Full-Scale Development: Collaborative Research Advancing Informal STEM Learning Through Scientific Alternate Reality Games

全面发展：通过科学的替代现实游戏推进非正式 STEM 学习的协作研究

• 批准号: 1323787
• 负责人: Derek Hansen
• 金额: $ 124.95万
• 依托单位: Brigham Young University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-10-01 至 2018-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1323787&HistoricalAwards=false
• 关键词: Full; Scale; Development; Collaborative; Research

Full-Scale Development: Collaborative Research Advancing Informal STEM Learning and Computational Thinking through Scientific Alternate Reality GamesBrigham Young University and the University of Maryland, in partnership with the Smithsonian Institution, the Computer History Museum, and NASA, plus leading game designers, educators, scientists, and researchers, will conduct research on the design and development of two large-scale Alternate Reality Games (ARGs) based on deep-time science in astrobiology, astrophysics, and interplanetary space travel. The project will iteratively design and test two distinct types of ARGs (closed- and open-ended) to study the effects of these ARGs on STEM learning. The ARGs will be based upon the Next Generation Science Standards (NGSS), affording learners with intensive, self-driven, and scaffolded scientific learning and will be aimed at attracting girls and other groups historically underrepresented in science and technology. Each ARG will be designed by NASA scientists, educators and education researchers, and game-based learning experts and will be highly interactive: engaging learners in collaborative investigations in real and virtual worlds to collect scientific data, conduct data analysis, and contribute scientific evidence that will help solve scientific questions within a science-based narrative derived from real world problems that will develop learners? computational thinking skills in a collaborative, participatory virtual learning environment. Combining data from web and social media analytics, player interviews, surveys, and user-generated content, researchers, and evaluation experts at UXR who will provide an outcomes-based evaluation, including front-end, formative, remedial, and summative evaluations, will establish the properties of ARGs that most effectively advance informal STEM learning outcomes. By comparing open-ended and closed-ended ARGs, the PIs will be able to assess the relative strengths and weaknesses of two distinct approaches to Alternate Reality Game design. The project team will test the hypothesis that open-ended, user-generated content will support inquiry-based learning, peer-to-peer learning, and life-wide and life-deep learning, while close-ended, narrative-rich ARGs will support specific transfer of STEM knowledge, collaboration, and problem solving. To help ensure that the games appeal to their target audiences, the project team will adopt co-design methods, enlisting the creative input of participating teens at each stage of the design process. Supplementary materials and lesson plans developed in close consultation with teachers, librarians, teens, and external stakeholders will enable the ARGs to be widely and effectively used as a model in museums, classrooms, libraries, and after-school programs. The proposed ARGs represent a unique environment to test learning principles that enable players to bridge their learning through transmedia across multiple contexts and test the effects of collaboration with massive numbers of concurrent players. As a result, the project should yield insights on how learning principles can be adopted and re-appropriated for emerging learning environments, including those that that might be crowd-sourced. The research is well grounded in the literature and the PIs do an excellent job of mapping ARG design principles to the pertinent learning science research, providing a clear sense of the particular affordances of the genre that should lead to new understandings. The approach has profound implications for the way we might teach the next generation of students. The ability to mix problem solving and learning in virtual spaces with experiences and data derived from the physical world could dramatically change how we understand the role of technology in education.

全面开发：通过科学替代现实游戏推进非正式 STEM 学习和计算思维的合作研究杨百翰大学和马里兰大学与史密森学会、计算机历史博物馆和 NASA 以及领先的游戏设计师、教育工作者、科学家合作和研究人员将基于天体生物学、天体物理学、和星际太空旅行。该项目将迭代设计和测试两种不同类型的 ARG（封闭式和开放式），以研究这些 ARG 对 STEM 学习的影响。 ARG 将基于下一代科学标准 (NGSS)，为学习者提供强化、自我驱动和支架式科学学习，旨在吸引女孩和其他历史上在科学技术领域代表性不足的群体。每个 ARG 将由 NASA 科学家、教育工作者和教育研究人员以及基于游戏的学习专家设计，并且具有高度互动性：让学习者参与现实和虚拟世界中的协作调查，收集科学数据、进行数据分析并贡献科学证据，将有助于解决源自现实世界问题的基于科学的叙述中的科学问题，从而培养学习者？协作、参与式虚拟学习环境中的计算思维技能。结合来自网络和社交媒体分析、玩家访谈、调查和用户生成内容的数据，UXR 的研究人员和评估专家将提供基于结果的评估，包括前端、形成性、补救性和总结性评估，将确定最有效地促进非正式 STEM 学习成果的 ARG 属性。通过比较开放式和封闭式 ARG，PI 将能够评估两种不同的替代现实游戏设计方法的相对优势和劣势。项目团队将测试这样一个假设：开放式、用户生成的内容将支持探究式学习、同伴学习以及全方位和终身深度学习，而封闭式、叙述丰富的 ARG 将支持支持 STEM 知识、协作和问题解决的具体转移。为了确保游戏吸引目标受众，项目团队将采用协同设计方法，在设计过程的每个阶段征求参与青少年的创意投入。与教师、图书馆员、青少年和外部利益相关者密切协商制定的补充材料和课程计划将使 ARG 能够作为模型在博物馆、教室、图书馆和课外项目中得到广泛和有效的使用。拟议的 ARG 代表了一个测试学习原理的独特环境，使玩家能够通过跨媒体跨多个环境搭建学习桥梁，并测试与大量并发玩家协作的效果。因此，该项目应该就如何采用学习原则并重新适应新兴的学习环境（包括那些可能是众包的学习环境）提供见解。该研究以文献为基础，PI 出色地将 ARG 设计原则映射到相关的学习科学研究中，提供了对该类型的特定可供性的清晰认识，这应该会带来新的理解。这种方法对我们教育下一代学生的方式具有深远的影响。将虚拟空间中的问题解决和学习与来自物理世界的经验和数据相结合的能力可以极大地改变我们对技术在教育中的作用的理解。