Full-Scale Development: Collaborative Research Advancing Informal STEM Learning Through Scientific Alternate Reality Games

全面发展：通过科学的替代现实游戏推进非正式 STEM 学习的协作研究

• 批准号: 1323306
• 负责人: Kari Kraus
• 金额: $ 68.48万
• 依托单位: University of Maryland, College Park
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-10-01 至 2018-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1323306&HistoricalAwards=false
• 关键词: Full; Scale; Development; Collaborative; Research

Full-Scale Development: Collaborative Research Advancing Informal STEM Learning and Computational Thinking through Scientific Alternate Reality GamesIn partnership with the Smithsonian Institution, the Computer History Museum, NASA, plus leading game designers, educators, and scientists, Brigham Young University and the University of Maryland will design, research and iteratively test two large-scale Alternate Reality Games (ARGs) to engage thousands of youth aged 13-15 in scientific inquiry. Aimed at attracting girls and other groups historically underrepresented in science and technology, the games will focus on computational thinking and deep-time sciences in areas of astrobiology and astronomy. ARGs are interactive experiences in which players collaboratively hunt for scientific data, make sense of disparate data and information, contribute content, and solve questions to advance a science-based narrative woven into the fabric of the real world. Inquiry activities within each ARG will be based upon the Next Generation Science Standards (NGSS). Unlike video games or virtual reality experiences, ARGs lead players to use a variety of media (social media, text messages, websites, videos, audio recordings). Because players participate as themselves ARGs afford learners with intensive, self-driven, scaffolded, scientific learning. Combining data from web and social media analytics, player interviews, surveys, and user-generated content, researchers will establish the properties of ARGs that most effectively advance informal STEM learning outcomes. Additionally, by comparing open-ended and closed-ended ARGs, they will be able to assess the relative strengths and weaknesses of two distinct approaches to Alternate Reality Game design. The project team will test the hypothesis that open-ended, user-generated content will support inquiry-based learning, peer-to-peer learning, and life-wide and life-deep learning, while close-ended, narrative-rich ARGs will support specific transfer of STEM knowledge, collaboration, and problem solving. To help ensure that the games appeal to their target audiences, the project team will adopt co-design methods, enlisting the creative input of participating teens at each stage of the design process. Supplementary materials and lesson plans developed in close consultation with teachers, librarians, teens, and other key experts and stakeholders will enable the ARGs to be widely and effectively used in museums, classrooms, libraries, and after-school programs.The overarching goal of the project is to help realize the potential of ARGs as effective and perpetually innovative tools for informal STEM learning. By co-designing with teens, consulting with leading experts in science, technology, and education, authentically embedding learning assessments within the games, and creating ARGs with longevity and reusability in mind, researchers hope to increase learners' scientific inquiry skills, ability to use computational thinking for problem solving, understanding of deep-time science, and positive engagement with other STEM topics. Additionally, the ARGs will serve as templates and inspiration for future ARGs aimed at increasing STEM outcomes and other 21st century literacies and skills.

杨百翰大学和马里兰大学将与史密森学会、计算机历史博物馆、美国国家航空航天局以及领先的游戏设计师、教育工作者和科学家合作，设计、研究和迭代测试两个大规模的替代现实游戏（arg），以吸引数千名13-15岁的青少年参与科学探究。为了吸引女孩和其他在科学和技术领域历来代表性不足的群体，这些比赛将侧重于天体生物学和天文学领域的计算思维和深度时间科学。arg是一种互动体验，玩家在其中合作寻找科学数据，理解不同的数据和信息，贡献内容并解决问题，从而将基于科学的叙事融入现实世界。每个ARG内的探究活动将基于下一代科学标准（NGSS）。与电子游戏或虚拟现实体验不同，arg引导玩家使用各种媒体（社交媒体、短信、网站、视频、录音）。因为玩家以自己的身份参与arg，为学习者提供了密集的、自我驱动的、有框架的、科学的学习。结合来自网络和社交媒体分析、玩家访谈、调查和用户生成内容的数据，研究人员将建立最有效地促进非正式STEM学习成果的arg属性。此外，通过比较开放式和封闭式arg，他们将能够评估两种不同的替代现实游戏设计方法的相对优势和劣势。项目团队将测试开放式、用户生成的内容将支持基于探究的学习、点对点学习、终身学习和终身深度学习的假设，而封闭式、叙述丰富的arg将支持STEM知识的特定转移、协作和问题解决。为了确保游戏能够吸引目标受众，项目团队将采用协同设计的方法，在设计过程的每个阶段都征求参与游戏的青少年的创意意见。与教师、图书馆员、青少年以及其他关键专家和利益相关者密切协商制定的补充材料和教案，将使ARGs在博物馆、教室、图书馆和课后项目中得到广泛有效的应用。该项目的总体目标是帮助实现ARGs作为非正式STEM学习的有效和永久创新工具的潜力。通过与青少年共同设计，咨询科学、技术和教育领域的顶尖专家，在游戏中真实地嵌入学习评估，并创造具有寿命和可重用性的arg，研究人员希望提高学习者的科学探究技能，使用计算思维解决问题的能力，对深度科学的理解，以及对其他STEM主题的积极参与。此外，这些ARGs将为旨在提高STEM成果和其他21世纪素养和技能的未来ARGs提供模板和灵感。