SBIR Phase I: Tablecraft, A Next Generation Introductory STEM Platform

SBIR 第一阶段：Tablecraft，下一代入门级 STEM 平台

• 批准号: 1913907
• 负责人: Guillaume Bailey
• 金额: $ 22.5万
• 依托单位: NOT SUSPICIOUS, LLC
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-07-01 至 2020-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1913907&HistoricalAwards=false
• 关键词: SBIR; Phase; Tablecraft; Next; Generation

This SBIR Phase I project is dedicated to creating a whole-classroom virtual reality (VR) experience for middle school students to be exposed to Science, Technology, Engineering, and Math (STEM) topics interactively as a supplement to the existing curriculum. While immersed in their very own 3D virtual treehouse lab, students will be able to join other student labs and collaboratively explore a variety of Next Generation Science Concepts, such as the Periodic Elements and their properties. This is facilitated by a teacher-oriented desktop and VR interface that makes it possible to manage an entire class of students simultaneously participating in VR activities. By leveraging the use of affordable standalone VR headsets, and elevating VR beyond its current one-student-at-a-time use case, the project will be pioneering the highly anticipated market of virtual field trips for use in authentic learning environments. This is aligned with the National Science Foundation's Education Research Area, which seeks to achieve excellence in U.S. STEM education at all levels in all settings, because the value of classroom-VR rests on its unique ability to provide more effective learning settings to more students. What is the intellectual merit of the proposed activity? The project team will develop an immersive multiplayer virtual reality (VR) learning game for authentic classroom usage. The project will apply the advantages of a modular game design built around self-directed goals to test a classroom-management system built to allow an entire class of students to collaborate in or outside virtual reality. While immersed in individual 3D virtual environments, students will be able to join virtual spaces belonging to other students, in order to accomplish shared goals set by the teacher at a class level. The project also seeks to further the general field of learning games, by applying the Universal Design for Learning framework to its local goal of enhancing middle-schoolers' relationships to and content knowledge of STEM topics. This permits the project to be a test-bed for educational VR content design and interaction schemes. In Phase I research, the project team will examine whether students are able to understand how to play the game with minimal or no external help, whether teachers can integrate the product with their classroom environment, how large of a group a teacher can manage while keeping students on-task, whether student relationships to the subject matter change, and whether teachers and students see the fully realized product as a potentially effective learning tool.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

这个SBIR I阶段项目致力于创造全面的虚拟现实（VR）体验，以使中学生与科学，技术，工程和数学（STEM）主题相互交互作用，作为对现有课程的补充。尽管沉浸在自己的3D虚拟树屋实验室中，但学生将能够加入其他学生实验室，并协作探索各种下一代科学概念，例如定期元素及其特性。以教师为导向的桌面和VR界面为此提供了促进，这使得可以同时管理整个班级的学生参加VR活动。通过利用负担得起的独立VR耳机的使用，并将VR提升到当前的一次性用例中，该项目将开创备受期待的虚拟现场旅行市场，以供在真实的学习环境中使用。这与国家科学基金会的教育研究领域保持一致，该研究领域旨在在各个环境中在各个层面上取得卓越的卓越教育，因为课堂-VR的价值取决于其独特的能力，可以为更多的学生提供更有效的学习环境。拟议活动的智力优点是什么？项目团队将开发一个身临其境的多人虚拟现实（VR）学习游戏，用于真实的课堂使用情况。该项目将采用围绕自定向目标构建的模块化游戏设计的优势，以测试构建的课堂管理系统，以允许整个学生在虚拟现实中或外部合作。虽然沉浸在单个3D虚拟环境中，但学生将能够加入属于其他学生的虚拟空间，以实现老师在班级设定的共同目标。该项目还试图通过将通用设计用于学习框架的本地目标，即增强中学生与STEM主题的关系和内容知识，以进一步促进学习游戏的一般领域。这使该项目成为教育VR内容设计和互动方案的测试床。在第一阶段的研究中，项目团队将检查学生是否能够了解如何使用最小或没有外部帮助来玩游戏，教师是否可以将产品与他们的课堂环境相结合，一群老师可以在保持学生任务的同时管理学生的大小，以及学生与学科的关系，与主题的关系变化，以及教师和学生是否通过对潜在的有效学习工具进行评估，并将其视为nistion nistion nistion nistiation decountion。基金会的智力优点和更广泛的影响评论标准。