More Like this

1. Work-in-Progress–—Game Design Informed by Learning Progressions for Science Practices

   https://doi.org/10.23919/iLRN52045.2021.9459406  

   Metcalf, Shari J; Sommi, Amanda; Haddadin, Sima; Scianna, Jennifer; Gagnon, David (May 2021, IEEE)

   Learning progressions allow researchers to describe key milestones along a pathway of thinking about a topic or practice that ranges from beginner to advanced. For learning related to science practices, some progressions can be abstracted from specific content; others are connected to specific science understandings. This research centers on the design of a middle school science game to support learning of science practices through simulated immersive experiences in which students engage in science practices of experimentation, modeling, and argumentation. This work-in-progress paper describes the application of current research on learning progressions to the design of the game interface and interactions for Aqualab, a game to teach middle school science practices related to aquatic ecosystems. 

   more » « less
2. Promoting AI Education for Rural Middle Grades Students with Digital Game Design

   https://doi.org/10.1145/3545947.3576333  

   Vandenberg, Jessica; Min, Wookhee; Cateté, Veronica; Boulden, Danielle; Mott, Bradford (March 2023, Special Interest Group on Computer Science Education)

   The demand is growing for a populace that is AI literate; such literacy centers on enabling individuals to evaluate, collaborate with, and effectively use AI. Because the middle school years are a critical time for developing youths’ perceptions and dispositions toward STEM, creating engaging AI learning experiences for middle grades students (ages 11 to 14) is paramount. The need for providing enhanced access to AI learning opportunities is especially pronounced in rural areas, which are typically underserved and underresourced. Inspired by prior research that game design holds significant potential for cultivating student interest and knowledge in computer science, we are designing, developing, and iteratively refining an AI-centered game development environment that infuses AI learning into game design activities. In this work, we review design principles for game design interventions focused on middle grades computer science education and explore how to introduce AI learning experiences into interactive game-design activities. We also discuss results from our initial co-design sessions with middle grades students and teachers in rural communities. 

   more » « less
3. Shifts in Student Attitudes and Beliefs About Science Through Extended Play in an Immersive Science Game

   https://doi.org/10.1007/978-3-031-47328-9_25  

   Metcalf, SJ; Gagnon, D; Slater, S (October 2024, Immersive Learning Research Network. iLRN 2023. Communications in Computer and Information Science)

   This research considers the impact of a digital science game that provides immersive experiences in which participants take on the role of a scientist and learn through active engagement with simulated science environments and tools. Wake: Tales from the Aqualab is an immersive web-based middle school science game designed to teach science practices of experimentation, modeling, and argumentation in aquatic ecosystems. This paper describes findings from a study of approximately 250 middle school students who used a beta version of the game over two weeks. A pre-post survey of affective measures found significant gains in student science identity, self-efficacy, and interest. Classroom observations and interviews with students and teachers supported these findings, suggesting that the immersive qualities of the game helped students think of themselves as scientists and engage in authentic science practices, contributing to shifts in students’ attitudes and beliefs about science. 

   more » « less
4. Lessons from a co-design team on supporting student motivation in middle school science classrooms

   https://doi.org/10.1080/00405841.2021.1932155  

   Marchand, Gwen C.; Schmidt, Jennifer A.; Linnenbrink-Garcia, Lisa; Harris, Christopher J.; McKinney, David; Liu, Pei Pei (January 2021, Theory Into Practice)

   null (Ed.)

   Decades of motivation research have yielded a set of Motivation Design Principles (MDPs) that can be leveraged to support the development of student motivation and engagement in the classroom. This article addresses the translation of these guiding principles to teacher professional learning and subsequently, classroom practice. Drawing from published literature, as well as the experiences of a co-design team of motivation and science education researchers and middle school science teachers, we address the landscape of decision points for designing and implementing professional learning focused on supporting middle school students’ motivation in science. We identify 3 key decision points: (1) the extent to which professional learning should focus on general principles or specific practices; (2) the appropriate level(s) for translation of the MDPs into practice; and (3) the creation of opportunities for teacher reflection and self-assessment of their practice on student motivation and engagement. 

   more » « less
5. Computational Thinking Integration into Middle Grades Science Classrooms: Strategies for Meeting the Challenges

   Boulden, D.C.; Wiebe, E.; Akram, B.; Aksit, O.; Buffum, P.S.; Mott, B.; Boyer, K.E.; Lester, J. (January 2018, Middle grades review)

   This paper reports findings from the efforts of a university-based research team as they worked with middle school educators within formal school structures to infuse computer science principles and computational thinking practices. Despite the need to integrate these skills within regular classroom practices to allow all students the opportunity to learn these essential 21st Century skills, prior practice has been to offer these learning experiences outside of mainstream curricula where only a subset of students has access. We have sought to leverage elements of the research-practice partnership framework to achieve our project objectives of integrating computer science and computational thinking within middle science classrooms. Utilizing a qualitative approach to inquiry, we present narratives from three case schools, report on themes across work sites, and share recommendations to guide other practitioners and researchers who are looking to engage in technology-related initiatives to impact the lives of middle grades students. 

   more » « less