I Never Mastered Pac Man
As a teen, I lacked hand-eye coordination and interest in interacting with computers. Due to limited skill and less motivation, my interest in computer games lapsed and I became out of touch with a technology and environment that today may prove a valuable resource to STEM educators.
All that changed when I sat near Scot Osterweil and Chris Hancock while working for Technical Education Research Centers (TERC). Scot and Chris developed The Logical Journey of the Zoombinis. The object of the game is to help the Zoombinis populate a new island. Users must puzzle out the rules of logic that allow Zoombinis access to each new section of the island. For example in the image below, each bridge allows Zoombinis with a set of specific physical characteristics to reach the other side. The player must identify the combinations of physical features leading to success or their Zoombinis fall off the bridge.
Zoombinis fall off the bridge if their physical features do not match those required for passage.
Zoombinis was developed in the early 1990’s. Since then, the increased access to and power of computers has led to a blossoming of gaming for entertainment. Some educators see an opportunity to use computer games and simulations to engage and educate students in STEM education. National interest coupled with local expertise led me to wonder how and if computer games and simulations promote the learning and teaching of STEM. In an attempt to satisfy my curiosity, I spoke with several experts in the field and read some of the underlying research.
Earlier this year the National Research Council released a study entitled, Learning Science Through Computer Games and Simulations. The report examines the role and efficacy of computer games and simulations in K-12 education, finding that simulations may promote comprehension and retention of concepts, process skills, and motivation in science. Research on games remains limited. The NRC publication calls for increased efforts to understand the place of both in the K-12 environment.
The NRC defines games and simulations as follows:
Simulations and games are both based on computer models and allow user interactions, but each has unique features. Simulations are dynamic computer models that allow users to explore the implications of manipulating or modifying parameters within them. Games are often played in informal contexts for fun, incorporating explicit goals and rules, and providing feedback on the player’s progress. In a game, the player’s actions affect the state of play.
– National Research Council, Learning Science Through Computer Games and Simulations, 2011
Simulation and Game Classification
The NRC classified simulations based upon the level of user control of variables, pedagogical support, and the nature of what is modeled. Control of simulations ranges from restricted to open. Simulations may stand alone, requiring the instructor to create or insert them into existing courses. Alternatively, developers may integrate simulations into a curriculum. Simulations may model the behavior of objects, complex systems, or engage users in virtual environments.
Games range from fun to serious. Serious games generally differ from fun games by having a goal or intent beyond competition or winning. For example, a serious Wii game may be played to lose weight. The NRC report restricted its interest in games to those that support science learning. They looked at games based upon learning goals, participation duration, and purpose.
Efficacy and Implementation of Games and Simulations in STEM Education
Most studies of simulations have focused on conceptual understanding, providing promising evidence that simulations can advance this science-learning goal. There is moderate evidence that simulations motivate students’ interest in science and science learning. Less evidence is available about whether simulations support development of science process skills and other science learning goals.
– National Research Council, Learning Science Through Computer Games and Simulations, 2011
For years, military and commercial pilots have used virtual environments to train and maintain their skills. More recently, other professions have adopted virtual environments in which to develop or enhance skills and experience. The application of computer games and simulations in K-12 science education is a relatively new phenomenon. Few studies of their use in schools exist and many of those that do lack a control group for comparison. Efficacy may reflect the design and/or implementation of the resources. Not surprisingly, like most new resources, students learn best when computer games and simulations include:
· A supported, inquiry-based approach embedded in a meaningful context
· Teachers receive practical and meaningful professional development before they implement the resources
National growth in the interest of the application of computer games and simulations in K-12 STEM education is partially rooted in Boulder, CO. Local scientists and educators have demonstrated success with the development and implementation of computer games and simulations in K-16 classrooms. PhET Interactive Simulations, a project of the physics department at CU, Boulder provides standalone, targeted simulations designed to encourage exploration and understanding of basic physics, chemistry, and other science concepts. In addition to PhET, CU’s Dr. Alexander Repenning, leads an interdisciplinary initiative, Scaleable Game Design, that engages students in computational thinking as they design and program computer games.
The PhET simulation, Ramp: Forces and Motion, explores basic physics concepts and comes with research and resources guides for teachers.
Kathy Perkins, director of the PhET project at CU-Boulder, advocates for the use of simulations to stimulate student exploration and learning of fundamental scientific concepts. PhET not only develops the simulations but the team has done much of the research required to back up claims of the efficacy of simulations in STEM education. Perkins explains that in an ideal situation, students would manipulate and explore the simulation with a partner, reporting back to the whole class, what they did and learned. Following open-ended exploration, students would study specific cause-and-effect relationships, collecting and analyzing data with the simulation and perhaps comparing the results with experiments performed in a laboratory setting.
AgentSheets software, used by the Scaleable Game Design initiative, allows students to build and test their own version of the classic game Frogger.
Not only do simulations need to be implemented well, teachers need support to use new resources. This past summer Alex Repenning hosted a conference and teacher professional development workshop designed to improve computer science and science education in public schools. Through the Scaleable Game Design project teachers and students participate in computer game design as the context for learning computational thinking, computer programming, and basic scientific concepts. Repenning sees learning game development as a precursor for the design of computer simulations, noting that game design requires students to think through and develop models for the behavior of natural phenomena. At the conference, teachers shared instructional strategies and planned lessons to effectively use the software, AgentSheets, in computer science classes throughout the U.S. The Scaleable Game Design project includes a Wiki where the community shares resources and experiences.
Playing for Keeps
In speaking with Scot Osterweil (MIT Comparative Media Studies) and Jeremy Friedberg (SpongeLab Interactive), it became clear that the current education environment pose challenges for the use of computer games to teach STEM concepts. Both Scot and Jeremy explained that games work best in an immersive environment – one not bounded by bells, clocks, and standardized assessments. To address the disconnect between 21st century learning and 19th century school settings, one group of educators opened a public school in New York dedicated to learning and teaching from the perspective of gaming. Quest to Learn explains the role of games in learning as follows:
Games work as rule-based learning systems, creating worlds in which players actively participate, use strategic thinking to make choices, solve complex problems, seek content knowledge, receive constant feedback, and consider the point of view of others.
– Quest to Learn
Another promise of games and simulations is their ability to respond to individual users. In an environment that increasingly emphasizes individualized learning, games and simulations challenge users to work at their own pace and skill level. The flip side of the coin is that multi-user games exist for entertainment purposes foreshadowing opportunities to develop similar approaches for serious games with science learning goals requiring cooperative learning and teamwork that reflects research and work environments.
Although the jury is out, evidence suggests that in the right environment, with adequate training, teachers and students will find teaching and learning through computer games and simulations beneficial to retaining and comprehending complex STEM concepts.
Additional Resources
· PhET Interactive Simulations, University of Colorado, Boulder
· Learning Science Through Computer Games and Simulations, National Research Council, 2011
· SpongeLab: gaming the art of science education, Scientific American, September 12, 2011.
Acknowledgements
I would like to thank the following individuals for sharing their time and expertise with me as I researched the role of computer games and simulations in STEM education:
· Jeremy Friedberg, Co-Founder, SpongeLab Interactive
· Scot Osterweil, Creative Director of the MIT Education Arcade and a research director in the MIT Comparative Media Studies Program
· Katherine Perkins, Director, PhET Interactive Simulations, University of Colorado, Boulder
· Alexander Repenning, University of Colorado, Boulder and founder of AgentSheets
Contact the Author
Douglas F. Haller, Ed. M., Principal
Haller Education Consulting
Boulder, CO
http://www.hallerconsulting.com
mailto:doug@hallerconsulting.com
303.818.3230
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