Production of an augmented reality app for the Cahokia Mounds historic site and a complementary website.
This project is to produce an augmented reality application for Cahokia Mounds State Historic Site. This experience will enable visitors to see structures, people, and other features of this ancient site through the lens of their smartphone or tablet. There will be extra audio and vision opportunities loaded to the experience as well as a complementary website. The website will include curriculum for school use. Cahokia Mounds State Historic Site is a UNESCO World Heritage and US National Historic Landmark. This project will greatly enhance the visitor's experience and bring awareness of the site.
This chapter discusses the selection and potential use of electronic games and simulations in distance learning supported by an operational model called AIDLET. After analyzing the different approaches to the use of games and simulations in education, and discussing their benefits and shortcomings, a framework was developed to facilitate the selection, repurposing, design and implementation of games and simulations, with focus on the practical aspects of the processes used in Open and Distance Learning (ODL). Whereas traditional learning is based on knowledge memorization and the completion of
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TEAM MEMBERS:
Jose BidarraMeagan RothschildKurt Squire
Smartphones and other mobile devices like the iPhone, Android, Kindle Fire, and iPad have boosted educators' interest in using mobile media for education. Applications from games to augmented reality are thriving in research settings, and in some cases schools and universities, but relatively little is known about how such devices may be used for effective learning. This article discusses the selection and potential use of electronic games, simulations and augmented reality in mobile learning supported by an operational model called AIDLET. After analyzing the different approaches to the use
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TEAM MEMBERS:
Jose BidarraMegan RothschildKurt SquireMauro Figueiredo
We explored the potential of science to facilitate social inclusion with teenagers who had interrupted their studies before the terms set for compulsory education. The project was carried out from 2014 to 2018 within SISSA (International School for Advanced Studies), a scientific and higher education institution in physics, mathematics and neurosciences, and was focused on the production of video games using Scratch. The outcomes are encouraging: through active engagement, the participants have succeeded in completing complex projects, taking responsibilities and interacting with people
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TEAM MEMBERS:
Simona CerratoFrancesca RizzatoLucia TealdiElena Canel
The cyberlearning community in the United States brings computer scientists and learning scientists together to design and study innovative learning technologies. The Cyberlearning Community Report: The State of Cyberlearning and the Future of Learning With Technology highlights examples of the exciting work our community is engaged in as we integrate the latest innovations in learning science and computer science into new research designs and methods. This work is also driving the need for new learning sciences in areas such as embodied cognition, identity, and affect, and requires advances
The Cyberlearning and Future Learning Technologies Program funds efforts that will help envision the next generation of learning technologies and advance what we know about how people learn in technology-rich environments. Cyberlearning Exploration (EXP) Projects explore the viability of new kinds of learning technologies by designing and building new kinds of learning technologies and studying their possibilities for fostering learning and challenges to using them effectively. This project brings together two approaches to help K-12 students learn programming and computer science: open-ended learning environments, and computer-based learning analytics, to help create a setting where youth can get help and scaffolding tailored to what they know about programming without having to take tests or participate in rigid textbook exercises for the system to know what they know.
The project proposes to use techniques from educational data mining and learning analytics to process student data in the Alice programming environment. Building on the assessment design model of Evidence-Centered Design, student log data will be used to construct a model of individual students' computational thinking practices, aligned with emerging standards including NGSS and research on assessment of computational thinking. Initially, the system will be developed based on an existing corpus of pair-programming log data from approximately 600 students, triangulating with manually-coded performance assessments of programming through game design exercises. In the second phase of the work, curricula and professional development will be created to allow the system to be tested with underrepresented girls at Stanford's CS summer workshops and with students from diverse high schools implementing the Exploring Computer Science curriculum. Direct observation and interviews will be used to improve the model. Research will address how learners enact computational thinking practices in building computational artifacts, what patters of behavior serve as evidence of learning CT practices, and how to better design constructionist programming environments so that personalized learner scaffolding can be provided. By aligning with a popular programming environment (Alice) and a widely-used computer science curriculum (Exploring Computer Science), the project can have broad impact on computer science education; software developed will be released under a BSD-style license so others can build on it.
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TEAM MEMBERS:
Shuchi GroverMarie BienkowskiJohn Stamper
Education stakeholders from advocates to developers are increasingly recognizing the potential of science games in advancing student academic motivation for and interest in science and science careers. To maximize this potential, the project will use science games (e.g. Land Science, River City, and EcoMUVE), shown to be enjoyable to students and proven to promote student learning in science at the middle school level. Through a two-phase process, games will be used as vehicles for learning about ways to change how students think about science and potentially STEM careers. The goal of the intervention is to explore which processes and design features of science games will actually help students move beyond a temporary identity of being a scientist or engineer (as portrayed while playing the game) to one where students began to see themselves in real STEM careers. Students' participation will be guided by teams of teachers, faculty members, and graduate students from Drexel University and a local school. All science students attending the local inner city middle school in Philadelphia, PA, will participate in the intervention.
Using an exploratory mixed-method design, the first two years of the project will focus on exploring, characterizing, coding, and analyzing data sets from three large games designed to help students think about possible careers in science. During year 3, the project will integrate lessons learned from the first two years into the existing middle school science curriculum to engage students in a one-year intervention using PCaRD (Play Curricular activity Reflection Discussion). During the intervention, the PI will work with experts from Drexel University and a local school to collect data on the design features of Land Science to capture identity change in the science identity of the participating students. Throughout the course of year 3, the PI will observe, video, interview, survey, and use written tasks to uncover if the Land Science game is influencing students' identity in any way (from a temporary to a long-term perspective about being a scientist or engineer). Data collected during three specified waves during the intervention will be compared to analyses of existing logged data through collaborations with researchers at Harvard University and the University of Wisconsin-Madison. These comparisons will focus on similar middle-aged science students who used the same gaming environments as the students involved in this study. However, the researcher will intentionally look for characteristics related to motivation, science knowledge, and science identity change.
This project will integrate research and education to investigate learning as a process of change in student science identity within situated environmental contexts of digital science gameplay around curricular and learning activities. This integrated approach will allow the researcher to explore how gaming is inextricably linked to the student as an individual while involved in the learning of domain specific content in science. The collaboration among major university and school partners; the expertise of the researcher in educational psychology, educational technology, and science games; and the project's advisory board makes this a real-life opportunity for the researcher to use information that naturally exists in games to advance knowledge in the field about the value of gaming to changing students' science identities. It also responds to reports by the National Research Council committee on science learning and computer games, which identifies games as having the potential to catalyze new approaches to science learning.
The project team is developing a prototype of a web-based game utilizing the illustrations of chemical elements and science terms created by Simon Basher in his three books, The Periodic Table: Elements with Style!, Chemistry: Getting a Big Reaction!, and Physics: Why Matter Matters! The game will incorporate augmented reality (person-to-person gameplay with the support of the software) to teach grade 4 to 6 students science concepts, including an introduction to chemistry. The game will include curriculum support materials. Pilot research in Phase I will seek to demonstrate that the software prototype functions as planned, teachers are able to integrate it within the classroom environment, and students are engaged with the prototype.
Purpose: The United States (U.S.) has traditionally produced the world’s top research scientists and engineers, leading to breakthrough advances in science and technology. Despite the importance of STEM careers, many U.S. students are not graduating with strong STEM knowledge, skills or interests, and the percentage of students prepared for or pursuing STEM degrees or careers is declining. Research shows that the decreased interest in STEM typically begins in the middle school years, pose significant academic and social challenges for students. This project will develop a web-based game teach 6th to 8th students key scientific inquiry skills, along with the academic mindsets and learning strategies to facilitate engagement and effective science learning.
Project Activities: The researchers will create a prototype by mapping key Next Generation Science Standards and learning goals with concepts and content, and producing a game design document. Following completion of the prototype, the researchers will finalize the server architecture, create the core code systems, concept art, and develop a prototype in order to simulate the final user experience. Iterative refinements will be conducted as needed at major production milestones until the game is fully functional. Once development is complete, the research team will assess the usability and feasibility, fidelity of implementation, and the promise of the game to improve outcomes in a pilot study. In this study, 200 students in 10 classes will participate, with 5 of the classrooms randomly assigned to use the game and 5 who will proceed as normal. All students will complete pre- and post- program surveys assessing their academic mindsets, learning strategies, and science skills.
Product: This project will develop SciSkillQuest, a web-based multiplayer game intended to teach middle school students scientific inquiry skills and to foster academic growth mindsets in science. Students will pursue quests, employing inquiry skills to navigate and succeed in the game, including Questioning, Modeling, Investigating, Analyzing, Computing, Explaining, Arguing, and Informing. The game will include different paths to a solution, role playing elements, immersive narratives, challenge-based progressions, and peer collaboration to engage players. The growth mindset message — that ability and skill are developed through effort and learning — will be introduced and reinforced through feedback by embedded in-game characters. The games will be supplemental to the curriculum but will also be designed to be integrated within instructional practice. The game will be available for mobile devices as well as web browsers.
Purpose: In the most recent National Assessment of Educational Progress only 17% of 8th grade students performed at or above the proficient level in U.S. history. One way to engage students in learning history is to create history learning resources that are designed to be relevant and appealing to young people's interests and regular activities. Surveys find that almost all teenage boys and girls play digital games, and the majority of teens play daily. This project will leverage the potential of games and technology to engage students and increase history skills and content knowledge.
Project Activities: The team, consisting of graphic artists, content specialists, computer scientists, and programmers, will initially create wireframes and a functional game prototype. Following feedback from a group of students and teachers on the user-interface, the team will produce an online tablet app. Iterative refinements will be conducted at major production milestones until the intervention is fully functional. Once development is complete, the researchers will assess the usability and feasibility, fidelity of implementation, and the promise of the product to improve outcomes in a pilot study. The study will include 200 8th grade students in eight classrooms. Four classrooms will be assigned to play to game as part of the curriculum over three to five class periods, and four classrooms will be taught the same historical content using the business as usual curriculum without the game. Each group will complete pre- and post- assessments to assess differences in history knowledge and skills.
Product: This project team will develop a tablet-based interactive role-playing game that immerses 5th through 9th grade students in the history of the Great Depression. The game will provide players an experiential understanding of the hardships that beset Americans in the 1930s and their strategies for survival, as individuals and as a nation. Features of the game will include story-based immersive narrative missions where student's decisions continually drive the action, tips and hints for students who are struggling in the game, writing tools, and interactive maps. The game will can be integrated within a course or used as a supplement. A teacher dashboard will be developed to facilitate the use of the game within classroom settings. Finally, the final product will include upgrades to existing games, including City of Immigrants and the The Hardest Times. The upgrades will publish these games to tablets and will include deeper in-game assessment opportunities.
Purpose: An estimated 5 to 8% of elementary school students have some form of memory or cognitive deficit that inhibits learning basic math. Researchers have identified several areas where children with math learning difficulties struggle. These include a strong sense of number facts to quickly and accurately perform operations on single digit numbers, the use of strategies to solve problems which have not yet been memorized, a sense to figure out whether or not an answer is reasonable, and self-monitoring to assess one's own efficacy and understanding. To support students with math learning difficulties in grades 1 to 4, this project team will develop a series of apps for touch-screen tablets that encourage single digit operational fluency, conceptual understanding, strategy awareness, and self-understanding.
Project Activities: During Phase I project in 2012, the research team developed a prototype of the single digit addition game, following an iterative process incorporating feedback from teachers and students having difficulty with math. Nineteen students participated in a pilot study, and the researchers found that the prototype functioned well and that users were engaged by the game. In Phase II, the team will build and refine the back end system, design and develop the teacher website, and create content for games in subtraction, multiplication, and division. Researchers will carry out a pilot test of the usability and feasibility, fidelity of implementation, and promise of the game to improve learning. Students in first to fourth grade identified by teachers as having the greatest difficulty with math will participate in the pilot study. Half of the 120 students participating in the pilot study will be randomly selected to play the game as a supplement to classroom learning whereas the other half will not have access. Students in the control group will be provided the games at the end of the study. Analyses will compare pre- and post-test math scores.
Product: The web-based game, MathFacts, will include a series of apps for touch-screen tablet computers to support math learning for 1st to 4th grade students with major or sometimes intractable learning difficulties. In the game, students will learn content through mini-lessons, engage with problems in practice and speed rounds, and then receive formative feedback on their performance. Students will use and manipulate blocks, linker tubes, number lines, and interact with engaging pedagogical agents such as parrots and sloths. Students will set goals, advance to more challenging levels, and engage in competition. The game will be self-paced and will provide individualized formative assessment scaffolding when students do not know the answer to a question. A teacher management system will support professional development and will produce reports to guide instruction. The intended outcomes from gameplay will include increased fluency, conceptual understanding, strategy awareness, self-assessment, and motivation of basic math.
Purpose: There is concern about a decline in mathematics achievement scores among U.S. students during the middle school years. For example, while 4th grade U.S. students rank 8th overall on an international mathematics comparison, by 10th grade U.S. student's drop significantly to 25th in the same comparison. Some researchers posit that much of this decline relates to how math is taught in the U.S. and with how students become less engaged as learners in middle school. The purpose of this project is to develop a web-based game to engage 7h grade students in a narrative-based story which will apply learning of content and skills aligned to the Common Core State Standards (CCSS) in mathematics.
Project Activities: During Phase I in 2012, the team developed a functioning prototype and conducted usability and feasibility research with fourteen 7th grade students. Researchers found that the prototype functioned as intended and that students were highly engaged while playing the game. In Phase II, the team will develop a fully-functional user interface with animated characters, interactivity across student users, narrative scripts and accompanying art assets, 36 problem sets, and student and teacher dashboards and databases. After development is complete, a pilot study will examine the usability and feasibility, fidelity of implementation, and the promise of the game to improve math learning. The study will include 120 students in 6 classrooms in three schools, with one classroom per school randomly assigned to use the game and the other half assigned to a business-as-usual control. Analyses will compare student scores on pre and post mathematics measures.
Product: Empires is a web-based game that addresses 36 pre-algebra Common Core State Standards in mathematics for 7th and 8th grades. The game follows a storyline in a recreation of an ancient empire which is at the brink of agricultural revolution and of becoming a trade economy. As students play the game, they engage in math-focused activities to drive the action, such as taxing citizens to learn ratios and proportions, allocating resources to learn percentages, and measuring the distance and time between a neighboring empire by applying the principles of the Pythagorean Theorem. As a socially networked game, students will interact with other students in the class to complete trades that lead to encounters with different math problems. The game will include two helpful, funny, advisors who will scaffold learning through mathematical discourse, arguing over the next most important thing to do. The game design architecture will work on a wide range of computers, including desktops and iPads. A teacher's guide and companion website will provide guidance to classroom activities that complement the game.