CHS: Small: Collaborative Research: Learning Maker Skills By Building Game Props

CHS：小型：协作研究：通过构建游戏道具来学习创客技能

• 批准号: 2008116
• 负责人: Stefanie Mueller
• 金额: $ 35万
• 依托单位: Massachusetts Institute of Technology
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-10-01 至 2024-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2008116&HistoricalAwards=false
• 关键词: CHS; Small; Collaborative; Research; Learning

Fabrication devices, such as laser cutters and 3D printers, enable ordinary people to fabricate their own physical objects. These tools are driving innovation and entrepreneurship. However, rising availability of fabrication devices does not correlate to a rise in education. Many designs that makers are creating suffer from practicality, durability, and reliability issues. One promising group for addressing this problem is young learners who have the potential to become the next generation of engineers and innovators. This project explores teaching skills for fabrication to high school and undergraduate learners through games. Recent advances in virtual-physical game play enable players to use physical props in a game. For instance, a physical fishing rod made from cardboard and sensors is cast by the player to acquire virtual fish in the game. While today these physical props are used to increase immersion, they are not yet used for teaching. With the funding from this award, the team of researchers investigate how the act of building a physical game prop can be used to teach players fabrication, electronics, and programming skills. This research will provide insights into what skills can be effectively taught through games and how designers can leverage game mechanisms to create immersive game play to facilitate learning. The project will develop and release as open source a suite of games for acquiring fabrication skills. It will engage diverse high school students, undergraduate students, and fabrication lab and makerspace communities as co-developers and users of the educational games. As games are developed, the researchers will use their network within the fabrication and educational communities to publicize and integrate the games into additional environments, from schools to summer camps to community organizations. By combining methods from the learning sciences, educational game design, human-computer interaction, and design-based research literature, this research will conduct an iterative design process to investigate: (1) knowledge maps connecting skills and concepts that can be integrated with game mechanics to teach new fabrication tasks, through conducting interviews, contextual inquiries, and landscape analyses; (2) theory and principles for designing and evaluating maker-learning games, including mechanisms for recording user interaction with the game, such as click analysis, time between tasks, and in-game user feedback; (3) implications for evaluating learners’ increases in knowledge and experiences, through mixed methods user studies that compare pre- and post-training learning gain and result in qualitative and quantitative findings; and (4) a game-fabrication infrastructure to facilitate the transfer of activities from one game to another and broaden the applicability of the maker-learning concept.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.

制造设备，如激光切割机和3D打印机，使普通人能够制造自己的物理对象。这些工具正在推动创新和创业。然而，制造设备的可用性增加与教育水平的提高无关。制造商正在创造的许多设计都存在实用性，耐用性和可靠性问题。解决这一问题的一个有希望的群体是年轻的学习者，他们有潜力成为下一代工程师和创新者。这个项目探讨了通过游戏向高中和大学生学习制造的教学技巧。虚拟物理游戏的最新进展使玩家能够在游戏中使用物理道具。例如，由纸板和传感器制成的物理钓竿由玩家投掷以在游戏中获得虚拟鱼。虽然今天这些物理道具被用来增加沉浸感，但它们还没有用于教学。在该奖项的资助下，研究人员研究了如何使用构建物理游戏道具的行为来教授玩家制造，电子和编程技能。这项研究将深入了解哪些技能可以通过游戏有效地教授，以及设计师如何利用游戏机制来创建沉浸式游戏来促进学习。该项目将开发并发布一套用于获取制造技能的开源游戏。它将吸引不同的高中生，本科生，制造实验室和创客社区作为教育游戏的共同开发者和用户。随着游戏的开发，研究人员将利用他们在制造和教育社区中的网络来宣传游戏，并将其整合到其他环境中，从学校到夏令营再到社区组织。 本研究结合学习科学、教育游戏设计、人机互动、设计基础研究文献等方法，以一个迭代的设计过程来探讨：（1）通过访谈、情境调查和景观分析，建立知识地图，将技能和概念与游戏机制相结合，以教授新的制作任务;（2）设计和评估制造者学习游戏的理论和原则，包括记录用户与游戏互动的机制，如点击分析，任务之间的时间和游戏中的用户反馈;（3）对评价学习者知识和经验增长的影响，通过混合方法进行用户研究，比较培训前和培训后的学习成果，并得出定性和定量结论;以及（4）游戏制作基础设施，以促进活动从一个游戏转移到另一个游戏，并扩大制作者的适用性-该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

项目成果

FabO: Integrating Fabrication with a Player’s Gameplay in Existing Digital Games

FabO：将制造与现有数字游戏中玩家的游戏玩法相结合

• DOI: 10.1145/3450741.3465239
• 发表时间: 2021
• 期刊: ACM Creativity and Cognition
• 作者: Turakhia, Dishita G.;Allen, Harrison Mitchell;DesPortes, Kayla;Mueller, Stefanie
• 通讯作者: Mueller, Stefanie

Chronicles of Exploration: Examining the Materiality of Computational Artifacts

• DOI: 10.1145/3568813.3600132
• 发表时间: 2023-08
• 期刊: Proceedings of the 2023 ACM Conference on International Computing Education Research - Volume 1
• 作者: Michael J. Johnson;F. Castro;Betsy Disalvo;Kayla Desportes

Reimagining Systems for Learning Hands-on Creative and Maker Skills

重新构想学习实践创意和创客技能的系统

• DOI: 10.1145/3491101.3503732
• 发表时间: 2022
• 期刊: CHI EA '22: Extended Abstracts of the 2022 CHI Conference on Human Factors in Computing Systems
• 作者: Turakhia, Dishita G;Blikstein, Paulo;Holbert, Nathan R;Worsley, Marcelo;Jacobs, Jennifer;Anderson, Fraser;Gong, Jun;DesPortes, Kayla;Mueller, Stefanie
• 通讯作者: Mueller, Stefanie

Identifying Game Mechanics for Integrating Fabrication Activities within Existing Digital Games

确定将制作活动集成到现有数字游戏中的游戏机制

• DOI: 10.1145/3491102.3517721
• 发表时间: 2022
• 期刊: CHI '22: Proceedings of the 2022 CHI Conference on Human Factors in Computing Systems
• 作者: Turakhia, Dishita G;Mueller, Stefanie;DesPortes, Kayla
• 通讯作者: DesPortes, Kayla