Taking Games to School: Exploratory Study to Support Game-Based Teaching and Learning In High-School Science Classes

将游戏带入学校：支持高中科学课程中基于游戏的教学的探索性研究

• 批准号: 1415284
• 负责人: Jodi Asbell-Clarke
• 金额: $ 44.99万
• 依托单位: TERC Inc
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-07-15 至 2018-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1415284&HistoricalAwards=false
• 关键词: Taking; Games; Exploratory; Study; Support

Research shows that educational games can enhance students' science learning, but current work leaves teachers dependent on researchers and games companies to provide good games and game-based curricula. This project aims to study how teachers can be involved in making science learning games more effective, and how educational science games can better support good teaching. This project is building a set of software tools, including a tool for annotating screen recordings of activities in games, a teacher data dashboard for information about students' in-game learning, and tools to help teachers customize activities in games to better align with curricular standards. It will conduct studies with successful research-based educational games for learning science, and popularly available educational games from websites such as BrainPop, in a network of teachers who have experience using 'canned' games in their classrooms. The project will find out whether these new tools can enhance teaching and/or learning. It will also help develop a list of the types of customization options teachers need in order to be able to effectively use educational games in their classrooms. If successful, this research could point the way towards new tools that let teachers create activities that turn any game into an educational game, and to better use existing educational games in their classrooms. This could greatly speed up our ability to deliver high-quality learning experiences through educational games.This project involves a participatory design process in which a small number of experienced teachers will feed into a principled, iterative refinement of prototypes of the tools (annotation, data dashboard, and level-builder) to be prototyped within the Brainplay suite. In the beta testing phase, a hierarchical linear model analysis will be conducted on both student and teacher outcomes in 25 classrooms. In addition to the quantitative analysis, qualitative studies involving classroom observations, focus groups, and teacher journaling will be conducted to examine impact on teaching practices and refine the functional specifications. Project dissemination will take place through the community around the previously-developed Leveling Up games (played around 10,000 times per week), and through existing professional networks such as Edmodo. The project will also work within the games community to help inform possible approaches to logging learning data and allowing teacher customization across all games.

研究表明，教育游戏可以提高学生的科学学习，但目前的工作使教师依赖于研究人员和游戏公司提供良好的游戏和基于游戏的课程。本项目旨在研究教师如何参与使科学学习游戏更有效，以及教育科学游戏如何更好地支持良好的教学。该项目正在构建一套软件工具，包括用于注释游戏中活动的屏幕记录的工具，用于了解学生游戏中学习信息的教师数据仪表板，以及帮助教师定制游戏中活动以更好地符合课程标准的工具。 它将在一个有经验的教师网络中，利用成功的基于研究的科学学习教育游戏和BrainPop等网站上流行的教育游戏进行研究。该项目将查明这些新工具是否能加强教学和/或学习。它还将帮助制定教师需要的定制选项类型列表，以便能够在课堂上有效地使用教育游戏。如果成功的话，这项研究可以为教师创造新的工具指明方向，让教师可以将任何游戏变成教育游戏，并在课堂上更好地使用现有的教育游戏。这将大大加快我们通过教育游戏提供高质量学习体验的能力。该项目涉及一个参与式设计过程，其中少数经验丰富的教师将对Brainplay套件中的工具原型（注释，数据仪表板和关卡构建器）进行原则性的迭代改进。在测试阶段，将对25个教室的学生和教师的成果进行分层线性模型分析。除了定量分析外，还将进行质性研究，包括课堂观察、焦点小组和教师日志，以研究对教学实践的影响，并完善功能规范。项目传播将通过社区围绕以前开发的Leveling Up游戏（每周播放约10，000次）以及通过现有的专业网络（如Edmodo）进行。该项目还将在游戏社区内工作，以帮助提供记录学习数据的可能方法，并允许教师在所有游戏中进行自定义。