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Development of educational 3D games in Unity
Get PDFVideo games are gaining popularity each year (Newzoo, 2018, Statista, 2021), while kids growing up with modern technology consider virtual worlds as part of their everyday reality (Prensky, 2001a). Research (Backlund in Hendrix, 2013, Chatzeparaskevaidou and others, 2017, Harrington, 2012, Prensky, 2001a and Prensky, 2001b) has shown that educational video games help to maintain motivation and well-being throughout the learning process.
At the Faculty of Education, 4th year students, majoring in the two-subject teacher programs, studying computer science, get acquainted with the game-design based learning. Under the mentorship of professor dr. Jože Rugelj and co-mentorship of assistant Matej Zapušek, students get to make educational games, which are practically tested in the context of pedagogical practice in primary schools (Zapušek and Rugelj, 2014).
In the last few years, at the Faculty of Education, educational games are developed in the Unity game engine. The Unity environment along with the C # libraries provide tremendous functionality (Unity User Manual 2020.3, 2020). Majority of Faculty of Education students encounter game development tools and scripting languages for the first time, thus the vastness of the Unity game engine appears to be an advantage in the creative area and a weakness in learning how to use and develop. To make our work easier, it is useful to use high-quality Unity documentation and free online video guides, as well as diploma and master's thesis that describe and explain the functionalities of the Unity environment and the scripting language C # in detail.
In his work Brglez (2017) describes the basics of the Unity program, while Abram (2019) presents some more advanced functionalities of programming and use of the Unity environment. In contrast to their works, the present thesis focuses on how to create good foundations for 3D video games – by explaining how scripts for first- and third-person character control are created, the use and script implementation of main character animations, camera tracking, and the implementation of a smooth camera collision. The explanatory scripts presented provide a good foundation for creating a 3D video game with controls that provide a pleasant user experience.
I created examples of my own using the Unity documentation, basing them on the user experience of popular titles, such as e.g. The Witcher 3 and The Elder Scrolls Skyrim
Observing of the life cycle of a frog in kindergarten
Get PDFChildren love to learn about animals, their development, therefore I decided to bring frog spawn to a group of preschool children in order to observe together its development and discuss what was going to become of it. In the theoretical part I described amphibians, their life cycle, characteristics and development. I also introduced a species of frogs, namely brown frog that had been bred at kindergarten. Furthermore, I studied the role of an adult in learning about and breeding amphibians at home or at kindergarten. As the practical part of the assignment was designed so that the children could observe the frog development, I investigated the meaning and the correct procedure of guided observation in preschool children. I described the importance of natural science education in the preschool period and the significance of experimental learning. From the existing studies I summed up the extent to which preschool children are familiar with the amphibians. I added a section on embryonic development of humans, as it was compared to the frog’s at the kindergarten. In the empirical part each session with the children is described in details and research results are added, together with children’s drawings and photo material that was produced in the sessions. During the first interviews it was made very clear to me that the children were surprisingly well acquainted with frog development. Some of them were able to describe the development according to the stages, the others with some deficiencies. There were only few children unable to describe the frog development. The children observed the tadpole development with plenty of interest. They drew the changes they had noticed after each session into a special notebook intended for the frog development. Drawing itself presented no trouble to the children. While the tadpoles developed into frogs, the children familiarized themselves with the frog life cycle, which was later compared to the embryonic development of humans in mother’s womb. The children were able to draw parallels between the two species to find out that the two developments are very much alike. At one of the sessions the children were introduced to an adult frog and were keen to hold it in their hands. In the interviews I held with children subsequently, I could notice that children, through observing and drawing, were able to learn new, professional vocabulary, containing words, such as spawn, tadpole, tail truncation, amphibian, life cycle, and improved their knowledge on frog development cycle and enumerate some of its characteristics. Above all, the children who had previously been afraid of frogs were now able to overcome the fear, approach the animals and even start taking care of them. The children memorized many natural science data through guided observation of an amphibian and got to know it to a great extent. They adopted the joy of breeding amphibians and acquiring knowledge on their (own) development
Water knowledge retention after experiential learning in elementary school
Get PDFThe environment in which we live is largely cultivated. Man appropriates the environment, transforms it and adapts it to his increasingly diverse needs. Environmental awareness and concern for the protection of the natural heritage are closely related concepts. In science and biology lessons at primary level they both belong to important learning goals acquired for whole life. The acquired knowledge must enable generations of students to understand how man has a significant impact on nature, thereby destroying the foundations of his existence on the planet. Through research using a causal non-experimental method and a quantitative research approach, we evaluated the sustainability of water knowledge and the sustainability of water attitudes that students have acquired through experiential learning about water in the field. We put forward six hypotheses accordingly. Pupils of the 8th and 9th grades of Naklo Elementary School were included in our sample. The data were collected through a questionnaire and a knowledge test, both of which Eržen used in her research in 2016. The general finding was that the students liked participating in the research. We tested the students' knowledge with a water knowledge test. We found only two statistically significant differences between the responses of girls and boys. We found out that the knowledge acquired in 2015 through experiential learning in the field was more permanent than the knowledge acquired in 2015 through experiential learning in the classroom. In 2015, most students had quite wrong conceptions about natural phenomena related to water. Moreover, they were very poorly aware of the anthropogenic impact on the environment. The survey revealed that students in 2019 were willing to change their behaviour as well as their habits in order to improve water quality. The survey also showed that these students strove to reduce water consumption every day, so their attitude towards water changed for the better compared to their attitude in 2015. According to the method of work, there were no statistically significant differences between students’ responses in any of the statements. There were statistically significant differences between the responses of girls and boys in four statements. However, statistically significant differences between the responses of eighth- and ninth-graders were found in five statements. Regarding students’ attitudes towards water in different years of the survey (i. e. 2015 and 2019), there were statistically significant differences in eleven statements
Textile literacy of ninth-grade students in the context of sustainable development
Get PDFToday’s world is facing a problem with the growth of textile products and in particular, textile waste,
which already represents a serious environmental problem. From the point of view of ensuring sustainable
handling of textile products, it is thus very important that individuals have the appropriate knowledge,
attitudes and skills for sustainable handling of textile products or that they are properly ‘textile literate’.
After all, appropriate textile literacy enables individuals to act according to the concept of sustainable
development. The purpose of this research, which included 80 students from three Slovenian schools, who
had completed their lower secondary education in the 2018/2019 school year, was to find out what their
basic textile knowledge was and how they transferred it into their daily lives. Ninth graders were found
to be deficient in basic textile skills, with girls having statistically significant better knowledge than boys.
The girls were also statistically significantly better at recognising the connection between the acquired
knowledge and everyday life and achieved a better result in terms of sustainable handling of textile
products. The research findings can help teachers to be aware of the critical points in textile teaching
in the context of sustainable development. The results also suggest that the current placement of textile
content in the fifth grade, without further upgrading of the content in higher grades is not optimal. Most of
the surveyed students had high grades in the fifth grade, but knowledge that is vital from the point of view
of the sustainable behaviour of an individual is low in the ninth grade. These results can provide useful
information for school policy makers who want to follow modern concepts of sustainable development
Creation of a corporate identity design for a company and design
Get PDFThe concept of my thesis is based on the analysis of various companies corporate designs and their offices, with the aim to identify the relationship and its importance between them.
It consists of three sections: the theoretical section, the analysis of the corporate identity design and offices of technology and computer companies and lastly, the practical section.
In the theoretical section, I introduce the basic principles and elements of designing a corporate identity design, the basic principles and elements of interior design. I try to identify and establish connection between the two and design a criterion through which the compliance of corporate identity design and interior design could be analyzed.
In the next section, I analyze the corporate identity design and interior design of two technological computer companies, with the help of the established criteria. With the analysis I aim to identify the type of relationship between corporate design and corporate interior design and how important it is in today’s world.
In the practical section, I design a corporate identity for the company Tim Team, Tim Stare, S.P. and an interior design idea for its offices, based on what I have determined from the theoretical and the analytical part of my thesis
Illusion in painting
Get PDFIn the thesis, I focused on the role of illusion in painting. On a theoretical level, I was primarily interested in how to establish the illusion of three-dimensionality in a painting, and on a practical level, I wondered if I could display the illusion of two-dimensionality on a three-dimensional object. I, therefore, divided the thesis into professional theoretical research and empirical part.
I titled my thesis Illusion in Painting. Both terms include the essence of my thesis, which I will delve into. SSKJ (Slovar slovenskega knjižnega jezika, b.d) says that the illusion is: “illusion -e ž (ȋ) a performance, usually optimistic, not based on reality; blindness, self-deception”. According to Muhovič's definition (2015, p. 544), optical illusions are "… phenomena in which the visual apparatus forms erroneous assumptions about the nature of perceptual material, the erroneousness of which can be revealed by the participation of other senses, by expanding the perceptual context or by removing triggers". One could interpret an illusion, in the general sense of the word, as some kind of deception.
In the thesis, I focused on the field of painting. The thesis consists of two parts: professional theoretical research, where I dealt with the question of what is essential and what we must pay attention to while creating the illusion in painting, especially in the field of building art space. I divided the theoretical part of the thesis thoroughly and gradually. I first explored the basics of plot and space; from what defines them to how we move from one to the other. I devoted a large part of my thesis to the artistic problems of colour as an artistic element. Following, I focused on the illusion in painting; I was interested in how to show the three-dimensionality in space and how necessary it is to build an art space to achieve this effect. I then explored the differences that emerge in the ways of modernist painting and found out how the way of painting, affects the final effect of the artwork.
The theoretical part is followed by the empirical part, where I used the method of practical work. I performed and presented my work. I was engaged in achieving the following effect: how to achieve the illusion of two-dimensionality on a three-dimensional object. I wanted to investigate how painting on a person differs from classical painting on a canvas, and whether I can show the illusion of two-dimensionality on a three-dimensional object. In the practical part, I created a classic two-dimensional bracket in the acrylic technique and on the body, using the body painting technique. I was trying to find out if there were any differences between painting on a person and painting on a canvas. I was intrigued by the question of which adjustments I needed to make to achieve that. I also found out what the differences in modernists' style of painting are and how it affects my artwork.
I exhibited the paintings alongside the photographs of body paintings
Developing language skills with didactic games at Slovene in fourth grade
Get PDFDidactic game is a dynamic method of work, as students are very active during the game, they are using a variety of concrete materials and they are learning through experiences. The game allows them to have fun, trying different things, and besides, they are not even aware that they are learning through games.
In the curriculum for Slovene (2018), the didactic game is mentioned mainly in the first three years, but later almost no more. Because didactic game supposed to have positive effects on students' motivation and activity and the sustainability of knowledge, we tried to determine whether this also applies to 4th grade students with a research that is an intertwining of qualitative and quantitative research. Two 4th grade departments were included in the study, one was the experimental group and the other was the control group. In the experimental group, three didactic games were performed in the language teaching of Slovene, namely in the discussion of sentence formation, the use of uppercase and lowercase letters and semantic relations between words. The didactic games we have designed and tested are suitable for refreshing and repeating subject matter and for various forms of learning, such as individual work, pair work and group work.
The empirical part presents the results obtained by analyzing student tests and surveys for students and teachers. Before and after the didactic game, the students were given a test to determine the impact of the didactic game on their knowledge sustainability. With questionnaires and an observation sheet, we found that they are very active during the didactic game, they cooperate with each other, have fun, finding this way of learning very attractive and are accepting knowledge with greater enthusiasm. We found a difference that in students who learned through didactic games, the permanence of knowledge is slightly longer than in students who were taught frontally. We noticed that in group of students who learned with didactic games, in contrast to students who learned frontally, the durability of knowledge is slightly longer, so the students of the experimental group found the learning content taught with the help of didactic games easier to aware and recall as control group students. Students stated that they liked the didactic games very much. Everyone thought they were just playing, but they also liked that they were active all the time.
The surveyed 4th grade teachers also state similar findings about the use of didactic games.. Most interviewees want to use didactic games more often because they believe that students will learn more through the game, lessons will be more varied and fun, students will be more motivated to learn, more relaxed and active. They use didactic games once or twice a month and many of them would like to perform more didactic games in Slovene. They most often use games in developing language, stylistic, spelling and orthographic skills and in the introductory part of the lesson. They give priority to didactic games for couples and most often use them to repeat the subject matter. Ideas for didactic games are obtained mainly in the literature, and less than half of interviewees invent them themselves or find ideas online
De Sluse in njegove krivulje: študijsko gradivo: zgodovina matematike
Get PDFDružbeni in ekonomski razvoj, uveljavljanje heliocentričnega svetovnega sistema, geografska odkritja in z njimi povezana orientacija na morju,
potrebe po točnem merjenju časa, velika uporaba orodij in strojev, razvoj
gradbeništva in geodezije in drugo so terjali čedalje bolj natančno in hitro
računanje. Naraščalo je zanimanje za geometrijo, astronomijo, reševanje
enačb, reševanje fizikalnih problemov in uporabo logaritmov. Nastajala
so nova matematična področja, na primer teorija verjetnosti, infinitezimalni račun in variacijski račun. Znanstveniki so si med seboj dopisovali,
se obiskovali in tako širili nove ideje in teorije. Nastajale so znanstvene
akademije kot protiutež univerzam, kjer je še vedno prevladovala sholastična misel. Ustanavljale so se znanstvene revije, ki so zagotavljale večji
pregled nad avtorstvom novih odkritij in zamisli
Independence of people with intellectual disabilities in the preparation of meals by recipe
Get PDFPeople with intellectual disabilities, among other things, find it more difficult to acquire academic and practical skills, due to lower intellectual abilities and insufficiently developed adaptive skills, which consequently affects their reduced level of independence. One of the aspects of independence is nutrition, which is not only satisfying biological needs, but also contains a social aspect, because through socializing over food and visiting a restaurant, people build social relationships. For self-preparation of food according to a recipe, a person with intellectual disabilities must systematically develop literacy and nutritional literacy. Due to the characteristics that are typical for people with intellectual disabilities, the recipe must be written according to the laws and criteria of easy reading, and both the form image and the linguistic expression must be adapted. Through a survey involving five people with intellectual disabilities, we found out which skills a person is mastering and where they need more support. The level of independence was assessed before and after the workshops. The results showed that after the workshops, individuals followed the recipe more precisely, handled kitchen utensils more skilfully, prepared for cooking more independently and, in the end, tidied up the workspace on their own initiative. Interest in cooking has also increased. In contrast, no progress was observed in reading, adjusting the recipe according to the number of persons, and setting the timer on the oven, suggesting the importance of more continuous and longitudinal work. Considering the wishes, characteristics, prior knowledge, and skills of participants in the workshops, we prepared a pamphlet with recipes in easy reading and used it as a tool to observe the independence of people with intellectual disabilities in food preparation. The pamphlet will be available to special and rehabilitation pedagogues, parents, teachers and other professionals who encounter people with reading difficulties in their lives and work
Emotional and social development in guided music activities in the preschool years
Get PDFThis thesis, Emotional and Social Development in Guided Music Activities in the Preschool Years, includes theoretical and empirical part. Firstly, we presented emotional and social development of preschool children as well as music education in kindergarten. In the last chapter we presented how music education and musical activities are able to affect social and emotional development of a preschool child. The purpose of this thesis was to research the impact of music education on preschool children, their emotional experiencing, social interacting, etc. We included a class of 21 preschool children in the study, along with their parents and two preschool teachers. We concluded that the majority of children actively participated in music activities, they communicated both verbally and non-verbally, listened to each other, shared their opinions and they did not show signs of discomfort or performance anxiety. They expressed excitement and showed interest during all music activities