Triggering STEM interest with Minecraft in a hybrid summer camp.
Triggering STEM interest with Minecraft in a hybrid summer camp.
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在混合夏令营中通过 Minecraft 激发 STEM 兴趣。
DOI：
10.1037/tmb0000077
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发表时间：
2022
期刊：
影响因子：
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通讯作者：
Rivera-Rogers, Aidan
中科院分区：
文献类型：
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作者：
Lane, H. Chad;Gadbury, Matthew;Ginger, Jeff;Yi, Sherry;Comins, Neil;Henhapl, Jack;Rivera-Rogers, Aidan
我们调查了Minecraft在非正式科学学习的面对面和混合夏令营中的应用。我们的工作重点是确定基于数字游戏的学习体验如何触发对科学，技术，工程和数学的兴趣。营员们被邀请探索地球的假设版本的模拟（例如，如果月球不存在呢？），观察这些世界与我们自己的世界有何不同，并在这些和其他外星世界上建立适合生存的栖息地。多种形式的数据，包括现场记录，访谈，游戏日志数据和游戏中的知识评估，表明游戏和非正式学习的许多不同方面有助于兴趣的发展。特别是，学习者被发现有他们的兴趣触发的各种游戏和上下文方面的学习经验，如教学对话，新奇，所有权和挑战。这些兴趣触发因素在面对面和远程营地设置中保持不变，两种设置之间没有一致的差异。
We investigated the application of Minecraft in the context of both in-person and hybrid summer camps for informal science learning. Our work focuses on determining the ways in which digital game-based learning experiences can act as triggers of interest in science, technology, engineering, and mathematics. Campers were invited to explore simulations of hypothetical versions of Earth (eg, What if the Moon did not exist?), make observations of how these worlds are different from our own, and build habitats suitable for survival on these and other alien worlds. Multiple forms of data, including field notes, interviews, game log data, and in-game knowledge assessments, suggest that many different aspects of the game and informal learning contributed to interest development. In particular, learners were found to have their interest triggered by various in-game and contextual aspects of the learning experiences, such as instructional conversation, novelty, ownership, and challenge. These interest triggers remained constant across in-person and remote camp settings with no consistent differences emerging between the two settings.