2000 + 1: A Maths Space Odyssey - a co-created maths, planetary science and astrophysics digital adventure game

2000 1: A Maths Space Odyssey - 一款共同创作的数学、行星科学和天体物理学数字冒险游戏

• 批准号: ST/Y003438/1
• 负责人: Alison Megeney
• 金额: $ 1.91万
• 依托单位: Middlesex University
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2024
• 资助国家: 英国
• 起止时间: 2024 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=ST%2FY003438%2F1
• 关键词: 2000; Maths; Space; Odyssey; co

We aim to produce "2000 + 1: A Maths Space Odyssey" which will be a publicly accessible digital game that challenges players to perform astronautical manoeuvres through completing relevant Key Stage 2 to Key Stage 3 (ages 8-14) mathematics questions. Players will see the real-life application of the mathematics they are doing played out in simulated orbital mechanics using engaging 2-dimensional graphics. For example, at Key Stage 2 the challenges could include adding the appropriate delta-v to get a rocket to the correct speed. At Key Stage 3 this could be substituting given quantities into the appropriate physical law (using Kepler or Tsiolkovsky equations) to get the correct speed for the desired orbital period. Challenges will be based around STFC-supported missions such as orbital adjustments for future LaunchUK missions. We will use this as an opportunity to showcase STFC science and technology (contributing to the STFC public engagement strategy point 1). A "sandbox mode" will be available for curious players who wish to explore orbital mechanics in a less structured way. The completed game will be an accessible digital teaching aid for use in the classroom and will be publicly available for informal science learning. The development of this game and parallel public engagement resources will be done through a co-design and co-creation process with the target audience. Consequently, there will be design events where we engage the public with building the game, and delivery events where we engage the public with the final product. We see the engagement at these distinct events to be of equal importance in the project. In the first year of the project, we will work with local (Barnet) schools, youth groups and Middlesex University undergraduate students (both STEM and the arts) to co-design the game (narrative elements, challenges, digital resources, coding, and STFC integration) in outreach events. If the application is successful, the project will become a compulsory part of the undergraduate maths students' curriculum and assessment as an authentic and novel mathematics outreach project. In the second year of the project the finished product, now a high quality, co-created public engagement activity, will then be delivered to target audiences as part of further outreach events delivered with our undergraduate students (contributing to the STFC public engagement strategy point 5). The proposal builds on the mathematical pedagogy research by the applicants on the use of technology, their expertise on co-design for community outreach (for example with SmashFestUK), and the team's proven track-record in delivering public engagement at all scales. The project will have a primary focus on working with communities under-served and under-represented in STEM through targeted primary and secondary schools, and the wider Barnet community through the Middlesex University STEM festival. Other communities will be engaged through our involvement in further public engagement events such as the Big Bang at schools.Middlesex University undergraduates, who are typically from disadvantaged backgrounds (60.3% of Middlesex students are from the lower two IMD quintiles), are a critical part of this project as they are uniquely placed to engage with children from similar backgrounds with low science capital. The co-design process will involve collaboration between children and undergraduate scientists with the aim of widening the children's perceptions of who scientists are and the accessibility of science for them.

我们的目标是制作“2000 + 1：数学太空漫游”，这是一款可公开访问的数字游戏，挑战玩家通过完成相关的关键阶段 2 至关键阶段 3（8-14 岁）数学问题来执行航天操作。玩家将看到他们所做的数学在现实生活中的应用，并使用引人入胜的二维图形在模拟轨道力学中发挥作用。例如，在关键阶段 2，挑战可能包括添加适当的 delta-v 以使火箭达到正确的速度。在关键阶段 3，这可以将给定的量代入适当的物理定律（使用开普勒或齐奥尔科夫斯基方程）以获得所需轨道周期的正确速度。挑战将围绕 STFC 支持的任务，例如未来 LaunchUK 任务的轨道调整。我们将以此为契机展示 STFC 科学技术（为 STFC 公众参与战略点 1 做出贡献）。 “沙盒模式”将为那些希望以一种不太结构化的方式探索轨道力学的好奇玩家提供。完成的游戏将成为一种可在课堂上使用的数字教具，并将公开用于非正式的科学学习。该游戏和并行公众参与资源的开发将通过与目标受众的共同设计和共同创作过程来完成。因此，我们将举办设计活动，让公众参与构建游戏，以及交付活动，让公众参与最终产品。我们认为参与这些不同的活动在该项目中同等重要。在项目的第一年，我们将与当地（Barnet）学校、青年团体和密德萨斯大学本科生（STEM 和艺术）合作，共同设计游戏（叙事元素、挑战、数字资源、编码和STFC 集成）在外展活动中。如果申请成功，该项目将作为一个真实、新颖的数学推广项目，成为本科数学学生课程和评估的必修部分。在项目的第二年，最终产品（现已成为高质量的共同创建的公众参与活动）将作为与本科生一起开展的进一步外展活动的一部分交付给目标受众（为 STFC 公众参与战略点做出贡献） 5）。该提案建立在申请人对技术使用的数学教育学研究、他们在社区外展协同设计方面的专业知识（例如与 SmashFestUK）以及团队在提供各种规模的公众参与方面的良好记录的基础上。该项目的主要重点是通过有针对性的中小学与 STEM 服务不足和代表性不足的社区合作，并通过米德尔塞克斯大学 STEM 节与更广泛的 Barnet 社区合作。其他社区将通过我们参与学校的 Big Bang 等进一步的公众参与活动来参与其中。 米德尔塞克斯大学的本科生通常来自弱势背景（60.3% 的米德尔塞克斯学生来自 IMD 后两个五分之一），他们是关键的组成部分之所以参与这个项目，是因为他们处于独特的地位，可以与来自相似背景、科学资本较低的儿童进行接触。共同设计过程将涉及儿童和本科生科学家之间的合作，目的是扩大儿童对科学家是谁以及他们对科学的了解。