembering things. The t test showed a score of 27.8

FA 16- Project 20 Week 13

Memory gallery – Sultan Tahir

The game is trying to teach players attention span. The game would be testing the players attention. The dominant form of interaction the player has with the game is remembering pictures and objects to advance to the next round to win prizes. Players will also be blindfolded to listen to the sounds and remember them. The cognitive processes is most affected by the game design, The game design affects the system by mental thinking to a solution. The numbers of players that are engaged in the game are 24. 12 players are going to see the pictures and remember it and the other 12 players are going to get blindfolded and remember the sounds they hear. The players are competitive with each other. The primary objective of the game Is to look at a series of pictures and objects, and then test to see what they remembered from the pictures or objects. The second primary object is to get blindfolded and listen to sounds either of an animal or other sounds and remember it. The rules of this game is students will have to look at a series of objects or pictures or listen to bunch of sounds, remember them, and afterwards, say them in their original order. Depending on the game variant that the students choose, the students may alternatively be asked to say what they remembered in reverse order. There is also a Time limit to answering the questions. There is a new catch toward the game. In each round players get 3 items they have answer. The second answer they get right they get double points also the third answer. Total of 5 pts are awarded in each round for each students however you get one wrong in the round you lose a point. If a student keeps getting it wrong they lose a point.

 

 

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FA-16 Project 20 Week 12

Memory gallery- By Sultan Tahir

 

There were twenty six subjects used for the game. The subjects were recruited in high school. They volunteered to participate in the games. Inclusion and exclusion criteria didn’t include their sex or their ethnicities. All subjects were assigned to these conditions. The only things that were included were their ages. The subject demographics were 13 males and 13 females to make the study even. Ethnicity, sex, etc. wasn’t important. Materials used to collect data were a smart board, an iPad also for the timer-app and on the smart board we tallied up the scores. The game was presented in a simple way, with an instructions manual. Responses were measured by the points accrued by each subject, round after each round. There were conditions that were created. First Conditions Were that 13 players mixed with boys and girls would be blindfolded and the rest of the 13 players wouldn’t. The blindfolded ones would listen to the sounds and remember them, and would have to answer the questions the sounds they listened to. Second conditions would be some students getting easier pictures to look at and remember and the rest of the students got the harder pictures and objects to look at and remember. I explained the things to the subjects by telling the students that they will have to look at a series of objects or pictures, remember them, and afterwards, say them in their original order. Depending on the game variant that the students choose, the students may alternatively be asked to say what they remembered in reverse order. There is also a Time limit to answering the questions. The data was collected based on the points the students got on each round.For the outcome of this experiment proved that students who were blindfolded had harder time remembering what they heard rather than students who looked at the pictures and had to remember them. With the students who had to remember what they saw, students in the 9th grade with easier pictures beat the students in the 11th grade that had to get harder pictures to remember during the game. 6 of the students in each round that were younger remembered the pictures or objects better than the 6 older students during each round. There were 10 rounds during the game.

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FA-16- Project 20 Week 11

Sultan Tahir

Memory gallery – Sultan Tahir

The game is trying to teach players attention span. The game would be testing the players attention. The dominant form of interaction the player has with the game is remembering pictures and objects to advance to the next round to win prizes. Players will also be blindfolded to listen to the sounds and remember them. The cognitive processes is most affected by the game design, The game design affects the system by mental thinking to a solution. The numbers of players that are engaged in the game are 24. 12 players are going to see the pictures and remember it and the other 12 players are going to get blindfolded and remember the sounds they hear. The players are competitive with each other.  The rules of this game is students will have to look at a series of objects or pictures or listen to bunch of sounds, remember them, and afterward, say them in their original order. Depending on the game variant that the students choose, the students may alternatively be asked to say what they remembered in reverse order. There is also a Time limit to answering the questions. There is a new catch toward the game. In each round players get 3 items they have answer. The second answer they get right they get double points also the third answer. Total of 5 pts are awarded in each round for each students however you get one wrong in the round you lose a point. If a student keeps getting it wrong they lose a point.The conflicts between players are introduced by is the difficulty of the objects to remember, in each round getting a picture wrong and losing a point, and the time limit. The conflict is maintained and resolved by each round when they lose they get better, also when a student gets double points when they answer 2 or 3 correct at the same time and finally win the game.

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FA- 16 Project 20 Week 10

Sultan Tahir

Memory Gallery

There were twenty-four subjects used for the game. The subjects were recruited in high school. They volunteered to participate in the games. Inclusion and exclusion criteria didn’t include their sex or their ethnicities. All subjects were assigned to these conditions. The only things that were included were their ages. The subject demographics were 12 males and 12 females to make the study even. Ethnicity, sex, etc. wasn’t important. Materials used to collect data were a poster board, an iPad also for the timer-app and a pen to tally up the scores. The game was presented in a simple way, with an instructions manual. Responses were measured by the points accrued by each subject, round after each round. The outcome of this experiment proved that students who were blindfolded had harder time remembering what they heard rather than students who looked at the pictures and had to remember them. With the students who had to remember what they saw, smaller students in high school with easier pictured beat the older children that had to get harder pictures to remember during the game. 6 of the students in each round that were younger remembered the pictures or objects better than the 6 older students during each round. There were 10 rounds during the game.

 

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FA 16 Project 20 Week-9

Memory Gallery

The game is trying to teach players attention span. The game would be testing the players attention.The dominant form of interaction the player has with the game is remembering pictures and objects to advance to the next round to win prizes. Players will also be blindfolded to listen to the sounds and remember them. The cognitive processes is most affected by the game design, The game design affects the system by mental thinking to a solution. The numbers of players that are engaged in the game are 24. 12 players are going to see the pictures and remember it and the other 12 players are going to get blindfolded and remember the sounds they hear. The players are competitive with each other. The primary objective of the game Is to look at a series of pictures and objects, and then test to see what they remembered from the pictures or objects. The second primary object is to get blindfolded and listen to sounds either of an animal or other sounds and remember it.

 

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FA16 – Project 20 week 7

The name of the game is Photo Gallery. The primary objective of the game Is to look at a series of pictures and objects, and then test to see what they remembered from the pictures or objects. The rules of this game is students will have to look at a series of objects or pictures, remember them, and afterwards, say them in their original order. Depending on the game variant that the students choose, the students may alternatively be asked to say what they remembered in reverse order. There is also a Time limit to answering the questions. The game is trying to teach players attention span. The game would be testing the players attention

 

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