Major: Creative Secondary STEM Learning Through Collaborative Game Building (PedGames)

各级教育工作者已经开始利用儿童对游戏的吸引力。然而，直到最近，特别是在K12级别，人们一直认为学习者是游戏的消费者，而不是他们的生产者。 教学游戏项目的目标是开发和评估一个中学课程，通过协作游戏制作学习基于标准的内容。拟议的工作将测试的假设，创造电脑游戏（游戏制作）可以让学生学习基于标准的内容，并显着影响成绩和保留，合作游戏设计可以是一个强大的工具，鼓励开放的谈判和论证，在促进创造力的核心要素。跨学科和基于项目的学习方法将鼓励艺术/戏剧和数学/科学学生在协作环境中一起工作，并促进学习任务的差异化和以学生为中心的学习。正在进行的研究包括：（a）开发协作游戏制作课程，其中有效地整合了基于标准的数学内容;（B）确定脚手架机会，例如通过在线讨论和基于维基的日志记录促进学生的协作和反思;（c）第（1）款开发基于话语分析和课程主题本体的教学评估工具，根据游戏制作情况随时间推移监控学生的进步项目目标。拟议的工作将加强和评估一个羽翼未丰的游戏建设课程，该课程是为满足洛杉矶联合学区（LAUSD）表现不佳的学校中有风险的高中学生的教育需求而创建的。该计划有很大的潜力，积极影响我们的风险学生群体的教育和生活。该项目的智力价值包括一个游戏制作课程与嵌入式标准和新的方法来促进和评估合作的游戏制作环境。该项目的结果将通过提高传统上代表性不足的群体的学生参与STEM研究领域的能力，同时学习21世纪世纪的职业技能，产生广泛的社会影响。该项目还将通过对创造性的新教学策略（游戏制作，基于项目的学习）的好处进行认真的经验评估，以支持在数学学习中有困难的学生首选的学习风格和策略，从而为知识库做出贡献。在LAUD教师和工作人员的支持下，我们准备开发并将该计划融入课程并扩大其采用范围。它的成功有可能改变处于危险中的学生的学习策略。

Educators at all levels have begun to exploit children's attraction to games. However, until recently, especially at the K12 level, it has been assumed that learners were consumers of games and not their producers. The goal of the Pedagogical Game project is to develop and evaluate a secondary school curriculum for learning standards-based content via collaborative game-making. The proposed work will test the hypothesis that creating computer games (game-making) can engage students in learning standards-based content and significantly impact achievement and retention and that collaborative game design can be a powerful tool for encouraging open negotiation and argumentation, a core element in promoting creativity. The interdisciplinary and project-based approach to learning will encourage art/theater and math/science students to work together in a collaborative setting and promote differentiation of learning tasks and student-centered learning. Research being undertaken includes (a) developing collaborative game making curriculum where standard based math content is effectively integrated; (b) identifying scaffolding opportunities, such as promoting student collaboration and reflection through online discussions and wiki-based journaling; (c) developing instructional assessment tools based on discourse analysis and course topic ontology that will monitor student progress over time according to the game making project goals.The proposed work will strengthen and evaluate a fledgling game-building curriculum that was created to address the educational needs of at-risk high school students in underperforming schools in the Los Angeles Unified School District (LAUSD). The program has a large potential to positively impact the education and lives of our at-risk student population. The intellectual merit of the project includes a game-making curriculum with embedded standards and new ways to promote and evaluate collaboration in a game-making context. The results of the project will have broad societal impact by enhancing the ability of students from traditionally under-represented groups to participate in STEM fields of study while learning 21st century career skills. The project will also contribute to the knowledge base through careful empirical evaluation of the benefits of creative new instructional strategies (game-making, project-based learning) that support learning styles and strategies preferred by students who have had difficulty excelling in mathematics learning. With the support of LAUD teachers and staff, we are poised to develop and integrate the program into the curriculum and scale its adoption. Its success has the potential to transform learning strategies for at risk students.