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Books by Brian Burton
First chapter of Learning Mobile Application & Game Development with Corona SDK. Author updates t... more First chapter of Learning Mobile Application & Game Development with Corona SDK.
Author updates the book for free for those who purchase the full version through his website: www.BurtonsMediaGroup.com/books
Corona SDK allows the mobile app and game developer to create for multiple platforms at the same ... more Corona SDK allows the mobile app and game developer to create for multiple platforms at the same time. With the ability to develop for Apple iOS and Google Android, you can turn your idea into the next best selling app! Create apps in less time for multiple markets and mobile devices without tedious rewriting. Includes multiple app examples and how to make top-down and tower defense games! Mobile App Development with Corona: Getting Started is designed to be used as a guide to learn mobile app and game development on your own.
Current Version: 1.7 (9/14)
Learning Mobile Application & Game Development with Corona SDK introduces programming concepts in... more Learning Mobile Application & Game Development with Corona SDK introduces programming concepts in an incremental, pedagogically friendly method. Additional topics include: how to identify the needs and create the user interface for apps, provide opportunities for students to collaborate on the projects, conduct research in the mobile industry, provide opportunities to exercise critical thinking skills, learn responsibilities as digital citizens, and gain additional technology skills.
This textbook is designed to teach programming skills and meet curriculum requirements as proposed by the Texas Education Agency 9/2012 update, section 126.39 (T.E.A. §126.39). Of course, the textbook isn’t exclusively intended for just Texas high school students. The textbook is written in a way that will hopefully make the book accessible to anyone who would like to learn to create mobile applications but has limited or no previous programming experience.
As an added bonus, Learning Mobile Application & Game Development with Corona eTextbook includes an appendix on the new Corona Certified Developer Exam. All topics on the exam are covered in the eTextbook.
Corona SDK allows the mobile app developer to create for multiple platforms at the same time. Wi... more Corona SDK allows the mobile app developer to create for multiple platforms at the same time. With the ability to develop for Apple iOS and Google Android, today’s developer can ready an application in a much shorter period of time for multiple markets. Beginning Mobile App Development with Corona is designed to be used as a textbook in college or advanced High School courses.
As many business and educational organizations begin to consider using 3D virtual environments as... more As many business and educational organizations begin to consider using 3D virtual environments as learning platforms, it is important to ask the question, do such environments engender collaboration and student learning? In this book, Dr. Brian Burton examines the development of constructivist learning using 3D virtual learning environments and the occurrence of collaboration, knowledge spirals, and student success in these environments. Using undergraduate students from two different universities, Dr. Burton utilizes a 3D game engine to teach a difficult topic in Computer Science and game development. The topic is richly explored both quantitatively and qualitatively. Suggestions for further research and application of the results for future learning opportunities are also included.
This chapter‘s goal is to examine the experiences and perceptions of undergraduate students using... more This chapter‘s goal is to examine the experiences and perceptions of undergraduate students using a 3D Virtual Learning Environment. By creating a 3D didactic constructivist virtual environment, conversations were observed for collaborative elements. Findings revealed that five forms of collaboration amplified the learning process and indeed occur within the virtual learning environments. Results further suggested that the 3D VLE project, though limited in time and scope, successfully created a community of learners.
Papers by Brian Burton
Assessing Future Trends in Education, 2013
The purpose of this case study was to examine the use of gamification in a University classroom. ... more The purpose of this case study was to examine the use of gamification in a University classroom. Usage rates, surveys, and interviews provided the data. The findings add to the knowledge currently available on gamification in University settings. The data revealed that the students participating in the gamified course were more involved in the course content. Students were vested in gaining the achievements and badges awarded through their increased participation. Implications for University courses that use gamification techniques to increase student participation and improving students' acquisition of course material were evident.
Human–Computer Interaction Series, 2013
The purpose of this case study was to determine if learning occurred within a 3D virtual learning... more The purpose of this case study was to determine if learning occurred within a 3D virtual learning environment by determining if elements of collaboration and Nonaka and Takeuchi’s (1995) knowledge spiral were present. A key portion of this research was the creation of a Virtual Learning Environment. This 3D VLE utilized the Torque Game Engine provided by Garage Games and a content pack created by BraveTree Productions, LLC. By creating this 3D didactic constructivist virtual environment conversations were observed for collaborative and knowledge creation elements. Data for this mixed-design case study were gathered through three sources, the 3D virtual environment, a survey created by the researchers, and follow-up interviews. Findings revealed that the five (5) forms of collaboration: Elementary Clarification, In-Depth Clarification, Inference, Judgment, and Application, amplified the knowledge creation process and indeed occurred within the virtual learning environment. It was also determined that all four (4) modes for knowledge creation: socialization, externalization, combination, and internalization, were observed as well.
Presentations by Brian Burton
This paper is a follow up to presentations made in 2010 and 2014. Since 2008, Apple iOS devices h... more This paper is a follow up to presentations made in 2010 and 2014. Since 2008, Apple iOS devices have become an integral part of student learning experiences at Abilene Christian University (ACU), with all incoming freshmen being required to have one of these mobile devices. This paper shares the experiences of the authors from teaching an undergraduate introductory course on mobile computing at ACU since 2009 to the present. Discussed within this paper are the authors' experiences meeting the challenges of the rapidly developing landscape of mobile application development. The paper concludes with a direction for future courses in mobile computing.
This paper is a following up to one presented in 2010 at the AACE. Since 2009, the Apple iPhone a... more This paper is a following up to one presented in 2010 at the AACE. Since 2009, the Apple iPhone and iPod touch have become an integral part of student learning experiences at Abilene Christian University (ACU), with all in-coming freshmen being provided one of these mobile devices. This paper shares the experiences of the authors from teaching a lab-intensive undergraduate introductory course on mobile computing at ACU in 2010 to the present challenges. Discussed within this paper are the authors’ experiences meeting the challenges of the rapidly developing landscape of mobile application development. The paper concludes with a direction for future courses in mobile computing at ACU.
First chapter of Learning Mobile Application & Game Development with Corona SDK. Author updates t... more First chapter of Learning Mobile Application & Game Development with Corona SDK.
Author updates the book for free for those who purchase the full version through his website: www.BurtonsMediaGroup.com/books
Corona SDK allows the mobile app and game developer to create for multiple platforms at the same ... more Corona SDK allows the mobile app and game developer to create for multiple platforms at the same time. With the ability to develop for Apple iOS and Google Android, you can turn your idea into the next best selling app! Create apps in less time for multiple markets and mobile devices without tedious rewriting. Includes multiple app examples and how to make top-down and tower defense games! Mobile App Development with Corona: Getting Started is designed to be used as a guide to learn mobile app and game development on your own.
Current Version: 1.7 (9/14)
Learning Mobile Application & Game Development with Corona SDK introduces programming concepts in... more Learning Mobile Application & Game Development with Corona SDK introduces programming concepts in an incremental, pedagogically friendly method. Additional topics include: how to identify the needs and create the user interface for apps, provide opportunities for students to collaborate on the projects, conduct research in the mobile industry, provide opportunities to exercise critical thinking skills, learn responsibilities as digital citizens, and gain additional technology skills.
This textbook is designed to teach programming skills and meet curriculum requirements as proposed by the Texas Education Agency 9/2012 update, section 126.39 (T.E.A. §126.39). Of course, the textbook isn’t exclusively intended for just Texas high school students. The textbook is written in a way that will hopefully make the book accessible to anyone who would like to learn to create mobile applications but has limited or no previous programming experience.
As an added bonus, Learning Mobile Application & Game Development with Corona eTextbook includes an appendix on the new Corona Certified Developer Exam. All topics on the exam are covered in the eTextbook.
Corona SDK allows the mobile app developer to create for multiple platforms at the same time. Wi... more Corona SDK allows the mobile app developer to create for multiple platforms at the same time. With the ability to develop for Apple iOS and Google Android, today’s developer can ready an application in a much shorter period of time for multiple markets. Beginning Mobile App Development with Corona is designed to be used as a textbook in college or advanced High School courses.
As many business and educational organizations begin to consider using 3D virtual environments as... more As many business and educational organizations begin to consider using 3D virtual environments as learning platforms, it is important to ask the question, do such environments engender collaboration and student learning? In this book, Dr. Brian Burton examines the development of constructivist learning using 3D virtual learning environments and the occurrence of collaboration, knowledge spirals, and student success in these environments. Using undergraduate students from two different universities, Dr. Burton utilizes a 3D game engine to teach a difficult topic in Computer Science and game development. The topic is richly explored both quantitatively and qualitatively. Suggestions for further research and application of the results for future learning opportunities are also included.
This chapter‘s goal is to examine the experiences and perceptions of undergraduate students using... more This chapter‘s goal is to examine the experiences and perceptions of undergraduate students using a 3D Virtual Learning Environment. By creating a 3D didactic constructivist virtual environment, conversations were observed for collaborative elements. Findings revealed that five forms of collaboration amplified the learning process and indeed occur within the virtual learning environments. Results further suggested that the 3D VLE project, though limited in time and scope, successfully created a community of learners.
Assessing Future Trends in Education, 2013
The purpose of this case study was to examine the use of gamification in a University classroom. ... more The purpose of this case study was to examine the use of gamification in a University classroom. Usage rates, surveys, and interviews provided the data. The findings add to the knowledge currently available on gamification in University settings. The data revealed that the students participating in the gamified course were more involved in the course content. Students were vested in gaining the achievements and badges awarded through their increased participation. Implications for University courses that use gamification techniques to increase student participation and improving students' acquisition of course material were evident.
Human–Computer Interaction Series, 2013
The purpose of this case study was to determine if learning occurred within a 3D virtual learning... more The purpose of this case study was to determine if learning occurred within a 3D virtual learning environment by determining if elements of collaboration and Nonaka and Takeuchi’s (1995) knowledge spiral were present. A key portion of this research was the creation of a Virtual Learning Environment. This 3D VLE utilized the Torque Game Engine provided by Garage Games and a content pack created by BraveTree Productions, LLC. By creating this 3D didactic constructivist virtual environment conversations were observed for collaborative and knowledge creation elements. Data for this mixed-design case study were gathered through three sources, the 3D virtual environment, a survey created by the researchers, and follow-up interviews. Findings revealed that the five (5) forms of collaboration: Elementary Clarification, In-Depth Clarification, Inference, Judgment, and Application, amplified the knowledge creation process and indeed occurred within the virtual learning environment. It was also determined that all four (4) modes for knowledge creation: socialization, externalization, combination, and internalization, were observed as well.
This paper is a follow up to presentations made in 2010 and 2014. Since 2008, Apple iOS devices h... more This paper is a follow up to presentations made in 2010 and 2014. Since 2008, Apple iOS devices have become an integral part of student learning experiences at Abilene Christian University (ACU), with all incoming freshmen being required to have one of these mobile devices. This paper shares the experiences of the authors from teaching an undergraduate introductory course on mobile computing at ACU since 2009 to the present. Discussed within this paper are the authors' experiences meeting the challenges of the rapidly developing landscape of mobile application development. The paper concludes with a direction for future courses in mobile computing.
This paper is a following up to one presented in 2010 at the AACE. Since 2009, the Apple iPhone a... more This paper is a following up to one presented in 2010 at the AACE. Since 2009, the Apple iPhone and iPod touch have become an integral part of student learning experiences at Abilene Christian University (ACU), with all in-coming freshmen being provided one of these mobile devices. This paper shares the experiences of the authors from teaching a lab-intensive undergraduate introductory course on mobile computing at ACU in 2010 to the present challenges. Discussed within this paper are the authors’ experiences meeting the challenges of the rapidly developing landscape of mobile application development. The paper concludes with a direction for future courses in mobile computing at ACU.
The Apple iPhone and iPod touch have become an integral part of innovative learning experience at... more The Apple iPhone and iPod touch have become an integral part of innovative learning experience at Abilene Christian University, with all in-coming freshmen being provided one of these mobile devices. Despite pervasive use of these devices on campus, no formal coursework instruction on mobile computing had been integrated at the institution prior to the compilation of this paper. This paper shares experiences of the authors from a three-week lab-intensive undergraduate introductory course on mobile computing at Abilene Christian University. The course assumed an appreciable understanding of programming and database management. It was designed for computer science and information technology students who started to develop applications for the iPhone and iPod touch on the very first day of class. Student enthusiasm and participation were very encouraging. The last one-third of the course was devoted to implementing projects which had been proposed for use either by departments on campus or by the larger student body. The paper concludes with a direction for future courses in mobile computing at Abilene Christian University.
n this paper we examine the experiences and perceptions of undergraduate students using 3D Virtua... more n this paper we examine the experiences and perceptions of undergraduate students using 3D Virtual Environments. By creating a 3D didactic constructivist virtual environment, conversations were observed for collaborative elements. Findings revealed that five forms of collaboration amplified the learning process and indeed occur within the virtual learning environments. Results further suggested that the 3D VLE project, though limited in time and scope, successfully created a community of learners.
Examination of collaborative use of the iPhone during the first year of implementation at Abilene... more Examination of collaborative use of the iPhone during the first year of implementation at Abilene Christian University. Triangulated data shows academic collaborative use.
The purpose of this study was to determine whether collaboration occurred within 3D virtual learn... more The purpose of this study was to determine whether collaboration occurred within 3D virtual learning environments. Furthermore, if collaboration occurred were the elements of Nonaka and Takeuchi’s (1995) knowledge spiral present as well? By creating a 3D didactic constructivist virtual environment, conversations were observed for collaborative elements. Data for this mixed-design study were gathered through three sources, the 3D virtual environment, a survey created by the researchers, and follow-up interviews.
Findings revealed that the five (5) forms of collaboration: Elementary Clarification, In-Depth Clarification, Inference, Judgment, and Application, amplified the knowledge creation process and indeed occur with virtual learning environments. It was also determined that all four (4) requirements for a knowledge spiral: socialization, externalization, combination, and internalization, did occur during the period of this research within the 3D environment. Thus the creation of new knowledge as knowledge passed from tacit to explicit and explicit to tacit (Nonaka & Takeuchi, 1995) within this 3D virtual learning environment. Qualitative results further suggested that after a period of adaptation by the user, most participants were less likely to get off-topic and focused more on the project given to them.
An examination of the creation of a degree in computer graphics & programming with the focused ou... more An examination of the creation of a degree in computer graphics & programming with the focused outcome of teaching students to develop games. This presentation will discuss the problems and pitfalls as well as the successes.