SBIR Phase II: A Serious Game for Job Skills

这个SBIR第二阶段项目将系统地开发，测试和修改视频游戏。教育视频游戏等新兴技术有可能增加学习材料的可获得性，促进就业选择的准备和知识，并改善学生对全职就业的态度。不幸的是，美国缺乏一个可访问的，连贯的职业规划系统，使许多高中生没有准备好满足与大学和职业准备相关的严格要求。该项目将教授与科学，技术，工程和数学（STEM）职业相关的关键生活，社交和学术技能。该项目旨在加强学生的学习，降低学校成本，提高过渡计划的效率，这是联邦法律规定的每一名残疾学生的任务。游戏符合通用核心标准和通用学习设计框架。虽然该项目是为残疾学生设计的，但假设高度可访问的职业准备软件也将满足其他有学习失败风险的学生或无残疾学生的关键需求。该项目是向青少年提供虚拟职业培训的综合产品线的一个重要组成部分。在项目期间，参与者将体验与他们的日常生活技能有关的迷你游戏，STEM职业生涯中一个人的“生活中的一天”，以及让个人在STEM环境中解释不同文化的社交技能。虚拟导师指导学生做出将导致职业发展的选择，并解释所选职业中的工作层次。虚拟导师还在整个日常生活游戏中提供财务建议，模拟示例性财务管理并加强极有可能导致财务稳定的决策。项目团队将构建、测试、分析和修订迷你游戏，然后将修订版编译成游戏的测试版。最初的朋友和家人测试将包括通过观察和访谈进行的定性评估。随后将在公立学校使用混合方法设计进行beta测试。Beta测试将包括六至九年级的残疾和非残疾学生、特殊教育和普通教育教师、辅导员和家长。

This SBIR Phase II Project will systematically develop, test, and revise a video game. Emerging technologies, such as educational videogames, have the potential to increase the accessibility of learning materials, promote readiness and knowledge of employment options, and improve students' attitudes toward full-time employment. Unfortunately, the lack of an accessible, coherent career planning system in the United States has left many high school students unprepared to meet the rigorous demands associated with being college and career ready. This project will teach critical life, social, and academic skills related to a career in Science, Technology, Engineering, and Mathematics (STEM). This project is designed to enhance student learning, reduce school costs, and increase the efficacy of transition plans, which are mandated for every student with a disability under Federal law. The game aligns with Common Core Standards and the Universal Design for Learning framework. While this project will be designed for students with disabilities, it is assumed the highly accessible career preparation software will also meet a critical need for other students at risk of learning failure or students without disabilities. This project is a critical component of a comprehensive product line that will provide adolescents with virtual career training. During the project, participants will experience mini-games related to their daily living skills, a "day in the life" of a person in a STEM career, and social skills that those allow individuals to interpret different cultures in a STEM environment. A virtual mentor coaches the student to make choices that will lead to career advancement and explains the hierarchy of jobs within the chosen career. The virtual mentor also provides financial advice throughout the daily living games, modeling exemplary fiscal management and reinforcing decisions that have a high likelihood of leading to financial stability. The project team will build, test, analyze, and revise the mini-games and then compile the revisions into a beta version of the game. Initial friends and family tests of the alpha builds will include qualitative evaluation using observations and interviews. This will be followed with beta testing in public schools using a mixed methods design. Beta testing will include students with and without disabilities in grades six through nine, special education and general education teachers, counselors and parents.