E: Scaffolding Understanding by Redesigning Games for Education (SURGE)

通过重新设计教育游戏来理解脚手架(Surge)是一个为期三年的探索性项目，专注于重新设计流行的商业视频游戏以支持学生？对牛顿力学的理解。为了支持这一目标，Surge开发并实施了基于游戏的学习环境的设计原则，整合了对概念变化、基于认知处理的设计和社会认知脚本的研究。最初的开发增强了？大理石？具有视觉信号技术的虚拟障碍赛道游戏，以帮助在游戏中呈现明确的潜在物理属性和过程。Surge增强了这一流行类型的游戏，以帮助学习者扩展并将视频游戏通常支持的丰富默契与更广泛的显式形式化知识结构联系起来，以促进跨环境的迁移。因此，这些增强的游戏通过利用和整合各自的优势，弥合了学生在非正式游戏环境中学习和在学校学习的正式知识结构之间的差距。因此，学校学习更容易实现，适用范围也更广。项目策略和评估侧重于缩小女性学生、英语学习者和以前在科学方面成就较低的学生之间的成就、动机和自我效能差距。评估学习的方法有多种，如原力概念量表、适应性学习模式调查和科学态度测验。使用迭代设计和测试过程，在后期阶段进行完整的实验设计和随机分配。

Scaffolding Understanding by Redesigning Games for Education (SURGE) is a three year exploratory project focusing on the redesign of popular commercial video games to support students? understanding of Newtonian mechanics. In support of this goal, SURGE develops and implements design principles for game-based learning environments integrating research on conceptual change, cognitive processing-based design, and socio-cognitive scripting. The initial development enhances ?marble? virtual obstacle course games with visual signaling techniques to help make explicit underlying physics properties and processes present in the games. SURGE augments this popular type of game to help learners extend and connect the rich tacit understandings that video games typically support with broader explicit formalized knowledge structures to facilitate transfer across contexts. These enhanced games thus bridge the gap between student learning in non-formal game environments and the formalized knowledge structures learned in school by leveraging and integrating the strengths of each. As a consequence, school learning is more attainable and more broadly applicable. The project strategies and assessment focus on closing achievement, motivation, and self-efficacy gaps among female students, English language learners, and students with low prior success in science. Various methods are used to assess learning such as the Force Concept Inventory, the Patterns for Adaptive Learning Survey, and the Test of Science Related Attitudes. An iterative design and test process is used with full experimental design and random assignments in late phases.