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E19.2176 �Simulations and Games for Education�

Jan L. Plass, DMDL �Paul O’Keefe, CREATE �

Overview �!   Introductions�!   Overview: Purpose of Research�

!   Relation to Game Design Model �!   Types of Research and Related Research Questions�

!   Research on Games for Learning�!   Play Testing�!   Design Research�!   Efficacy Research �

Overview �!   Introductions�!   Overview: Purpose of Research�

!   Relation to Game Design Model �!   Types of Research and Related Research Questions�

!   Research on Games for Learning�!   Play Testing�!   Design Research�!   Efficacy Research �

Group Activity�

!   Discuss your ideas for the purpose of research related to games! (15 min., Groups of 3–4) �!   What research questions are you are interested in?�!   How could they be addressed?�

Overview �!   Learning Game Design Model (Plass, 2010) �

Formalize Ideas Evaluate Results

Test Ideas

Physical Prototype Digital Prototype

Brainstorming

Design Documentation

Production Refine and Polish Quality Assurance

Educational Effectiveness

No problems Problems with Design

Analyze Requirements

Generate Learning Ideas

Generate Gaming Ideas

Introduction�

!   Analyze Requirements�!   Learning Objectives�!   Profile of Learners�!   Setting of Use (formal, informal) �!   Content / Subject to be covered�!   Type of knowledge desired as outcome (what test is used?) �!   Competitive Projects�

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Introduction�

!   Learning Ideas�!   Overall Learning Approach�!   Function of Game �

(Prepare Future Learning, Teach Content, Practice Content, Teach 21st Century Skills) �!   General Level Designs from Learning Perspective�!   Learning Progressions within Levels�!   Assessment Requirements�

Introduction�

!   Gaming Ideas�!   Overall Conceptual Design�!   Game Genre�!   Essential Game Mechanics�!   Essential Rules�!   Incentive System (Points, Narrative, ...) �!   Assessment Mechanisms�

Introduction�

!   Formalize Design�!   Integrate Game Design and Learning Design�!   Link Game Mechanics to Educational Objectives�!   Link Visual Representations to Educational Objectives�!   Develop Design Document �

Introduction�

!   Test Ideas�!   Repeat Until <Happiness> �!   Prototype�!   Play Test �!   Revise�

Introduction�

!   Formative Evaluation�!   Does the game deliver what it was meant to?�!   All levels of design�!   Play Test �!   Outcome Assessment �

Cognitive Design Factors�

!   Evidence-centered Design �!   Define educational goals of game�!   Define outcomes (e.g., desired knowledge of learners) �!   Define and identify acceptable evidence for learning�!   Design activities to learn and provide evidence of learning�

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Cognitive Design Factors�

!   Mechanics �!   Learning Mechanics�!   Game Mechanics�!   Assessment Mechanics�

Affective Design Factors�

!   Emotional Game Design Approach�!   Emotion and Engagement, Motivation, Interest �!   Emotion and Cognition�!   Affective Communication�

Affective Design Factors�!   How can learners’ emotions be manipulated in games?�

!   Game Mechanics�!   Audio �!   Sound Effects�!   Musical Score�

!   Visual �!   Lighting (Color) �!   Shapes�

!   Tactile�!   Force feedback controllers�

Social Design Factors�!   Social Game Design Factors�

!   Reward systems�!   Achievement goal orientation and goal structure�!   Individual and situational interest �!   Affect �!   The presence of other players (real, virtual, or imagined) �!   Self-regulation (promotion and prevention) and depletion�!   Priming�!   Goal-setting�!   Implementation intentions�

Group Activity�

!   What are challenges and opportunities for �Games Research! (15 min., Groups of 3–4) �!   Consider organizational challenges and game-specific

challenges�

Game Research�

!   Types of Research and �Related Research Questions�

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Game Research�

!   Types of Research�!   Guide Design of New Games�!   Playtest, Usability of Game Prototypes�!   Efficacy, Evaluation of Completed Games�!   Advancement of Theory�

Research Findings�

!   Molecules & Minds (IES) �!   Educational Approach�

!   Goal: Compare Discovery Learning v. Direct Instruction�!   Participants: 93 NYC high school students, 11th grade�!   Design: 2 x 2 factorial design (Icon v. No Icon, Direct Instruction v. Exploration) �

Research Findings�

!   Educational Approach�!   Results: Comprehension�!   Simulation Exploration > Direct Instruction (d = .47) (Plass et al., 2007)

Research Findings�

!   Educational Approach�!   Results: Transfer �!   Level of executive functions moderated the treatment effect:�

!   Higher levels of executive functions: �Exploration > Direct instruction�(d = 2.71) �

!   Lower levels of executive functions: �Failed to reach significance (p = .087) �Trend: �Direct instruction > Exploration��(Plass et al., 2007)

Research Findings�!   Molecules & Minds (IES) �

!   Representation Format �!   Goal: Compare Iconic v. Symbolic Representations�!   Participants: 93 NYC high school students, 11th grade�!   Design: 2 x 2 factorial design (Icon v. No Icon, Direct Instruction v. Exploration) �

Research Findings�!   Representation Format �

!   Results�!   Comprehension: �

Adding Icons increases comprehension, �especially for learners with�low prior knowledge �and for complex materials��(Lee, Plass, & Homer, 2006; Plass et al., 2009)

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Research Findings�!   Molecules & Minds (IES) �

!   Simulation Efficacy�!   Goal: Determine efficacy of simulations integrated in high school classrooms�!   Participants: 361 high school students (15 classrooms) in NYC, �

357 high school students (20 classrooms ) in rural Texas�!   Design: Simulation Integration v. Non-simulation use (same lesson plans) �!   Data: Pre/post learning measures, video observations, observer protocols�

Research Findings�

!   Simulation Efficacy�!   Results–Texas (rural) �!   Pre-test revealed higher prior knowledge than NYC students �!   Simulation group had increased knowledge transfer, self-efficacy, graphing skills �

!   Results–NYC �!   Pre-test revealed lower prior knowledge than Texas students�!   Simulation group had increased comprehension, transfer �!   Higher student engagement in classes using simulations�

�(Plass, Homer, Milne, Jordan, et al., 2009)

Research Findings�!   Factor Reactor Study (G4LI) �

!   Play Mode�!   Goal: Compare Single Player v. Collaborative v. Competitive Mode �!   Participants: 63 NYC middle school students, 6-8th grade�!   Design: factorial design (solo v. collaborative v. competitive) �

Research Findings�!   FR Play Mode�

!   Results�!   Situtional Interest: Solo play was less interesting than competitive and

collaborative play. No difference between 2-player modes.�!   Post-game Performance: competitive game play resulted in better

performance than solo and collaborative game play�!   Math Fluency: Only solo play was superior to competitive play.�

�(Plass et al., 2010)

Game Genres�

!   Educational Game Genres�

Game Genres�

!   Educational Game Genres�!   Open-ended simulation (sandbox) games�!   Targeted conceptual games�!   Professional role-playing games�!   Multi-user virtual environments (MUVEs) �!   MMOs�

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Game Genres�

!   Open-ended simulation games (Squire, 2008) �!   Open-ended worlds�!   Multiple solution paths�!   Space for knowledge creation and discovery �!   Learning as process of coming to understand a system�!   Ideologial worlds, interpretative communities�!   Possibility spaces�!   Intellectual play spaces�!   Identity places�

!   Learning through social game play�

Game Genres�

!   Conceptual Play Spaces (Barab et al., 2009) �!   support empathetic embodiment for complex system �!   form discourse communities�!   Conceptual Play=Engagement, involving�!   character role�!   party fantastic problem context �!   apply conceptual understanding to transform context �!   opportunities to examine impact of participation on context �

!   Quest Atlantis�

Game Genres�

!   Quest Atlantis (Barab) �

Game Genres�

!   RiverCity (Dede) �

Game Genres�

!   Scaffolds (Barab et. al. 2009) �!   Narrative�!   Social �!   Perceptual �!   Interactive�

Game Genres�

!   Games and Education�!   Literacy �!   Focus on social learning, identity�!   Exploration and knowledge creation�!   Legitimate Participation in community of practice�!   Apprenticeship (reciprocal) �!   Learning through design & creating new artifacts�

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Game Research�

!   Research Frameworks�

Research Framework �

Elements of Inquiry Approaches to Research Design Process of

Research

Alternative Knowledge Claims Qualitative Questions

Strategies of Inquiry Quantitative Theoretical Lens

Methods Mixed Methods Data Collection

Data Analysis

Report

Validation

Research Framework �

!   Alternative Knowledge Claims�!   Postpositivist knowledge�!   Socially constructed knowledge�!   Advocacy/Participatory Knowledge �!   Pragmatic Knowledge�

Research Framework �!   Strategies of Inquiry�

!   Qualitative�!   Ethnographies�!   Grounded Theory�!   Case Studies�!   Phenomenological Research�!   Narrative Research�

!   Quantitative�!   Experiments�!   Quasi-Experiments�!   Correlational �

!   Mixed Methods�

Research Framework �!   Methods �

!   Surveys & Questionnaires�!   Field observations�!   Open-ended interviews�!   Knowledge Tests�!   Psychometric Scales�!   Log files�!   Biometrics�!   EEG, EKG, EMG, NILS, GSR �

Overview �!   Introductions�!   Overview: Purpose of Research�

!   Relation to Game Design Model �!   Types of Research and Related Research Questions�

!   Research on Games for Learning�!   Play Testing�!   Design Research�!   Efficacy Research �

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Games Research�

!   Playtesting�!   Usability Research: evaluate perceived and actual

effectiveness of the design �!   Playtesting: evaluate playability–levels of difficulty, fun,

engagement �!   Typically involves 100...103 participants�

Games Research�

!   Design Research�!   Provide guidance for specific design decisions using a variety

of methods involving the target audience�!   Typically involves 101...102 participants�

Games Research�

!   Efficacy Research�!   Evaluate the ability of the game to have the intended

outcomes–cognitive, affective, or skills outcomes�!   Typically involves >103 participants�

Out of Class Activity�

!   Play a game!�!   Play a computer/console game at home�

!   Study a game!�!   What research questions do you find interesting exploring in the

game you played? �