Major: Creative Secondary STEM Learning Through Collaborative Game Building (PedGames)

各级教育工作者已经开始利用儿童对游戏的吸引力。然而，直到最近，尤其是在K12级别，人们一直认为学习者是游戏的消费者，而不是游戏的生产者。教学游戏项目的目标是开发和评估中学课程，通过协作游戏制作以学习标准为基础的内容。这项拟议的工作将检验这样一种假设，即创造电脑游戏(游戏制作)可以让学生参与基于标准的学习内容，并显著影响成绩和保持能力，以及协作游戏设计可以成为鼓励开放谈判和辩论的强大工具，而开放谈判和辩论是促进创造力的核心要素。跨学科和基于项目的学习方法将鼓励艺术/戏剧和数学/科学学生在协作环境中合作，并促进学习任务的差异化和以学生为中心的学习。正在进行的研究包括(A)开发协作游戏制作课程，其中基于标准的数学内容被有效地整合；(B)确定脚手架机会，例如通过在线讨论和基于维基的日志来促进学生的协作和反思；(C)开发基于话语分析和课程主题本体的教学评估工具，该工具将根据游戏制作项目的目标随着时间的推移监控学生的进展。拟议的工作将加强和评估一项羽翼未丰的游戏构建课程，该课程旨在解决洛杉矶联合学区(LAU.S.)表现不佳的高中生的教育需求。该计划有很大的潜力对我们的高危学生群体的教育和生活产生积极影响。该项目的智力价值包括具有嵌入式标准的游戏制作课程，以及在游戏制作环境中促进和评估合作的新方法。该项目的成果将产生广泛的社会影响，提高来自传统代表性不足群体的学生在学习21世纪职业技能的同时参与STEM学习领域的能力。该项目还将通过对创造性的新教学策略(游戏制作、基于项目的学习)的益处进行认真的实证评估，为知识库做出贡献，这些策略支持那些在数学学习方面有困难的学生所偏爱的学习方式和策略。在LAND教师和工作人员的支持下，我们准备开发该计划并将其整合到课程中，并扩大其采用范围。它的成功有可能改变高危学生的学习策略。

Educators at all levels have begun to exploit children's attraction to games. However, until recently, especially at the K12 level, it has been assumed that learners were consumers of games and not their producers. The goal of the Pedagogical Game project is to develop and evaluate a secondary school curriculum for learning standards-based content via collaborative game-making. The proposed work will test the hypothesis that creating computer games (game-making) can engage students in learning standards-based content and significantly impact achievement and retention and that collaborative game design can be a powerful tool for encouraging open negotiation and argumentation, a core element in promoting creativity. The interdisciplinary and project-based approach to learning will encourage art/theater and math/science students to work together in a collaborative setting and promote differentiation of learning tasks and student-centered learning. Research being undertaken includes (a) developing collaborative game making curriculum where standard based math content is effectively integrated; (b) identifying scaffolding opportunities, such as promoting student collaboration and reflection through online discussions and wiki-based journaling; (c) developing instructional assessment tools based on discourse analysis and course topic ontology that will monitor student progress over time according to the game making project goals.The proposed work will strengthen and evaluate a fledgling game-building curriculum that was created to address the educational needs of at-risk high school students in underperforming schools in the Los Angeles Unified School District (LAUSD). The program has a large potential to positively impact the education and lives of our at-risk student population. The intellectual merit of the project includes a game-making curriculum with embedded standards and new ways to promote and evaluate collaboration in a game-making context. The results of the project will have broad societal impact by enhancing the ability of students from traditionally under-represented groups to participate in STEM fields of study while learning 21st century career skills. The project will also contribute to the knowledge base through careful empirical evaluation of the benefits of creative new instructional strategies (game-making, project-based learning) that support learning styles and strategies preferred by students who have had difficulty excelling in mathematics learning. With the support of LAUD teachers and staff, we are poised to develop and integrate the program into the curriculum and scale its adoption. Its success has the potential to transform learning strategies for at risk students.