Science sims and games: Best design practices and fave flops

Mina C. Johnson-Glenberg, Caroline Savio-Ramos, Katherine K. Perkins, Emily B. Moore, Robb Lindgren, Douglas Clark, Corey Brady, Pratim Sengupta, Mario Martinez-Garza, Deanne Adams, Stephen Killingsworth, Grant Van Eaton, Matthew Gaydos, Amanda Barany, Kurt Squire, Nathan Holbert

Research output: Contribution to journalConference articlepeer-review

Abstract

We represent a variety of educators and designers who have in common a deep concern about the quality of STEM learning and how new media tools are designed and used. These tools run the range of interactive simulations to embodied games with full arc narratives. We believe there is not one correct way to instruct in science using new media. For example-some formats (e.g., whiteboard vs. tablet) may be better for some learners (low vs. high prior knowledge) in some situations (single learner vs. small group) on some content (abstract vs. concrete). Our goal is to highlight some of the games and simulations we have designed and disseminated, and to explore their strengths and weaknesses. Each participant will present an original work, show a demo, present data on efficacy, and finally share anecdotes about what was done well and what could have been improved.

Original languageEnglish (US)
Pages (from-to)1199-1208
Number of pages10
JournalProceedings of International Conference of the Learning Sciences, ICLS
Volume3
Issue numberJanuary
StatePublished - 2014
Event11th International Conference of the Learning Sciences: Learning and Becoming in Practice, ICLS 2014 - Boulder, United States
Duration: Jun 23 2014Jun 27 2014

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

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