Applying Game Design Principles for Supporting Computational Literacy Experiences in Museum Exhibits

应用游戏设计原则支持博物馆展览中的计算素养体验

• 批准号: 1713439
• 负责人: Matthew Berland
• 金额: $ 95.15万
• 依托单位: University of Wisconsin-Madison
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-09-01 至 2022-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1713439&HistoricalAwards=false
• 关键词: Applying; Game; Design; Principles; Supporting

Becoming computationally literate is increasingly crucial to everyday life and to expanding workforce capacity. Research suggests that computational literacy--knowing what, when, how, and why to use the ideas of computer science, in combination with the capacity to view problems and potential solutions through the lens of computational structures and procedures--can be supported through digital game play. This project aims to develop a social and creative exhibit game that foregrounds aspects of computer science, specifically artificial intelligence (AI) and computer programming, in ways that enable youth to explore, construct, and share computational complex systems content with one another and other museum visitors. To play the game, pairs of youth visitors will use code cards to program the behavior of AI animals in a virtual forest. As they do so, youth will engage with computational literacy practices, such as basic computer programming, describing their computational ideas, and doing computational problem solving with their friends. Their activity will be projected on a large screen as a strategy for enabling youth to test, rehearse, and communicate their computational ideas and to also interest other visitors into computational problem solving.Using multi-perspective and iterative design-based research, university learning scientists, museum practitioners, and game developers will pursue research questions around how science museums can better engage youth who are traditionally underrepresented in computer science in complex computational practices. Data sources will include interactive-log data, observations of visitor interactions with the game, visitor interviews, and visitor surveys. A multimodal and mixed methods approach that searches for convergences between qualitative analysis, quantitative analysis, and learning analytics will be used to generate research findings. Changes in computational literacy will be assessed by evaluating what problems visitors choose to solve with programming, how they frame those problems, and their selections from among possible solutions, what they program, how they program, and how they describe programming ideas. The results of this project will include: 1) a social, interactive gameplay experience that supports the development of computational literacy; 2) design principles for game-based exhibits that facilitate development of computational literacy; and 3) new knowledge of variations in design and gameplay across diverse gameplay users, including those from underrepresented groups in computer science. It is anticipated that 1,000 museum youth visitors will directly participate in the study. This project is funded by the Advancing Informal STEM Learning (AISL) program, which seeks to advance new approaches to, and evidence-based understanding of, the design and development of STEM learning in informal environments. This includes providing multiple pathways for broadening access to and engagement in STEM learning experiences, advancing innovative research on and assessment of STEM learning in informal environments, and developing understandings of deeper learning by participants.

掌握计算机知识对日常生活和扩大劳动力能力越来越重要。研究表明，计算机素养——知道什么、何时、如何以及为什么使用计算机科学的思想，结合通过计算结构和程序的视角看待问题和潜在解决方案的能力——可以通过数字游戏得到支持。该项目旨在开发一个社交和创造性的展览游戏，突出计算机科学的各个方面，特别是人工智能（AI）和计算机编程，使年轻人能够探索，构建和与彼此和其他博物馆参观者分享计算复杂系统的内容。为了玩这款游戏，一对对的年轻游客将使用代码卡来编程虚拟森林中人工智能动物的行为。在这样做的过程中，青少年将参与计算素养的实践，比如基本的计算机编程，描述他们的计算思想，和他们的朋友一起解决计算问题。他们的活动将在大屏幕上放映，作为一种策略，使青少年能够测试、排练和交流他们的计算思想，并引起其他参观者对计算问题解决的兴趣。通过多视角和基于设计的迭代研究，大学学习科学家、博物馆从业者和游戏开发者将围绕科学博物馆如何更好地吸引传统上在复杂计算实践中缺乏代表性的年轻人进行研究。数据源将包括交互日志数据、访问者与游戏互动的观察、访问者访谈和访问者调查。一个多模式和混合方法的方法，搜索之间的收敛定性分析，定量分析和学习分析将被用来产生研究成果。计算素养的变化将通过评估访问者选择用编程来解决什么问题、他们如何构建这些问题、他们从可能的解决方案中选择什么、他们如何编程以及他们如何描述编程思想来评估。该项目的成果将包括：1)支持计算机素养发展的社交、互动游戏体验；2)基于游戏的展览的设计原则，以促进计算素养的发展；3)关于不同游戏玩法用户的设计和游戏玩法变化的新知识，包括那些来自计算机科学中代表性不足的群体的用户。预计将有1000名博物馆青年参观者直接参与这项研究。该项目由推进非正式STEM学习（AISL）计划资助，该计划旨在推进非正式环境中STEM学习的设计和开发的新方法和基于证据的理解。这包括提供多种途径，扩大STEM学习经验的获取和参与，推进非正式环境中STEM学习的创新研究和评估，以及发展参与者对深度学习的理解。

项目成果

Rainbow Agents: A Collaborative Game For Computational Literacy

彩虹特工：计算素养的协作游戏

• DOI: 10.1145/3341215.3356312
• 发表时间: 2019
• 期刊: CHI:PLAY '19
• 作者: Pellicone, Anthony;Lyons, Leilah;Kumar, Vishesh;Zhang, Eda;Berland, Matthew
• 通讯作者: Berland, Matthew

Designing for and Identifying Plural Goals in a Science Museum Game Exhibit

设计和识别科学博物馆游戏展览中的多个目标

• DOI: 10.1145/3383668.3429672
• 发表时间: 2020
• 期刊: CHI PLAY '20: Extended Abstracts of the 2020 Annual Symposium on Computer-Human Interaction in Play
• 作者: Kumar, Vishesh;Berland, Matthew;Lyons, Leilah;Cannady, Matthew A.;McKinney de Royston, Maxine
• 通讯作者: McKinney de Royston, Maxine

Reframing Playful Participation in Museums: Identity, Collaboration, Inclusion, and Joy

重新定义博物馆的有趣参与：身份、协作、包容和快乐

• 发表时间: 2020
• 期刊: ICLS 2020
• 作者: Matthew Berland, Maxine McKinney