Casual games are everywhere. People play them throughout life to pass the time, to engage in social interactions, and to learn. However, their simplicity and use in distraction-heavy environments can attenuate their potential for learning. This experimental study explored the effects playing an online, casual game has on awareness of human biological systems. Two hundred and forty-two children were given pretests at a Museum and posttests at home after playing either a treatment or control game. Also, 41 children were interviewed to explore deeper meanings behind the test results. Results show
The project team is developing and testing a prototype of a computer science game-based intervention intended for Grade 1 students. The prototype will include physical robots that will be designed and controlled on a game board by students through a blue-tooth enabled smartphone app. The product will include teacher resources and suggestions to facilitate classroom integration. In the Phase I pilot research with 5 classrooms and 150 students, the researchers will examine whether the prototype functions as planned, if teachers are able to implement it with small groups of students, and whether
Learning to See, Seeing to Learn: A Sociotechnical System Supporting Taxonomic Identification Activities in Volunteer-Based Water Quality Biomonitoring is an Innovations in Development proposal to further develop and study a cyber-enhanced informal learning environment to support observational practices and classification skills in a citizen science context. In particular, we focus on the taxonomic ID bottleneck that hampers the acquisition of high-caliber biotic data needed for volunteer-based water quality monitoring efforts.
This will be a unique video game based on the writings the American author Henry David Thoreau at Walden Pond. Designed and directed by game designer Tracy Fullerton, Walden, a game, will simulate the experiment in living made by Thoreau at Walden Pond in 1845-47, allowing players to walk in his virtual footsteps, attend to the tasks of living a self-reliant existence, discover in the beauty of a virtual landscape the ideas and writings of this unique philosopher, and cultivate through the game play their own thoughts and responses to the concepts discovered there. The humanities content of the game will focus on an interactive translation of Thoreau’s writings and will also include references to the historical context of those writings. The game takes place in the environment of 1845 New England, when new technologies such as the railroad, the telegraph were first being seen and were part of the changes to pace of life that Thoreau so articulately resisted in critiques of society.
The project is the development of a working prototype that demonstrates the humanities ideas, technology, and public outreach for Pox in the City, a Unity 3D strategy game. Pox in the City draws upon a core interpretive framework for medical history, namely that beliefs, practices, and treatment are shaped by the interaction of the healer, the patient, and the disease entity. Players take on the role of a physician who has arrived in Philadelphia just as a smallpox outbreak erupts. Armed only with Edward Jenner’s new vaccination technique, players undertake the challenge of preventing the spread of the disease by persuading patients to be vaccinated. The interactive format will immerse players in the city’s rich history, as they experience the choices made by historical actors and constrained by scientific knowledge and cultural values.
The Mansfield Public School District will create an online game curriculum program titled GameOn: Digital Citizens for students in the 5th and 6th grades. Teachers and librarians in the school district will work together to create a series of online games and quests that will meet curriculum goals while also providing an outlet for students to explore ideas and principles of digital citizenship.
Researchers and practitioners in the US and the UK, organized by Twin Cities Public Television in collaboration with co-PIs from Indiana University and the University of Bradford in the UK, will develop a research agenda focused on understanding how participation by youth in various online environments, called "affinity spaces," can promote and enable new approaches to informal STEM learning. Affinity spaces provide opportunities for youth to develop deep interest and engagement in specific topics as well as to interact in groups with others who share common interests. By focusing on affinity spaces, this Science Learning+ project will contribute to the collective understanding of how digital media supports STEM learning. Of particular interest is the potential of these spaces to offer multiple interest-driven trajectories, opportunities to learn with others, and paths toward becoming authentic participants in the discussions. Specifically, the collaborators will: (1) produce a literature review on affinity spaces and informal science learning; (2) organize and convene a two-day workshop to review and refine primary research questions; and (3) produce a white paper summarizing outcomes. Affinity spaces have the ability to connect millions of learners. Developing a research agenda to learn how these spaces can involve youth in experiences across the entire spectrum of STEM disciplines promises to reveal new ways to enhance and enrich the entire ecosystem of informal science learning. In addition, the project will enhance the international research and education infrastructure by facilitating collaborations among researchers in the U.S. and the UK who work at the frontiers of social media and learning.
As part of its overall strategy to enhance learning in informal environments, the Advancing Informal STEM Learning (AISL) program funds innovative resources for use in a variety of settings. Nationally, the US has a shortage of computer scientists; a big part of this problem is that girls are discouraged from learning computer science at a very young age. This project tries to address this problem by creating a videogame specifically oriented towards getting middle school girls interested in learning computer science concepts outside traditional programming classes. Based on evidence that stories provide a compelling way to present complicated technical subjects and that girls in particular respond to technology careers as a way to help others, the project is building a videogame called "Gram's House" in which social workers intend to move a fictional grandmother to a retirement home unless the player can outfit her home with sufficient technology for her to remain independent. Solving puzzles in the game requires learning core computer science concepts. Research studies will be conducted to determine whether the videogame is effective at getting girls interested in computer science, at teaching computer science concepts, and whether using stories makes videogames more effective for learning. This project based on an earlier successful prototype uses an iterative research-based design process including paper prototyping, playtesting, and focus groups (N=20) to create age appropriate activities, based on the CS Unplugged series, that support learning concepts from the Data, Internet, Algorithms, and Abstraction sections of the high-school level CS Principles curriculum. A quantitative, quasi-experimental design will be used to determine the overall effectiveness of teaching CS concepts under three types of game conditions: (a) games alone, (b) games with fictional settings, and (c) games with stories. A novel assessment instrument will be developed to assess content learning and qualitative observation using a standard observation protocol will be used to gauge interest and engagement. 70-80 middle school girls will be recruited for afterschool participation in the study in two states. As part of the dissemination efforts, a facilitator's guide, rule book, and materials such as maps and storyboards will be created and shared with the game. In addition, a workshop for computer science and other teachers who are interested in using games to teach CS concepts will be conducted.
Northeastern University will design, test, and study GrACE, a procedurally generated puzzle game for teaching computer science to middle school students, in partnership with the Northeastern Center for STEM Education and the South End Technology Center. The Principal Investigators will study the effect of computer generated games on students' development of algorithmic and computational thinking skills and their change of perception about computer science through the game's gender-inclusive, minds-on, and collaborative learning environment. The teaching method has potential to significantly advance the state of the art in both game-based learning design and yield insights for gender-inclusive teaching and learning that could have broad impact on advancing the field of computer science education. Development and evaluation of GrACE will consist of two, year-long research phases, each with its own research question. The first, design and development, phase will focus on how to design a gender-inclusive, educational puzzle game that fosters algorithmic thinking and positive attitude change towards computer science. The content generator will be created using Answer Set Programming, a powerful approach that involves the declarative specification of the design space of the puzzles. The second phase will be an evaluation that studies, by means of a mixed-methods experimental design, the effectiveness of incorporating procedural content generation into an educational game, and specifically whether such a game strategy stimulates and improves minds-on, collaborative learning. Additionally, the project will explore two core issues in developing multiplayer, collaborative educational games targeted at middle school students: what typical face-to-face interactions foster collaborative learning, and what gender differences exist in how students play and learn from the game. The project will reach approximately 100 students in the Boston area, with long-term goals of reaching students worldwide, once the game has been tested with a local audience. Results of the project will yield a new educational puzzle game that can teach algorithmic thinking and effect attitude change regarding computer science. Through the process of creating a gender-inclusive game to teach computer science, it will provide guidelines for future educational game projects. Beyond these individual project deliverables, it will improve our understanding of the potential for procedural content generation to transform education, through its development of a new technique for generating game content based on supplying educational objectives.
DATE:
-
TEAM MEMBERS:
Northeastern UniversityGillian SmithCasper Harteveld
Making Stuff Season Two is designed to build on the success of the first season of Making Stuff by expanding the series content to include a broader range of STEM topics, creating a larger outreach coalition model and a “community of practice,” and developing new outreach activities and digital resources. Specifically, this project created a national television 4-part miniseries, an educational outreach campaign, expanded digital content, promotion activities, station relations, and project evaluation. These project components help to achieve the following goals: 1. To increase public understanding that basic research leads to technological innovation; 2. To increase and sustain public awareness and excitement about innovation and its impact on society; and 3. To establish a community of practice that enhances the frequency and quality of collaboration among STEM researchers and informal educators. These goals were selected in order to address a wider societal issue, and an important element of the overall mission of NOVA: to inspire new generations of scientists, learners, and innovators. By creating novel and engaging STEM content, reaching out to new partners, and developing new outreach tools, the second season of Making Stuff is designed to reach new target audiences including underserved teens and college students crucial to building a more robust and diversified STEM workforce pipeline. Series Description: In this four-part special, technology columnist and best-selling author David Pogue takes a wild ride through the cutting-edge science that is powering a next wave of technological innovation. Pogue meets the scientists and engineers who are plunging to the bottom of the temperature scale, finding design inspiration in nature, and breaking every speed limit to make tomorrow's "stuff" "Colder," "Faster," "Safer," and "Wilder." Making Stuff Faster Ever since humans stood on two feet we have had the basic urge to go faster. But are there physical limits to how fast we can go? David Pogue wants to find out, and in "Making Stuff Faster," he’ll investigate everything from electric muscle cars and the America’s cup sailboat to bicycles that smash speed records. Along the way, he finds that speed is more than just getting us from point A to B, it's also about getting things done in less time. From boarding a 737 to pushing the speed light travels, Pogue's quest for ultimate speed limits takes him to unexpected places where he’ll come face-to-face with the final frontiers of speed. Making Stuff Wilder What happens when scientists open up nature's toolbox? In "Making Stuff Wilder," David Pogue explores bold new innovations inspired by the Earth's greatest inventor, life itself. From robotic "mules" and "cheetahs" for the military, to fabrics born out of fish slime, host David Pogue travels the globe to find the world’s wildest new inventions and technologies. It is a journey that sees today's microbes turned into tomorrow’s metallurgists, viruses building batteries, and ideas that change not just the stuff we make, but the way we make our stuff. As we develop our own new technologies, what can we learn from billions of years of nature’s research? Making Stuff Colder Cold is the new hot in this brave new world. For centuries we've fought it, shunned it, and huddled against it. Cold has always been the enemy of life, but now it may hold the key to a new generation of science and technology that will improve our lives. In "Making Stuff Colder," David Pogue explores the frontiers of cold science from saving the lives of severe trauma patients to ultracold physics, where bizarre new properties of matter are the norm and the basis of new technologies like levitating trains and quantum computers. Making Stuff Safer The world has always been a dangerous place, so how do we increase our odds of survival? In "Making Stuff Safer," David Pogue explores the cutting-edge research of scientists and engineers who want to keep us out of harm’s way. Some are countering the threat of natural disasters with new firefighting materials and safer buildings. Others are at work on technologies to thwart terrorist attacks. A next-generation vaccine will save millions from deadly disease. And innovations like smarter cars and better sports gear will reduce the risk of everyday activities. We’ll never eliminate danger—but science and technology are making stuff safer.
DATE:
-
TEAM MEMBERS:
WGBH Educational FoundationPaula Apsell
Discovering and understanding the temporal evolution of events hidden in text corpora is a complex yet critical task for knowledge discovery. Although mining event dynamics has been an important research topic leading to many successful algorithms, researchers, research and development managers, intelligence analysts and the general public are still in dire need of effective tools to explore the evolutionary trends and patterns. This exploratory project focuses on developing and validating a novel idea called narrative animation. Narrative animation uses animated visualizations to narrate, explore, and share event dynamics conveyed in temporally evolving text collections. Film art techniques are employed to leverage the animated visualizations in information organization and change detection, with the goals of enhancing analytical power and user engagement. A prototype system called CityStories is being developed to generate narrative animations of events in cities derived from web-based text. If this novel, risky research is successful, it is expected to yield fundamental results in narrative animation that can advance the current paradigm in information visualization and visual analytics by developing novel techniques in using animations for presenting and analyzing dynamic abstract data at a large scale. The pilot system CityStories system is expected provide a novel network platform for education, entertainment, and data analytics. It will engage general users such as students, teachers, journalists, bloggers, and many others in web information visualization and study. Results of this research will be disseminated through publications, the World Wide Web, and collaborations with researchers and analysts. The project web site (http://coitweb.uncc.edu/~jyang13/narrativeanimation/narrativeanimation.htm) will include research outcomes, publications, developed software, videos, and datasets for wide dissemination to public.
Virtual Missions and Exoplanets (vMAX) will develop and test a three-dimensional, virtual world environment that will engage middle school students and educators from high-poverty schools in NASA-related exoplanet mission simulations. The Patricia and Phillip Frost Museum of Science will serve as the lead institution, in partnership with the following institutions: U.S. Space and Rocket Center, New York Hall of Science, Chabot Space & Science Center, and Sci-Port: Louisiana¹s Science Center; Aimee Weber Studios will be responsible for virtual exhibit fabrication, and WestEd will serve as the project¹s formative and summative evaluator. The overall goal of the project is to create a NASA resource on exoplanet astronomy that will engage students, educators, and the general public in NASA¹s search for worlds beyond our own. The project aims to increase underserved students¹ engagement in STEM, knowledge of exoplanet missions, and awareness of NASA-related careers; and advance the growing body of knowledge on the use of virtual world technologies to provide opportunities for students to participate in NASA Mission-related science teaching and learning. The project will result in the development of vMAX world, a virtual world with simulations related to exoplanet astronomy designed for use as the core content of a 30-hour out-of-school learning experience for middle school students. An Educator Implementation Guide will be developed and made available online for download by secondary school teachers and science museum educators. In addition, an interactive, multiuser exhibit kiosk, utilizing the simulations created for vMAX world, will be developed and made available to interested Visitor Centers, museums and planetariums.