Learning Science Through Computer Games and Simulations (2011) / Chapter Skim
Currently Skimming:
7 Research Agenda for Simulations and Games
7 Research Agenda for Simulations and Games
Pages 119-128
The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.
From page 119... ...
Although young children come to school with innate curiosity and intuitive ideas about the world around them, science classes rarely foster their interest. Students spend time reading science texts, listening to lectures, carrying out preordained "cookbook" laboratory activities, and memorizing the disparate science facts that are emphasized in high-stakes science tests, increasingly losing interest in science as they move from elementary school to middle and high school.
|
From page 120... ...
The first section of the agenda focuses on improving the overall quality of the research, the second section outlines particular topics requiring further study, and the third section identifies approaches to institutionalizing research and development on games and simulations for science learning. Improving Research Quality Research on how simulations and games support science learning has not kept pace with the rapid development of these new learning technologies.
|
From page 121... ...
Research is needed to improve understanding of how simulations and games can best motivate learners, engage them in active investigations, and build understanding of science processes as well as concepts. • Researchers should assess the potential of games and simulations to advance a broad set of science learning goals, including motiva- tion, conceptual understanding, science process skills, understand- ing of the nature of science, scientific discourse, and identification with science and science learning.
|
From page 122... ...
• Research on games should seek to develop empirical links between different types of motivators and different learning outcomes. For example, extrinsic motivators, such as points or opportunities to advance to a higher level of game play, may encourage learners to repeat and remember important science or mathematics facts, while intrinsic motivators, such as satisfying one's own curiosity or interest, may motivate deeper conceptual understanding and development of science process skills.
|
From page 123... ...
Research is needed to explore this tension and illuminate how best to create virtual contexts that both motivate learners and support durable, transferable learning. • Studies should examine how learning contexts created in simulations and games may advance or hinder attainment of different science learning goals.
|
From page 124... ...
• Future research should investigate how simulations and games can support diverse learners in science and mitigate particular individual or group learning difficulties, such as lower science achievement levels, limited English proficiency, lower general cognitive ability, learning disabilities, or attention deficit hyperactivity disorder. • Research should examine whether, and to what extent, diverse learners develop intuitive understandings of science processes and scientific modeling through play in the model-based virtual worlds of recreational games and how games designed for science learning can build on these intuitive understandings to develop knowledge of science processes and the nature of science.
|
From page 125... ...
• Study how engaging learners in implementing or modifying existing science learning games or designing new science learning games may advance one or more science learning goals. Assessing and Supporting Individualized Learning Research on how to effectively assess student learning with simulations and games and use that information to impact the learning process is still in its infancy, although initial work seems promising.
|
From page 126... ...
Continued research on these methods will help to improve assessment in simulations and games. Assessment tasks seamlessly embedded into game play and linked to instructional supports have great potential to support individualized science learning.
|
From page 127... ...
Institutionalizing Research and Development To carry out all elements of this research agenda, the committee recommends creating research and development partnerships: • Academic researchers, developers and entrepreneurs from the gaming industry, and education practitioners and policy makers should form r esearch and development partnerships to facilitate rich intellectual collaboration. These partnerships, which may be large or small, should coordinate and share information internally and with other partnerships and should -- share resources and tools, thereby reducing costs and allowing r eusability; -- provide researchers with shared points of access to students and their educational records and to informal learners, at the same time conducting research that assists formal and informal learn- ing institutions; -- explore alternative approaches to -- and economic models for -- extending the life cycle of simulations and games with ongoing updating and maintenance; and
|
From page 128... ...
The research agenda outlined in this chapter is meant to provide guidance to active and prospective researchers, simulation and game developers, commercial publishers, and funders. However, games and simulations designed for science learning are played and used by a wide variety of individuals in rapidly changing markets.
|
Key Terms
This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More
information on Chapter Skim is available.