Empiric Empires: Game-based learning preparing students for health careers

经验帝国：基于游戏的学习为学生的健康职业做好准备

• 批准号: 10007099
• 负责人: AnnMaria B De Mars
• 金额: $ 14.99万
• 依托单位: JULIA GROUP
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-05-01 至 2020-10-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10007099
• 关键词: 3-Dimensional; Achievement; Address; Architecture; Biometry; Budgets; California; Car Phone; Case Study; Communities; Computer software; Data; Data Analyses; Data Collection; Development; Devices; Drops; Educational Assessment; Educational Technology; English Learner; Epidemic; Epidemiology; Foundations; Frequencies; Game Based Learning; Goals; Health; Health Occupations; Health Sciences; Hour; Incidence; Indian reservation; Instruction; Internet; Intervention; Interview; Knowledge; Language; Latino; Learning; Licensing; Low income; Mathematics; Measures; Middle School Student; Monitor; Native Americans; North Dakota; Occupations; Parents; Phase; Prevalence; Problem Solving; Public Health; Reporting; Retrovir; Running; Sampling; Schools; Science; Site; Smallpox; Software Design; South Dakota; Students; Testing; Text Messaging; Time; Underserved Students; Vaccines; Variant; after-school program; base; career; college; contagion; cost; design; education resources; effectiveness measure; efficacy testing; gender difference; handheld mobile device; high school; innovation; interest; junior high school; learning materials; mathematical ability; mathematical sciences; mathematics content; minority communities; mobile application; mortality; novel; programs; prototype; reinforcer; remediation; response; skills; social; software development; statistics; student participation; teacher; usability

Students from under-served and minority communities are not only under-represented in the health professions but also academically unprepared to succeed in majors leading to those jobs. Existing applications have been unsuccessful in raising math scores, in large part because two-thirds of educational technology licenses purchased by schools are never used. To be usable in educational programs, software must accommodate limits on budget, hardware and Internet yet still offer engagement of students, ease of installation and use. Our goal is to develop and test a prototype integrated software platform to rapidly create mobile game-based learning software that is engaging, effective and runs on low-end devices. The innovation in Empiric Empires is four-fold; 1) a platform that develops software faster and cheaper, 2) emphasis on character and narrative, over video and 3D graphics, enabling installation on low-end mobile devices 3) educational and assessment content embedded in a true adventure game and 4) cross-curricular content including mathematics, social studies and health science. In-game data collection of players’ answers to math and health science questions provides a baseline of student pre-existing knowledge and a measure of effectiveness of the instructional material. Video is largely replaced with voiceovers and animated gifs, graphic novels and ‘text-messaging’ between characters. We will validate this platform with the creation of Aztec Era, a mobile app for middle school mathematics standards with incorporation of concepts from epidemiology and biostatistics. We will conduct usability testing on Aztec Era with a maximum variation sample of 60 middle school students. Testers will be drawn from programs in three sites: a diverse urban community in California and American Indian reservations in North and South Dakota. Qualitative data generated from interviews and observations will be summarized in five user case studies, identifying typical and “edge” users. Throughout the project, quantitative data will be collected electronically on frequency and duration of gameplay sessions, modules completed and correct or incorrect responses to STEM challenges. Descriptive statistics will be generated for number of learning tasks completed, correct answers, for mathematics and health science questions, overall and by site. MANOVA will be used to test for differences by gender and site. The prototype phase ends with a completed design document, data on usability and a codebase of data collection activities, game-based instruction and in-app reinforcers that can be expanded in Phase II development of a commercial product. Having solved the problem of getting students to use the software regularly in Phase I, we can assess the impact of use on knowledge of mathematics and public health science and interest in health careers in Phase II. !

服务不足和少数民族社区的学生不仅在卫生中代表不足 专业，但在学术上也没有做好准备，无法成功获得这些工作。现有应用 在提高数学成绩方面没有成功，在很大程度上是因为三分之二的教育技术 从未使用学校购买的许可证。为了在教育计划中使用，软件必须 适应预算，硬件和互联网的限制，但仍提供学生的参与度 安装和使用。我们的目标是开发和测试一个原型集成的软件平台以快速创建 基于移动游戏的学习软件具有吸引力，有效且在低端设备上运行。 经验帝国的创新是四倍。 1）一个更快开发软件的平台，更便宜， 2）强调角色和叙事，视频和3D图形，使低端移动设备安装 设备3）嵌入真正冒险游戏和4）跨课程的教育和评估内容 内容，包括数学，社会研究和健康科学。游戏中玩家答案的数据收集 数学和健康科学问题提供了学生先前存在的知识的基线 教学材料的有效性。视频在很大程度上被画外音和动画gif替换 角色之间的小说和“文字消息”。 我们将通过创建AZTEC时代的AZTEC ERA验证这个平台，这是一个用于中学的移动应用程序 来自流行病学和生物统计学的概念基础设施的数学标准。我们将进行 阿兹台克时代的可用性测试，最大变化样本为60名中学生。测试人员将是 从三个地点的计划中获取：加利福尼亚州的潜水城市社区和美洲印第安人保留地 在北达科他州。访谈和观察产生的定性数据将在 五个用户案例研究，识别典型和“边缘”用户。通过该项目，定量数据将是 以电子方式收集游戏频率和持续时间，模块完成并正确或 对STEM挑战的反应不正确。描述性统计数据将用于许多学习任务的数量 总体和逐个网站完成了数学和健康科学问题的正确答案。 Manova Will 用于通过性别和场地测试差异。 原型阶段以完整的设计文档，可用性数据和数据库结束 收集活动，基于游戏的说明和应用内增援部队可以在第二阶段扩展 开发商业产品。解决了让学生使用软件的问题 通常在第一阶段，我们可以评估使用对数学知识和公共卫生科学知识的影响 在第二阶段对医疗职业的兴趣。 呢