 Good morning everyone, we are here to present our gamification framework project. Our team, I am Rishabh Gupta from Gurugasi Das University and he is Archit Mathur from SKIT Jaipur. So what our project is about, we intended to show that the games can be used in a much better way so that kids can learn while they play the games. So we aimed at letting teachers create a curriculum based, all the games he can add those scenarios and create a graph of all those games that should be played and can map the learning outcomes that he gets from those games. So students can play those games and according to their skill level and whatever their interest is. So games can be of, the teacher can include games regarding division, subtraction, addition, whatever he wants. And then teacher can assess his or her class that how the students are playing the game and how they are well in each individual subject. Like he can see that if his or her particular class is not good in division then he can edit his activities and add more games which promote division. Teacher can also see the progress of a particular student and if he or she is doing well in a particular subject or not. So according to that he can edit the games and he can add more games and activities so that the student plays those activities more. So I will now pass to Archit Mathur, Avel Chauha demo. Yeah, so basically the framework has three views, so to say. The first one is the player one. Here you can see the three games that we have created. We will be playing Pac-Matic. Yeah, and this is what the student is going to see. We are calling one of these an activity and a collection of activities is what we call a game. So you can just choose anyone to play. This is what the student will see. As you can see, in the side menu there are the top scorers to insulate envy and that competitive spirit. Whenever you click an activity, the teacher has provided an interview so as the student can revise it or maybe if he wants to make a full-fledged game or something add a scenario in there somewhere like we have interviews and games. He can do that too. I will just be skipping it right now. So this is the game we have made. This is what the student is going to see. Here you can see that the question comes in the bottom and the game is how you replace. So once you get bored enough of it or you have crossed the maximum score or you run out of life you can go back via map. Okay, so that's enough of games. This is what students can do. Now about the teachers, there's no point in actually students just playing the game if the teachers can't analyze it. So we have added that too. So if you could go to home, you can see that there's this button called assess. It's mainly for teachers and the game that we played just now that we want to assess is specmatic. So he'll be setting that. This is like the graph, so to say how the framework was created. Each of the nodes represent the activities that we had. Remember all those rectangles and all. You can see that these arrows they are for the suggested activities. If you notice there in the play view, the student view of our framework. And when you click on one of it, it will show you how the class is done in it. Nobody really played this, so it shows haven't played. If you could select the single lizard subtraction which he just played, you would see that. The average max is 35 and you should have played that. We only have limited users right now and he's the only one to play it, but this is how it looks like. Now you can also, you know, we only have Pac-Man in that game right now. So imagine if you could, you know, add a new activity which the teacher certainly can do. So we've made new activities and we'll be incorporating them to the game. So I'll be taking over and clicking the update. I thought one of your requirements was I need a class of 15. I need a class of 15 was what was communicated to you and a class of 15 should have played multiple games. And then I should see the teacher view. Why I can't see that? That was totally our incompetency. Right now we had six users. You can see them on the leaderboard here too. This is the leaderboard. You know, we have three games. People were paid that, you know, their scores are, you know, added overall of that. But again, this was not the requirement because I'm not interested in six people. As a teacher I'm interested in six students or 15 students was my minimum requirement. 15 students have reached where in their understanding of the arithmetic, which I'm not getting. This was the same thing you showed me about one week back. Okay. There is no improvement. My thing was very simple for you. I said please concentrate on one. I don't see that level of complexity here. Even addition itself has got some four, 15 levels. Yeah, which is what we just showed you, you know, in that. What you showed? Show me 15 addition levels. This is the single digit addition. What else you have? This is the two digit addition. Correct. This is two digit with carry. This is two and they are multiple. You can start from. And that's the end of it. Addition of two digit with carry. With addition of two digit without carry. There is two digit without carry. Single digit with carry without carry. They are multiple. No, that's okay. Addition, you have got four levels of addition. Where are my 15 students in the four levels? Where is that view at all? The student view is this. Not student view. Student view itself is wrong. Student status. Student status. Show me student status. 15 digits. Where is my class in addition? This is all at Amirita. Where is my class on addition? I am teaching first standard or I ask my students to do. I played this. You played this in immaterial. I am saying where is the teacher's view? Where is my class of 59? You have given six. Where are those six on addition? All those six have not played that game. Yeah, but then you are not given. Actually you have missed your vote. And this was the status one week back. I said I am happy with the games you have written. But your objective was not writing games. Your objective was creating a gamification framework. And throughout the project I had said I want addition. I don't see any framework for addition. There are only four for some reason. When I can see 3D addition, it is not part of the framework. And you expect the teacher to go all the way around finding out where it is? The whole purpose you have lost. Let me tell everyone which I insisted on generally. If you are writing a piece of software, if you are not putting yourself in the shoes, in the shoes of a user, you are not delivered anything. You are not here to only understand technology. You have to understand the user. So you have failed both. I don't see any teacher view of note at all. I had new activities to that game. How many times I have told both you, I have told virtual chemistry lab, I have told the chemistry people in the beginning, in front of everybody. There is not going to be any teacher who is going to use your product. This is the 3D addition. Even if it was not there, you can add it. I forget it. Nobody is going to add your view. You are supposed to have delivered a product with proof of concept. I don't see proof of concept. I have just done technology. I have given you wood. I have given you the tools. Now you can create a table. You can create this. You can create a big house. Why the hell do I bother? I have got a great tool. When you are not even shown me a table, after insisting that you show me a table, you are not shown. And this I told you about, I think, two weeks back. Not two weeks back. Probably one week back. Since after telling you, please deliver me this, please you are not doing, that means I am almost 100% sure. I will take my experience on it. That what you have done is not usable. I don't see any reason why I do not have a full arithmetic framework, not shown in this manner, shown in a manner which is usable, and a tracking of 15 people. Almost everybody have asked, unless there is test data, the project is useless. I don't know. Anyway, so this is, as far as I am concerned, you did a good job, but it is dead. It doesn't start anywhere. It will never be used by anybody. You are not showing me something which people will believe in. I don't believe in it. There is no practical use of this gamification framework. As a teacher, I don't know, I have got 15 students where they are. What should I tell my student next? Who is the best in the class? Who is the worst in the class? In single digitization, in subtraction, in subtraction, please, you are showing me a dump of a database. I don't care about the dump of the database. That was not your objective. Your objective was to build intelligence. What is the framework? Framework is intelligence. This particular pacman, one digit, what does it contribute? In terms, I need in terms of learning objectives. How far is, is my out of 15 students, how far is this student in terms of learning objective of addition, learning objective of subtraction, learning objective of division, single digit, multiple digit. That is the, that is my educational knowledge that you are supposed to build in. I don't see any education knowledge. I see some, some software that is done which is of no practical use to anyone. Okay. Absolutely no practical use to anyone. Since I was the mentor for the project. Okay. I know that you, you are not done what you are supposed to do. That is certain. Okay. So now let's go to learning. I don't want to see, see what you are done. You are shown, whatever you are done, you are shown, you are shown a game. That game also I, I didn't interrupt, okay. Does that game change with the ability of the student? Yes, yes. It does? Okay. Very good. That one of the things I had asked them to do because it is not a simple game of Pac-Man. Okay. If I have a kid who is, who's, who's that fellow is going slow. Okay. Don't those eating animals have to be slow. That was my requirement. I don't want to, I know 4 minus 3 is equal to 1 but I can't reach because it's supposed to be adaptable. Okay. That was one of the things that, that they, I think they have done. I think in terms of making games, they are okay. In terms of framework, they are nowhere. The, this is another picture. This is a student's view. Correct. What will I do with it? Please come on. Is this what I asked you a question? I imagine a 5-year-old coming to your screen. This is what you are going to show him. You are not showing the education view. I don't need to see all these 6, 16 levels which I am supposed to progress. Where am I compared to the class? You have not looked at it. What is the question the kid has? What is the question the teacher has? Hang addition of games. That is not for the teacher. That is not for the student. That is for somebody who is going to help the teacher. No teacher is going to write these Pac-Man games. So if somebody asked a question earlier, do you know who your user is? You don't know your user is. You have learned a lot of technical skills and also more than technical skills, we learned on how to manage pressure. We were not able to do so and working under a strict boss and we were a small team. No, don't discredit yourself. 2 plus 2 4 failures out 25 is par for the course for me. I am a failure. I remember the objective is for me I wrote in a mail also. It is very difficult because I don't know any of you. Okay, given a team not knowing what their strengths are, what their weaknesses are, work assignment is a problem. So the only way you can manage is by overloading. That is my job to overload you. If I have not overloaded you, what I asked you to do is very easily doable and that is one more thing which you have to learn after you write the software, you need about 20 to 25% of the effort and that is needed. That is creating what I call as marketing material. Marketing material can only be created if you use your software. I did the same thing with Cubans. I asked them to prepare some at least 5, 6 good looking these things. Same thing was opportunity. You were on to something good. The only reason why after I told you kept on telling you lost a portion you have not done it. That means all that you are showing me about the framework probably doesn't work. I am almost sure it doesn't work. You would have done it. Which is fine. Future scope we can certainly create if we have more time and probably more manpower we can certainly make it more than a lost portion. Great, no seriously I am not going to publish this. By the way all my projects are going to be published and kept alive for 2 years till these people go through interviews so that they can show as is I am not going to change that. Whatever I will change will not be part of whatever is published. So now to get your stuff published you got 6 months enough time. Another thing was that right now we are only taking score as in the game more accuracy reaction time and winning streak or maybe even using streak we can implement that certainly we have to assemble so probably we will try to and that's basically what it is. So also you know it can also be extended to languages and other things it's only maths right now on that to primary so that's also one of the things our future scope. The most important improvement is to be education oriented. You are trying to see how games can be used in education. I don't see education language. Winning streak losing streak is not education language. If you if you can put education language in your game we will publish it. Not winning streak losing streak it is all immaterial. You are not creating a game. You are saying that kids are spending time without learning anything on playing let me see if I can leverage games so that they will also learn. Learning is a primary objective not winning streak and losing streak and all that. Not the primary objective secondary objective yes.