SBIR Phase II: Building K-5 mathematical fluency through curriculum-based puzzle games within a collaborative virtual world

这个第二阶段项目的创新之处在于在虚拟世界环境中使用图形、协作游戏来支持小学生的数学学习。该第二阶段项目建立在基于谜题的数学游戏原型的第一阶段开发的基础上，作为K-5数学课程的延伸，该课程是由国家科学基金会先前支持开发的，目前正在K-5学校使用。这些游戏利用谜题解决、协作游戏以及谜题创造来建立数学流利性。教室里的老师和学生以及临时用户测试了第一阶段的游戏，并提供了反馈，以便为第二阶段的项目提供信息。第二阶段的项目将包括开发更多具有协作和创意组件的益智游戏。它还将包括对这些游戏在数学学习方面的有效性以及它们是否容易融入课堂教学的评估。第二阶段还将扩展现有的培训和支持教师使用这些游戏进行课堂教学的工具。该项目的更广泛/商业影响是一种新的互动学习形式，它在社交在线环境中将正式的基于课堂的教学与基于非正式游戏的学习相结合。这种新的互动学习形式与学生与技术互动的方式保持同步，并使他们通过游戏和谜题、合作和竞争以及内容创作和分享来加深对手头主题的理解和流利。虽然第二阶段SBIR侧重于这些方法在数学上的应用，但研究结果也将对其他学科领域起到借鉴作用。随着美国82亿美元的教科书市场进入数字时代，该项目将为现有课程与数字媒体的整合设定标准，超越死记硬背和钻研，建立心理基础设施和深入理解。此外，游戏教学的视觉特性将减少双语学生和有特殊需要的学生使用游戏的障碍。最后，该项目的市场潜力将大大受益于新机制的开发，以衡量学生的成绩，并与教师提供专业发展和支持的在线工具相结合。

The innovation of this Phase II project lies in the use of graphical, collaborative games within a virtual world environment to support math learning for elementary school students. This Phase II project builds upon Phase I development of prototype puzzle-based math games as an extension of a K-5 mathematics curriculum developed with prior support from the National Science Foundation and currently in use in K-5 schools. The games leverage puzzle solving, collaborative play, as well as puzzle creation to build mathematical fluency. Teachers and students in classroom as well as casual users tested the Phase I games and provided feedback that will inform the Phase II project. The Phase II project will involve development of more puzzle-based games with collaborative and creative components. It will also include an evaluation of the effectiveness of these games for math learning, as well as their ease of incorporation into classroom instruction. Phase II will also extend existing tools for training and supporting teachers in the use of these games for classroom instruction.The broader/commercial impact of this project is a new form of interactive learning that integrates formal classroom-based instruction with informal game-based learning within a social online environment. This new form of interactive learning keeps pace with how students interact with technology and engages them to develop deeper understanding and fluency in the subject matter at hand through games and puzzles, collaboration and competition, as well as content creation and sharing. While this Phase II SBIR focuses on the application of these methods on mathematics, the research results will be useful as a model for other subject areas as well. As the $8.2 billion textbook market in the US enters the digital age, this project will set a standard for integrating existing curriculum with digital medium that goes beyond rote memorization and drilling to building mental infrastructure and in-depth understanding. In addition, the visual nature of game-based instruction will reduce barriers to use for bilingual students and those with special needs. Finally, the market potential of this project will benefit significantly from the development of new mechanisms to measure student outcomes articulated with online tools for teachers that provide professional development and support.