SBIR Phase I: Contemporary Studies of the Zombie Apocalypse: An Online Game to Teach Mathematical Thinking to Middle School Students

SBIR 第一阶段：僵尸启示录的当代研究：向中学生教授数学思维的在线游戏

• 批准号: 1315412
• 负责人: Maria Droujkova
• 金额: $ 15万
• 依托单位: Triad Interactive Media
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-07-01 至 2013-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1315412&HistoricalAwards=false
• 关键词: SBIR; Phase; Contemporary; Studies; Zombie

The innovation uses game-based learning to increase the mathematical knowledge, mathematical thinking, and mathematical performance of middle school students. The problems being addressed are that average test scores of U.S. middle school students on international tests are low, and many students are unable to apply math to everyday problems. The innovation, entitled Contemporary Studies of the Zombie Apocalypse: An Online Game to Teach Mathematical Thinking to Middle School Students, is a Web-based action-adventure, narrative-based, role-playing game where the player defends against zombies in an effort to save the human race. The distinguishing features of Contemporary Studies of the Zombie Apocalypse are game design, computer-adapted differentiated instruction, and high production value. Relying on Cognitive Load and Multimedia Learning theories, the innovation scaffolds connections among situated, concrete math metaphors and abstract, formal, academic mathematics. Other features include scaffolding of instruction, instant feedback, video tutorials, Common Core alignment, mobile accessibility, and a backend administrative dashboard for viewing performance data. The game can be integrated into any math curriculum and is textbook neutral, scalable, accessible online, and designed for repeat playability. Phase I includes a prototype of three mathematical thinking mini-games that will be tested with approximately 80 middle school students. The broader/commercialization impact of Contemporary Studies of the Zombie Apocalypse: An Online Game to Teach Mathematical Thinking to Middle School Students, lies in its unique integration of procedural and conceptual mathematics with an eye to the development of math as a way of thinking. There are currently no comparable math games in the market. Some games focus on exercises and memorization of procedures, but never find out what formal mathematics means. Others focus on solving situated puzzles without abstracting or formalizing math in-game, so learners do not "package" that knowledge to take it into other contexts. Contemporary Studies of the Zombie Apocalypse addresses this void. It is a supplementary instructional activity, available on both Web and mobile platforms, aligned with Common Core Standards, featuring an easy-to-use dashboard for viewing and tracking performance. Its scalable online design is conducive to distribution through multiple channels and to competitive pricing structures. There are 11,927,000 middle schoolers and literally millions of students exiting school without the ability to apply mathematics knowledge and skills to real-world tasks. Contemporary Studies of the Zombie Apocalypse can significantly improve student procedural and conceptual understanding, leading toward better attitudes toward math and ultimately to competence as a mathematical thinker.

该创新利用基于游戏的学习来增加中学生的数学知识、数学思维和数学表现。正在解决的问题是，美国中学生在国际考试中的平均成绩较低，许多学生无法将数学应用于日常问题。这项创新名为“僵尸启示录的当代研究：一款向中学生教授数学思维的在线游戏”，是一款基于网络的动作冒险、基于叙事的角色扮演游戏，玩家在其中抵御僵尸，努力拯救人类。当代僵尸启示录研究的显着特点是游戏设计、计算机适应的差异化教学和高产值。依靠认知负荷和多媒体学习理论，创新搭建了情境、具体数学隐喻和抽象、形式、学术数学之间的联系。其他功能包括指导框架、即时反馈、视频教程、通用核心对齐、移动可访问性以及用于查看性能数据的后端管理仪表板。该游戏可以集成到任何数学课程中，并且与教科书无关，可扩展，可在线访问，并且专为重复玩而设计。第一阶段包括三个数学思维迷你游戏的原型，将在大约 80 名中学生中进行测试。 《僵尸启示录的当代研究：向中学生教授数学思维的在线游戏》的更广泛/商业化影响在于其独特地整合了程序性数学和概念性数学，着眼于数学作为一种思维方式的发展。目前市场上没有类似的数学游戏。有些游戏专注于练习和记忆程序，但从来没有弄清楚正式的数学意味着什么。其他人则专注于解决情境谜题，而不在游戏中抽象或形式化数学，因此学习者不会“打包”这些知识以将其带入其他环境。僵尸启示录的当代研究解决了这一空白。它是一项补充教学活动，可在网络和移动平台上使用，符合通用核心标准，具有易于使用的仪表板，用于查看和跟踪表现。其可扩展的在线设计有利于通过多种渠道进行分销和有竞争力的定价结构。有 11,927,000 名中学生和数百万学生在辍学时没有能力将数学知识和技能应用于现实世界的任务。僵尸启示录的当代研究可以显着提高学生对程序和概念的理解，从而对数学产生更好的态度，并最终提高作为数学思想家的能力。