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A Gamified Simulation for Teaching inquiry-based learning

Petros Lameras
Petros Lameras

A serious game's design and development process for helping teachers to understand how inquiry-based learning may be enacted for teaching science.

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SIMAULA: A GAMIFIED SIMULATION FOR TEACHING INQUIRY-BASED LEARNING PETROS LAMERAS, SENIOR LECTURER, SENIOR RESEARCHER IN SERIOUS GAMES, COVENTRY UNIVERSITY, FHEA, VISITING SCIENTIST MIT EDUCATION ARCADE LAB. GAMES AND SIMULATION ENHANCED LEARNING CONFERENCE 3 NOVEMBER 2017
OUTLINE Setting the context Game Design Game Demo / Playtesting Game Design Play
SETTING THE CONTEXT In 2012 SimAULA was 鍖rstly conceived as conceptual idea for a training prototype game for engaging and motivating teachers to learn about best ways to teach and manage a science classroom. (First Phase as part of an EU LLP project) In 2014 the development continued to encompass a more research-informed participatory process to understand problems and challenges that science teachers experience with teaching science in real-classroom environments. (Second Phase as part of EU-FP 7 project). In 2016 and when we had a 鍖rst prototype ready for testing we initiated a collaboration with MITs Education Arcade lab to play-test Simaula with 20 science teachers.
IDENTIFYING THE CHALLENGES IN PROFESSIONAL LEARNING FOR SCIENCE TEACHERS Professional learning is often perceived as irrelevant and ineffective to teachers needs. Science content changes rapidly and teachers need to update their knowledge and understanding continuously by providing the mechanisms through which content may be updated rapidly. Professional learning should be primarily oriented towards technical skills but should offer opportunities for adopting pedagogically-rich strategies for scienti鍖c inquiry. Professional learning should be closely connected with teachers actual practice including an emulation of the environment that teaching is taking place. Professional learning should integrate subject matter knowledge with pedagogical knowledge. Science knowledge is better accommodated and assimilated through inquiry and practice.
WHY PROFESSIONAL LEARNING DEVELOPMENT FOR INQUIRY-BASED LEARNING USING A SERIOUS GAME? Giving teachers opportunities to experience science inquiry themselves in a simulated learning environment where they can decide and adapt their approaches to inquiry. Focus on speci鍖c essential features of inquiry learning designed for science teaching and learning that tend to be less well-used and well- understood by teachers. Re鍖ective thinking, especially when a speci鍖c in- game inquiry activity is taking place for building awareness as teacher-practitioner-reseacher. The length of CPD programmes vary and sometimes is dif鍖cult to follow. A serious game may be used anytime anywhere allowing teachers to experiment with inquiry in their own time and pace. Enabling teachers to tailor their inquiry teaching based on students emotions, preferences and level of engagement visualised during game-
WHAT ARE THE CHARACTERISTICS OF INQUIRY? Inquiry learning is a multifaceted activity and involves posing questions, carrying out investigations, analysing data, communicating 鍖ndings and re鍖ecting on learning in light of evidence (NRC, 1996). Students learn science in a way that re鍖ects how science works (NRC, 1996) [] it also refers to authentic ways for investigating the natural world, explaining and justifying concepts based on evidence that can be transferred to a real world situation (Hofstein and Lunetta, 2002).
SIMAULA GAME DESIGN: OVERARCHING FRAMEWORK Lameras et al., 2014
SIMAULA GAME DESIGN: ASSOCIATING LEARNING OUTCOMES WITH GAME GOALS AND TOPIC Learning outcomes Game Goals Science topic Orienting and asking questions 1. To understand how an inquiry question may be posed to students 2. To understand how to guide students in forming their own questions. 3. To become aware of how an inquiry question and subsequent follow-up questions and and probes lead to a classroom discussion 1. Ask 1 inquiry-based question 2. Ask 3 inquiry-based questions in a row 3. Get 5 great ratings in a row 4. Get all students in asking meaningful inquiry questions 5. Start 3 classroom discussions CO2 - Free emission house Hypothesis generation and design 1. To understand how a hypothesis is being posed to students 2. To understand how to guide students in formulating hypothesis by guiding them via a list. 3. 3. Students make their own hypothesis based on evidence 1. Ask 3 inquiry questions in a row 2. Get all students to become inquisitive / curious 3. Get 2 students think about a hypothesis 4. Geta a students to test a hypothesis by an artifact The electromagnetic spectrum
GAME PROCESS FOR LEVEL 1 - PATH FOR WIN AND LOSE CONDITION
OVERARCHING GAME MECHANIC: NESTED DIALOGUES
MECHANICS, DYNAMICS AND AESTHETICS (MDA) Game elements Game rules responding to inquiry questions & re鍖ning through feedback Feeling of fascination about inquiry when stage Feeling of failure, re- attempt and adjustment Feeling of achievement when students are adopting inquiry learning Categories of description (Referential aspect) dimensions of variation (structural aspect) Outcome Space (linking referential with structural Game mechanics Dynamics Aesthetics Conceptions of inquiry learning using Simaula
A Gamified Simulation for Teaching inquiry-based learning
A Gamified Simulation for Teaching inquiry-based learning
A Gamified Simulation for Teaching inquiry-based learning
NESTED DIALOGUES IN GAME VISUALISATION
PROBING FORMATIVE FEEDBACK
INTERACTION WITH STUDENT - ATTENTION AND COMPREHENSION MECHANICS
CONTEXTUAL FEEDBACK TO POOR QUESTIONS
ACCESSING IN-GAME DATA FOR TRACKING PROGRESS
TO INSTIGATE THE PRINCIPLES OF PROJECTS, PLAY, RESEARCH AND GROUP WORK.
Lets play some game design
GAME CARD GOALS What game mechanics, motivation, victory conditions and social mechanics would you design for creating a game for training teachers in inquiry-based learning Or What game mechanics, motivation, victory conditions and social mechanics would you design for creating a game for entrepreneurship? Or What game mechanics, motivation, victory conditions and social mechanics would you design for creating your own game?

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A Gamified Simulation for Teaching inquiry-based learning

  • 1. SIMAULA: A GAMIFIED SIMULATION FOR TEACHING INQUIRY-BASED LEARNING PETROS LAMERAS, SENIOR LECTURER, SENIOR RESEARCHER IN SERIOUS GAMES, COVENTRY UNIVERSITY, FHEA, VISITING SCIENTIST MIT EDUCATION ARCADE LAB. GAMES AND SIMULATION ENHANCED LEARNING CONFERENCE 3 NOVEMBER 2017
  • 2. OUTLINE Setting the context Game Design Game Demo / Playtesting Game Design Play
  • 3. SETTING THE CONTEXT In 2012 SimAULA was 鍖rstly conceived as conceptual idea for a training prototype game for engaging and motivating teachers to learn about best ways to teach and manage a science classroom. (First Phase as part of an EU LLP project) In 2014 the development continued to encompass a more research-informed participatory process to understand problems and challenges that science teachers experience with teaching science in real-classroom environments. (Second Phase as part of EU-FP 7 project). In 2016 and when we had a 鍖rst prototype ready for testing we initiated a collaboration with MITs Education Arcade lab to play-test Simaula with 20 science teachers.
  • 4. IDENTIFYING THE CHALLENGES IN PROFESSIONAL LEARNING FOR SCIENCE TEACHERS Professional learning is often perceived as irrelevant and ineffective to teachers needs. Science content changes rapidly and teachers need to update their knowledge and understanding continuously by providing the mechanisms through which content may be updated rapidly. Professional learning should be primarily oriented towards technical skills but should offer opportunities for adopting pedagogically-rich strategies for scienti鍖c inquiry. Professional learning should be closely connected with teachers actual practice including an emulation of the environment that teaching is taking place. Professional learning should integrate subject matter knowledge with pedagogical knowledge. Science knowledge is better accommodated and assimilated through inquiry and practice.
  • 5. WHY PROFESSIONAL LEARNING DEVELOPMENT FOR INQUIRY-BASED LEARNING USING A SERIOUS GAME? Giving teachers opportunities to experience science inquiry themselves in a simulated learning environment where they can decide and adapt their approaches to inquiry. Focus on speci鍖c essential features of inquiry learning designed for science teaching and learning that tend to be less well-used and well- understood by teachers. Re鍖ective thinking, especially when a speci鍖c in- game inquiry activity is taking place for building awareness as teacher-practitioner-reseacher. The length of CPD programmes vary and sometimes is dif鍖cult to follow. A serious game may be used anytime anywhere allowing teachers to experiment with inquiry in their own time and pace. Enabling teachers to tailor their inquiry teaching based on students emotions, preferences and level of engagement visualised during game-
  • 6. WHAT ARE THE CHARACTERISTICS OF INQUIRY? Inquiry learning is a multifaceted activity and involves posing questions, carrying out investigations, analysing data, communicating 鍖ndings and re鍖ecting on learning in light of evidence (NRC, 1996). Students learn science in a way that re鍖ects how science works (NRC, 1996) [] it also refers to authentic ways for investigating the natural world, explaining and justifying concepts based on evidence that can be transferred to a real world situation (Hofstein and Lunetta, 2002).
  • 7. SIMAULA GAME DESIGN: OVERARCHING FRAMEWORK Lameras et al., 2014
  • 8. SIMAULA GAME DESIGN: ASSOCIATING LEARNING OUTCOMES WITH GAME GOALS AND TOPIC Learning outcomes Game Goals Science topic Orienting and asking questions 1. To understand how an inquiry question may be posed to students 2. To understand how to guide students in forming their own questions. 3. To become aware of how an inquiry question and subsequent follow-up questions and and probes lead to a classroom discussion 1. Ask 1 inquiry-based question 2. Ask 3 inquiry-based questions in a row 3. Get 5 great ratings in a row 4. Get all students in asking meaningful inquiry questions 5. Start 3 classroom discussions CO2 - Free emission house Hypothesis generation and design 1. To understand how a hypothesis is being posed to students 2. To understand how to guide students in formulating hypothesis by guiding them via a list. 3. 3. Students make their own hypothesis based on evidence 1. Ask 3 inquiry questions in a row 2. Get all students to become inquisitive / curious 3. Get 2 students think about a hypothesis 4. Geta a students to test a hypothesis by an artifact The electromagnetic spectrum
  • 9. GAME PROCESS FOR LEVEL 1 - PATH FOR WIN AND LOSE CONDITION
  • 11. MECHANICS, DYNAMICS AND AESTHETICS (MDA) Game elements Game rules responding to inquiry questions & re鍖ning through feedback Feeling of fascination about inquiry when stage Feeling of failure, re- attempt and adjustment Feeling of achievement when students are adopting inquiry learning Categories of description (Referential aspect) dimensions of variation (structural aspect) Outcome Space (linking referential with structural Game mechanics Dynamics Aesthetics Conceptions of inquiry learning using Simaula
  • 15. NESTED DIALOGUES IN GAME VISUALISATION
  • 17. INTERACTION WITH STUDENT - ATTENTION AND COMPREHENSION MECHANICS
  • 18. CONTEXTUAL FEEDBACK TO POOR QUESTIONS
  • 19. ACCESSING IN-GAME DATA FOR TRACKING PROGRESS
  • 20. TO INSTIGATE THE PRINCIPLES OF PROJECTS, PLAY, RESEARCH AND GROUP WORK.
  • 21. Lets play some game design
  • 22. GAME CARD GOALS What game mechanics, motivation, victory conditions and social mechanics would you design for creating a game for training teachers in inquiry-based learning Or What game mechanics, motivation, victory conditions and social mechanics would you design for creating a game for entrepreneurship? Or What game mechanics, motivation, victory conditions and social mechanics would you design for creating your own game?