Gamifying propositional logic: QED, an interactive textbook

About six years ago on this blog, I started thinking about trying to make a web-based game based around high-school algebra, and ended up using Scratch to write a short but playable puzzle game in which one solves linear equations for an unknown using a restricted set of moves. (At almost the same time, there were a number of more professionally made games released along similar lines, most notably Dragonbox.)

Since then, I have thought a couple times about whether there were other parts of mathematics which could be gamified in a similar fashion. Shortly after my first blog posts on this topic, I experimented with a similar gamification of Lewis Carroll’s classic list of logic puzzles, but the results were quite clunky, and I was never satisfied with the results.

Over the last few weeks I returned to this topic though, thinking in particular about how to gamify the rules of inference of propositional logic, in a manner that at least vaguely resembles how mathematicians actually go about making logical arguments (e.g., splitting into cases, arguing by contradiction, using previous result as lemmas to help with subsequent ones, and so forth). The rules of inference are a list of a dozen or so deductive rules concerning propositional sentences (things like “( AND ) OR (NOT )”, where are some formulas). A typical such rule is Modus Ponens: if the sentence is known to be true, and the implication “ IMPLIES ” is also known to be true, then one can deduce that is also true. Furthermore, in this deductive calculus it is possible to temporarily introduce some unproven statements as an assumption, only to discharge them later. In particular, we have the deduction theorem: if, after making an assumption , one is able to derive the statement , then one can conclude that the implication “ IMPLIES ” is true without any further assumption.

It took a while for me to come up with a workable game-like graphical interface for all of this, but I finally managed to set one up, now using Javascript instead of Scratch (which would be hopelessly inadequate for this task); indeed, part of the motivation of this project was to finally learn how to program in Javascript, which turned out to be not as formidable as I had feared (certainly having experience with other C-like languages like C++, Java, or lua, as well as some prior knowledge of HTML, was very helpful). The main code for this project is available here. Using this code, I have created an interactive textbook in the style of a computer game, which I have titled “QED”. This text contains thirty-odd exercises arranged in twelve sections that function as game “levels”, in which one has to use a given set of rules of inference, together with a given set of hypotheses, to reach a desired conclusion. The set of available rules increases as one advances through the text; in particular, each new section gives one or more rules, and additionally each exercise one solves automatically becomes a new deduction rule one can exploit in later levels, much as lemmas and propositions are used in actual mathematics to prove more difficult theorems. The text automatically tries to match available deduction rules to the sentences one clicks on or drags, to try to minimise the amount of manual input one needs to actually make a deduction.

Most of one’s proof activity takes place in a “root environment” of statements that are known to be true (under the given hypothesis), but for more advanced exercises one has to also work in sub-environments in which additional assumptions are made. I found the graphical metaphor of nested boxes to be useful to depict this tree of sub-environments, and it seems to combine well with the drag-and-drop interface.

The text also logs one’s moves in a more traditional proof format, which shows how the mechanics of the game correspond to a traditional mathematical argument. My hope is that this will give students a way to understand the underlying concept of forming a proof in a manner that is more difficult to achieve using traditional, non-interactive textbooks.

I have tried to organise the exercises in a game-like progression in which one first works with easy levels that train the player on a small number of moves, and then introduce more advanced moves one at a time. As such, the order in which the rules of inference are introduced is a little idiosyncratic. The most powerful rule (the law of the excluded middle, which is what separates classical logic from intuitionistic logic) is saved for the final section of the text.

Anyway, I am now satisfied enough with the state of the code and the interactive text that I am willing to make both available (and open source; I selected a CC-BY licence for both), and would be happy to receive feedback on any aspect of the either. In principle one could extend the game mechanics to other mathematical topics than the propositional calculus – the rules of inference for first-order logic being an obvious next candidate – but it seems to make sense to focus just on propositional logic for now.

Lewis Carroll logic puzzles

I had another long plane flight recently, so I decided to try making another game, to explore exactly what types of mathematical reasoning might be amenable to gamification.  I decided to start with one of the simplest types of logical argument (and one of the few that avoids the disjunction problem mentioned in the previous post), namely the Aristotelian logic of syllogistic reasoning, most famously exemplified by the classic syllogism:

• Major premise: All men are mortal.
• Minor premise: Socrates is a man.
• Conclusion: Socrates is a mortal.

There is a classic collection of logic puzzles of Lewis Carroll (from his book on symbolic logic), in which he presents a set of premises and asks to derive a conclusion using all of the premises.  Here are four examples of such sets:

• Babies are illogical;
• Nobody is despised who can manage a crocodile;
• Illogical persons are despised.

• My saucepans are the only things that I have that are made of tin;
• I find all your presents very useful;
• None of my saucepans are of the slightest use.

• No  potatoes of mine, that are new, have been boiled;
• All of my potatoes in this dish are fit to eat;
• No unboiled potatoes of mine are fit to eat.

• No ducks waltz;
• No officers ever decline to waltz;
• All my poultry are ducks.

After a certain amount of effort, I was able to gamify the solution process to these sort of puzzles in a Scratch game, although I am not fully satisfied with the results (in part due to the inherent technical limitations of the Scratch software, but also because I have not yet found a smooth user interface for this process).   In order to not have to build a natural language parser, I modified Lewis Carroll’s sentences somewhat in order to be machine-readable.  Here is a typical screenshot:

Unfortunately, the gameplay is somewhat clunkier than in the algebra game, basically because one needs three or four clicks and a keyboard press in order to make a move, whereas in the algebra game each click corresponded to one move. This is in part due to Scratch not having an easy way to have drag-and-drop or right-click commands, but even with a fully featured GUI, I am unsure how to make an interface that would make the process of performing a deduction easy; one may need a “smart” interface that is able to guess some possible intended moves from a minimal amount of input from the user, and then suggest these choices (somewhat similarly to the “auto-complete” feature in a search box).   This would require more effort than I could expend on a plane trip, though (as well as the use of a more powerful language than Scratch).

There are of course several existing proof assistants one could try to use as a model (Coq, Isabelle, etc.), but my impression is that the syntax for such assistants would only be easily mastered by someone who already is quite experienced with computer languages as well as proof writing, which would defeat the purpose of the games I have in mind.  But perhaps it is possible to create a proof assistant for a very restricted logic (such as one without disjunction) that can be easily used by non-experts…

The blue-eyed islanders puzzle – repost

[This is a  (lightly edited) repost of an old blog post of mine, which had attracted over 400 comments, and as such was becoming difficult to load; I request that people wishing to comment on that puzzle use this fresh post instead.  -T]

This  is one of my favorite logic puzzles, because of the presence of two highly plausible, but contradictory, solutions to the puzzle.  Resolving this apparent contradiction requires very clear thinking about the nature of knowledge; but I won’t spoil the resolution here, and will simply describe the logic puzzle and its two putative solutions.  (Readers, though, are welcome to discuss solutions in the comments.)

— The logic puzzle —

There is an island upon which a tribe resides. The tribe consists of 1000 people, with various eye colours. Yet, their religion forbids them to know their own eye color, or even to discuss the topic; thus, each resident can (and does) see the eye colors of all other residents, but has no way of discovering his or her own (there are no reflective surfaces). If a tribesperson does discover his or her own eye color, then their religion compels them to commit ritual suicide at noon the following day in the village square for all to witness. All the tribespeople are highly logical and devout, and they all know that each other is also highly logical and devout (and they all know that they all know that each other is highly logical and devout, and so forth).

Of the 1000 islanders, it turns out that 100 of them have blue eyes and 900 of them have brown eyes, although the islanders are not initially aware of these statistics (each of them can of course only see 999 of the 1000 tribespeople).

One day, a blue-eyed foreigner visits to the island and wins the complete trust of the tribe.

One evening, he addresses the entire tribe to thank them for their hospitality.

However, not knowing the customs, the foreigner makes the mistake of mentioning eye color in his address, remarking “how unusual it is to see another blue-eyed person like myself in this region of the world”.

What effect, if anything, does this faux pas have on the tribe?

Note 1:  For the purposes of this logic puzzle, “highly logical” means that any conclusion that can logically deduced from the information and observations available to an islander, will automatically be known to that islander.

Note 2: Bear in mind that this is a logic puzzle, rather than a description of a real-world scenario.  The puzzle is not to determine whether the scenario is plausible (indeed, it is extremely implausible) or whether one can find a legalistic loophole in the wording of the scenario that allows for some sort of degenerate solution; instead, the puzzle is to determine (holding to the spirit of the puzzle, and not just to the letter) which of the solutions given below (if any) are correct, and if one solution is valid, to correctly explain why the other solution is invalid.  (One could also resolve the logic puzzle by showing that the assumptions of the puzzle are logically inconsistent or not well-defined.  However, merely demonstrating that the assumptions of the puzzle are highly unlikely, as opposed to logically impossible to satisfy, is not sufficient to resolve the puzzle.)

Note 3: An essentially equivalent version of the logic puzzle is also given at the xkcd web site.  Many other versions of this puzzle can be found in many places; I myself heard of the puzzle as a child, though I don’t recall the precise source.

Below the fold are the two putative solutions to the logic puzzle.  If you have not seen the puzzle before, I recommend you try to solve it first before reading either solution.

The blue-eyed islanders puzzle

Given that there has recently been a lot of discussion on this blog about this logic puzzle, I thought I would make a dedicated post for it (and move all the previous comments to this post). The text here is adapted from an earlier web page of mine from a few years back.

The puzzle has a number of formulations, but I will use this one:

There is an island upon which a tribe resides. The tribe consists of 1000 people, with various eye colours. Yet, their religion forbids them to know their own eye color, or even to discuss the topic; thus, each resident can (and does) see the eye colors of all other residents, but has no way of discovering his or her own (there are no reflective surfaces). If a tribesperson does discover his or her own eye color, then their religion compels them to commit ritual suicide at noon the following day in the village square for all to witness. All the tribespeople are highly logical and devout, and they all know that each other is also highly logical and devout (and they all know that they all know that each other is highly logical and devout, and so forth).

[Added, Feb 15: for the purposes of this logic puzzle, “highly logical” means that any conclusion that can logically deduced from the information and observations available to an islander, will automatically be known to that islander.]

Of the 1000 islanders, it turns out that 100 of them have blue eyes and 900 of them have brown eyes, although the islanders are not initially aware of these statistics (each of them can of course only see 999 of the 1000 tribespeople).

One day, a blue-eyed foreigner visits to the island and wins the complete trust of the tribe.

One evening, he addresses the entire tribe to thank them for their hospitality.

However, not knowing the customs, the foreigner makes the mistake of mentioning eye color in his address, remarking “how unusual it is to see another blue-eyed person like myself in this region of the world”.

What effect, if anything, does this faux pas have on the tribe?

The interesting thing about this puzzle is that there are two quite plausible arguments here, which give opposing conclusions:

[Note: if you have not seen the puzzle before, I recommend thinking about it first before clicking ahead.]