Month: October 2025

BTE1522 DRE2213 – Week 4 AI Assisted Learning

Dear BTE & DRE-ians,

First of all, congratulations on completing Step 7 of your Slider Game project! You’ve successfully created your own Python game — an achievement that shows how far you’ve come in learning to code.

Now, let’s take a step forward into an exciting new experience — learning to code with AI.

In this session, we explored how Artificial Intelligence can support us as a learning partner — not to code for us, but to help us think, debug, and create better. Throughout today’s activity, we focused on four different roles of AI in programming.

1. AI for Flowchart Generation and Code Understanding

We began by revisiting the completed Step 7 of the Slider Game. Using GPT-based tools, students explored how to comprehend the logic behind their Python code and then derive a flowchart from it.

Flowcharting is a crucial part of computational thinking — it helps us visualize abstract logic and understand the sequence of decisions and actions within our program. By having AI explain the code flow, students learned how to map their code into structured diagrams that represent real-world logic.

2. AI for Troubleshooting and Debugging

Next, students explored how AI can assist in debugging. In Step 7, we noticed two common issues:

      • The score counter was upcounting continuously.

      • The collision detection was adding multiple scores at once.

By prompting AI for guidance, students learned how to correct the logic — ensuring the game counts down properly and increases the score by only one per collision.

This activity demonstrated how AI can serve as a learning buddy, guiding students to identify, understand, and fix programming errors while reinforcing their knowledge of conditional statements, loops, and Boolean flags.

3. AI for Code Generation and Modification

In the third task, students practiced AI-assisted code generation. They were challenged to modify their existing Slider Game without changing its core gameplay mechanics.

By using AI to suggest new features — such as different movement behaviors, boundary limits, or score displays — students learned how to prompt effectively, evaluate the AI-generated code, and integrate improvements meaningfully.

This step emphasized creativity with control — learning how to enhance existing code while maintaining logical integrity.

4. Coding for AI and with AI

The key takeaway from today’s activity is to encourage you to learn to code with AI, not just getting codes by AI.

While AI can generate code, meaningful learning happens when students engage with the logic — understanding why and how it works. AI becomes a partner in exploration, enabling students to think critically, problem-solve, and apply what they learn to real-world challenges.

Today’s session introduced a new dimension of programming — blending Python logic with AI literacy. Students discovered that AI isn’t just a shortcut; it’s a tool for concept reinforcement, debugging, and idea expansion.

As we move forward, remember: the goal isn’t just to write code — it’s to understand it, modify it, and make it better. And with AI as your learning partner, that journey becomes even more exciting.

See you all next week =)

 

 

BTE1522 DRE2213 – Week 4 Assignments

Hi BTE-ian & DRE-ian,

Before proceed with your assignment, please make sure to complete the following:-

        1. flowchart of your project – Step 7 (together with required troubleshooting in Week 3 – count down timer and scoring system)
        2. upload in TINTA Ch 5

Below is the assignment – modification:-

This week, students from the BTE 1522 and DRE 2213 courses are given assignment that are designed to develop their programming skills in Python. Each group of three students is tasked with choosing one of the 20 game modification options available and implementing it as a team project. This assignment is all about creativity, problem-solving, and teamwork as students work to modify an existing Python game and showcase their programming concepts.

In this assignment, each group will:

  1. Select a Game Modification
    1. Out of 20 different modification options, each group chooses one that they’ll use to enhance a basic game written in Python.
    2. Modifications can range from adding new features, changing game mechanics, enhancing visuals, to incorporating user-friendly elements.
  2. Implement the Code Changes
    1. Using Python, students will modify the codebase to create the enhancement they selected. As they work through these changes, they’ll encounter new programming concepts, which they can build upon for future projects.
    2. This assignment offers students a chance to solidify their coding skills while adding their creative touch.
  3. Submit the Project Components

Each group will submit:

    1. The modified Python code, clearly commented to explain the changes made.
    2. A written report detailing the modifications, gameplay instructions, and the coding process.
    3. A 3-minute video demonstrating the game, explaining the code changes, and showcasing the impact of the modifications.

Reporting

To complete this assignment, please:

  1. Review the Game’s Base Code
    1. Understand the game’s original code before making any changes.
    2. Each student in the group should be familiar with how the code works to effectively contribute to the modification.
  2. Plan the Modification
    1. After selecting a modification, map out the changes needed.
    2. This could include adding new variables, adjusting functions, or integrating additional modules. Using flowcharts or pseudocode can be especially helpful to visualize how the new feature will work within the existing game structure.
  3. Divide and Conquer
    1. With three members in each group, teamwork will be key!
    2. Students should divide tasks based on each member’s strengths and collaborate to implement the modification efficiently.
  4. Test the Changes
    1. Test the game thoroughly to ensure that the new feature or modification works as intended and doesn’t disrupt existing functionality.
    2. Debugging is an important skill in programming, so encountering and fixing errors will be a valuable part of this process.

Upload these in KALAM (https://kalam.ump.edu.my/)

Showcase and Reflect

As part of the final submission, you are encouraged to be creative with their 3-minute video, which should highlight –

  1. Gameplay
    • Show the modification in action and explain how it enhances the game.
  2. Code Explanation
    • Walk viewers through the code changes made, highlighting key additions and adjustments.
  3. Reflection
    • Share insights into the challenges and learning experiences encountered during the project.

Good luck to all the groups, and I look forward to seeing your creativity come to life in your games!

 

DRE2213/BTE1522 – Week 3 – Python Programming – Game Completion

Hi DRE-ian and BTE-ian.

Well done, this week we have completed Step 7 of the Slider Game Project. With this final step, the game is now fully functional — a reflection of the coding concepts and logical thinking you’ve developed over the past 3 weeks.

Recap – From Step 1 to Step 7

Throughout the development of the Slider Game, you have applied multiple core Python programming fundamentals, including:

      1. Variables – for storing and updating game data such as player score and positions.

      2. Libraries – importing and using external Python modules to enhance functionality.

      3. Boolean Functions – determining game conditions like collisions or winning states.

      4. Mathematical Functions – calculating movement, limits, and speed.

      5. def Functions – structuring reusable code blocks to organize game logic.

      6. Control Statements – using for loops, if–else conditions, and input controls for smooth gameplay.

      7. Limiting Factors – defining boundaries to restrict player movements and maintain proper game flow.

These coding elements come together to form a dynamic and interactive Python game , a fun yet powerful way to learn how logical thinking and programming intersect.

Task Reminders

Before we move on, please make sure to complete the following:

      1. Submit your .py file and a snapshot of your game result on TINTA.

      2. Complete Quizzes 1, 2, 3, and 4 to reinforce your understanding of the Python concepts used.

Looking Ahead to Week 4

In Week 4, we’ll move into the next phase of our project — analyzing and modifying the Slider Game code. We’ll explore how small changes can create new gameplay dynamics, add scoring logic, and enhance interactivity.

Get ready to debug, modify, and take your Python game development skills to the next level!


Forum AI from Religious Perspective

The highlight of the Teaching & Learning Symposium 2025 at Universiti Malaysia Pahang Al-Sultan Abdullah (UMPSA) was an interdisciplinary forum titled “Integrating Values in the Age of AI — Insights from Religious Perspectives.” The session brought together international and local scholars to engage in a deep, cross-cultural dialogue on how artificial intelligence (AI) intersects with human values, ethics, and spirituality.

The distinguished panelists included Dr. Mike Brownnutt from The Faraday Institute for Science and Religion, University of Cambridge; Prof. Dr. Esyin Chew from Cardiff Metropolitan University; Dr. Irfan from the Pusat Kemanusiaan, UMPSA; and Dr. Nurul Hazlina, also from UMPSA. The discussion was moderated by Dr. Nurul Noordin, Director of the UMPSA STEM Lab.

The session stood out not only for its diversity of viewpoints but also for the depth of ethical reflection it inspired. The panel examined the question of how religious wisdom traditions can inform the ethical design and use of AI technologies that are increasingly shaping our everyday lives — from classrooms to hospitals to decision-making systems.

Representing the Islamic viewpoint, Dr. Irfan underscored the importance of authenticity and verification in the age of information. He drew a parallel between the Islamic scholarly tradition of verifying hadith and fatwa with the contemporary need to critically evaluate AI-generated content.

According to Dr. Irfan, just as Islamic scholars meticulously examine the chain of narrators (sanad) and content (matan) before authenticating a hadith, educators and users must adopt a similar intellectual discipline when engaging with AI outputs. He emphasized that intention (niyyah), accuracy, and responsibility remain the ethical anchors of any knowledge pursuit, whether derived from human or machine sources. AI, he reminded the audience, should be viewed not as an infallible authority, but as an instrument to assist human reasoning and moral judgment.

From the philosophical perspective, Dr. Mike Brownnutt provided a thoughtful critique of how technology might unintentionally erode the process of human moral and intellectual reflection. He noted that while AI offers immense efficiency and access to knowledge, it risks simplifying complex human experiences and moral dilemmas.

Dr. Brownnutt argued that moral growth and spiritual discernment are formed through a process — one that involves questioning, dialogue, and contemplation. When AI provides instant answers or solutions, it may short-circuit this essential process, diluting the depth of understanding that underpins human wisdom. He urged educators, technologists, and policymakers to ensure that AI remains a servant to human discernment, not a substitute for it.

Adding a practical dimension to the discussion, Prof. Dr. Esyin Chew shared insights from her research in digital education and healthcare. She elaborated on how AI is increasingly being embedded within systems of care, learning, and communication — not merely as a tool but as a medium of collaboration between humans and machines.

Prof. Chew illustrated how AI technologies can enhance empathy in healthcare — assisting in diagnosis, improving accessibility, and supporting emotional well-being. She linked these developments to education, where AI can similarly serve as a bridge between teachers and learners, enriching pedagogical practices. However, she emphasized that this integration must always be guided by values, ensuring technology enhances human connection rather than replacing it.

The conversation among the panelists converged on a shared understanding: while AI holds tremendous potential, it must be developed and deployed within the framework of enduring human values — truth, compassion, accountability, and respect for human dignity.

The forum became a rare and profound meeting point between science, technology, and spirituality. It reminded participants that innovation without ethics can lead to alienation, but when guided by moral and religious insights, AI can become a force for human flourishing.

This thought-provoking session was made possible through the British Council PIE-WISE Grant, a collaborative initiative led by Cardiff Metropolitan University (UK) and UMPSA (Malaysia). The grant aims to foster intellectual exchange, strengthen international collaboration, and promote culturally informed discussions on technology, pedagogy, and ethics.

The forum exemplified how such partnerships can create platforms where faith and science coexist — not in opposition, but in dialogue — guiding humanity toward a future where technology serves, rather than defines, the essence of being human.