Empiric Empires: Game-based learning preparing students for health careers

经验帝国：基于游戏的学习为学生的健康职业做好准备

• 批准号: 10007099
• 负责人: AnnMaria B De Mars
• 金额: $ 14.99万
• 依托单位: JULIA GROUP
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-05-01 至 2020-10-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10007099
• 关键词: 3-Dimensional; Achievement; Address; Architecture; Biometry; Budgets; California; Car Phone; Case Study; Communities; Computer software; Data; Data Analyses; Data Collection; Development; Devices; Drops; Educational Assessment; Educational Technology; English Learner; Epidemic; Epidemiology; Foundations; Frequencies; Game Based Learning; Goals; Health; Health Occupations; Health Sciences; Hour; Incidence; Indian reservation; Instruction; Internet; Intervention; Interview; Knowledge; Language; Latino; Learning; Licensing; Low income; Mathematics; Measures; Middle School Student; Monitor; Native Americans; North Dakota; Occupations; Parents; Phase; Prevalence; Problem Solving; Public Health; Reporting; Retrovir; Running; Sampling; Schools; Science; Site; Smallpox; Software Design; South Dakota; Students; Testing; Text Messaging; Time; Underserved Students; Vaccines; Variant; after-school program; base; career; college; contagion; cost; design; education resources; effectiveness measure; efficacy testing; gender difference; handheld mobile device; high school; innovation; interest; junior high school; learning materials; mathematical ability; mathematical sciences; mathematics content; minority communities; mobile application; mortality; novel; programs; prototype; reinforcer; remediation; response; skills; social; software development; statistics; student participation; teacher; usability

Students from under-served and minority communities are not only under-represented in the health professions but also academically unprepared to succeed in majors leading to those jobs. Existing applications have been unsuccessful in raising math scores, in large part because two-thirds of educational technology licenses purchased by schools are never used. To be usable in educational programs, software must accommodate limits on budget, hardware and Internet yet still offer engagement of students, ease of installation and use. Our goal is to develop and test a prototype integrated software platform to rapidly create mobile game-based learning software that is engaging, effective and runs on low-end devices. The innovation in Empiric Empires is four-fold; 1) a platform that develops software faster and cheaper, 2) emphasis on character and narrative, over video and 3D graphics, enabling installation on low-end mobile devices 3) educational and assessment content embedded in a true adventure game and 4) cross-curricular content including mathematics, social studies and health science. In-game data collection of players’ answers to math and health science questions provides a baseline of student pre-existing knowledge and a measure of effectiveness of the instructional material. Video is largely replaced with voiceovers and animated gifs, graphic novels and ‘text-messaging’ between characters. We will validate this platform with the creation of Aztec Era, a mobile app for middle school mathematics standards with incorporation of concepts from epidemiology and biostatistics. We will conduct usability testing on Aztec Era with a maximum variation sample of 60 middle school students. Testers will be drawn from programs in three sites: a diverse urban community in California and American Indian reservations in North and South Dakota. Qualitative data generated from interviews and observations will be summarized in five user case studies, identifying typical and “edge” users. Throughout the project, quantitative data will be collected electronically on frequency and duration of gameplay sessions, modules completed and correct or incorrect responses to STEM challenges. Descriptive statistics will be generated for number of learning tasks completed, correct answers, for mathematics and health science questions, overall and by site. MANOVA will be used to test for differences by gender and site. The prototype phase ends with a completed design document, data on usability and a codebase of data collection activities, game-based instruction and in-app reinforcers that can be expanded in Phase II development of a commercial product. Having solved the problem of getting students to use the software regularly in Phase I, we can assess the impact of use on knowledge of mathematics and public health science and interest in health careers in Phase II. !

来自服务不足和少数族裔社区的学生不仅在健康方面代表性不足 但在学术上也没有做好在获得这些工作的专业上取得成功的准备。现有应用程序 在提高数学成绩方面未能成功，很大程度上是因为三分之二的教育技术 学校购买的许可证从未被使用过。为了可用于教育项目，软件必须 适应预算、硬件和互联网的限制，但仍能提高学生的参与度、易用性 安装和使用。我们的目标是开发和测试原型集成软件平台，以快速创建 基于移动游戏的学习软件，引人入胜、有效且在低端设备上运行。 《经验帝国》的创新有四个方面： 1) 一个更快、更便宜地开发软件的平台， 2) 强调人物和叙事，而不是视频和 3D 图形，可以安装在低端移动设备上 设备 3) 嵌入真正冒险游戏中的教育和评估内容以及 4) 跨课程 内容包括数学、社会研究和健康科学。游戏内玩家答案数据收集 数学和健康科学问题提供了学生已有知识的基线和衡量 教学材料的有效性。视频很大程度上被画外音和动画 GIF、图形所取代 小说和人物之间的“短信”。 我们将通过创建 Aztec Era（一款针对中学的移动应用程序）来验证该平台 结合流行病学和生物统计学概念的数学标准。我们将进行 Aztec Era 的可用性测试，最大变化样本为 60 名中学生。测试人员将 取自三个地点的项目：加利福尼亚州的多元化城市社区和美洲印第安人保留地 在北达科他州和南达科他州。访谈和观察产生的定性数据将总结在 五个用户案例研究，识别典型和“边缘”用户。在整个项目中，定量数据将 以电子方式收集游戏会话的频率和持续时间、已完成和正确的模块或 对 STEM 挑战的错误反应。将生成学习任务数量的描述性统计数据 数学和健康科学问题的完整正确答案，整体和按地点。多元方差分析将 用于测试性别和地点的差异。 原型阶段以完整的设计文档、可用性数据和数据代码库结束 可在第二阶段扩展的收集活动、基于游戏的指导和应用内强化工具 商业产品的开发。解决了学生使用软件的问题 在第一阶段定期，我们可以评估使用对数学和公共卫生科学知识的影响 以及对第二阶段健康事业的兴趣。 ！