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，无法成功地完成这些工作 在提高数学成绩方面一直没有成功，这在很大程度上是因为三分之二的教育技术 学校购买的许可从未在教育计划中使用。 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原型集成的软件平台 基于移动游戏的学习软件，具有英语，有效且在低端设备上运行。 经验帝国的创新是四倍。 2）强调叙事，视频和3D图形，使低端移动设备安装 设备3）嵌入真正冒险游戏的教育和评估内容和4）跨课程 包括数学，社会研究和健康科学的内容。 数学和健康科学问题提供了学生知识的基准和 教学材料的有效性在很大程度上被配音和动画GIF取代 字符之间的小说和“文字消息”。 我们将通过创建AZTEC时代的平台，这是一个用于中学的移动应用程序 我们将进行数学标准，并通过流行教育和生物统计学进行概念 阿兹台克时代的可用性测试将是60名中学学生的最大变化样本。 从三个站点的计划计划中得出：加利福尼亚州和美洲印第安人保留地的多元化城市社区 在南达科他州的南部和南部。 五个用户案例研究，识别典型和“边缘”用户。 以电子方式收集在游戏玩法会话的频率和持续时间，模块压缩和正确或 对STEM挑战的反应不正确。 完整的答案，用于数学和健康科学问题，整体上和网站 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，基于游戏的指导和应用内增援部队可以在第二阶段扩展 开发商业产品已经解决了让学生使用软件的问题 经常在第一阶段，我们可以评估使用数学数学数学知识的使用对数学健康科学的数学知识的影响 在第二阶段对医疗职业的兴趣。 呢