Teaching Scientific Inquiry with a Serious Game<br />Carol Forsyth, University of Memphis<br />Keith Millis, Northern Illi...
The Problem…<br />
People need to learn how to critically evaluate descriptions of research. . . <br />Causal statement<br />Th<br />Correlat...
. . . and claims made by advertisers and the media<br />
A solution…<br />
<ul><li>Important concepts among psychology, sociology, biology and chemistry:
Developing Research Ideas
The Independent and Dependent Variables
Experimental Control
The Sample & Experimenter
Drawing conclusion
(21 concepts altogether)</li></ul>Teaches Scientific Inquiry Skills<br />
An epic story …<br />Aliens are publishing flawed research. . .<br />and the Federal Bureau of Science (FBS) want you to h...
The story is told through<br />Animated agents<br />Emails, texts, news updates<br />Videos<br />
Module 1: Interactive Text<br /><ul><li>Student reads an eBook “The Fuath’s Big Book of Science”
Provides requisite knowledge for later modules
Student takes test after each chapter or may test out of reading the chapter</li></li></ul><li>Module 2: Case Studies<br /...
Evaluate flawed “published” research
Learn to identify flaws
Various game-like attributes</li></li></ul><li>Module 3: Interrogation<br /><ul><li>Students seek out whether research con...
Research cases are abbreviated (e.g., abstracts, headlines, ads)
Learn to ask relevant questions about research
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Teaching Scientific Inquiry with a Serious Game

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  • Teaching Scientific Inquiry with a Serious Game

    1. 1. Teaching Scientific Inquiry with a Serious Game<br />Carol Forsyth, University of Memphis<br />Keith Millis, Northern Illinois University<br />Art Graesser, University of Memphis<br />Diane Halpern, Claremont McKenna College<br />
    2. 2. The Problem…<br />
    3. 3. People need to learn how to critically evaluate descriptions of research. . . <br />Causal statement<br />Th<br />Correlational<br />Design<br />
    4. 4. . . . and claims made by advertisers and the media<br />
    5. 5. A solution…<br />
    6. 6. <ul><li>Important concepts among psychology, sociology, biology and chemistry:
    7. 7. Developing Research Ideas
    8. 8. The Independent and Dependent Variables
    9. 9. Experimental Control
    10. 10. The Sample & Experimenter
    11. 11. Drawing conclusion
    12. 12. (21 concepts altogether)</li></ul>Teaches Scientific Inquiry Skills<br />
    13. 13. An epic story …<br />Aliens are publishing flawed research. . .<br />and the Federal Bureau of Science (FBS) want you to help them find out why. . .<br />
    14. 14. The story is told through<br />Animated agents<br />Emails, texts, news updates<br />Videos<br />
    15. 15. Module 1: Interactive Text<br /><ul><li>Student reads an eBook “The Fuath’s Big Book of Science”
    16. 16. Provides requisite knowledge for later modules
    17. 17. Student takes test after each chapter or may test out of reading the chapter</li></li></ul><li>Module 2: Case Studies<br /><ul><li>Students applyinformation from the interactive text
    18. 18. Evaluate flawed “published” research
    19. 19. Learn to identify flaws
    20. 20. Various game-like attributes</li></li></ul><li>Module 3: Interrogation<br /><ul><li>Students seek out whether research contains flaws
    21. 21. Research cases are abbreviated (e.g., abstracts, headlines, ads)
    22. 22. Learn to ask relevant questions about research
    23. 23. Learn to discriminate flawed from good research</li></li></ul><li>Example content<br />Psychology<br />Does using cell phones hurt driving?<br />Is a new cure for autism effective?<br />Biology<br />Do chemical and organic pesticides differ on food quality?<br />Does milk consumption increase bone density?<br />Chemistry<br />Does a new product for winter roads prevent water from freezing?<br />Does different concentrations of bromine and <br />cyclohexane affect chemical reaction speeds?<br />Formats<br />Articles, advertisements, blogs, letters to editors<br />
    24. 24. Internal Assessments<br /> Multiple choice tests<br /> Tutorial dialogs<br /> Case evaluations<br />
    25. 25. 3 Types of “trialogs” – matching prior knowledge with dialog moves<br />Vicarious: when player shows low knowledge<br />Tutors<br />Human player<br />
    26. 26. 3 Types of “trialogs” – matching prior knowledge with dialog moves<br />Standard: when player shows intermediate knowledge<br />Tutors<br />Human player<br />
    27. 27. 3 Types of “trialogs” – matching prior knowledge with dialog moves<br />Teaching: when player shows high knowledge<br />Tutors<br />Human player<br />
    28. 28. Example Teaching Trialog<br />Glass (fellow student): Let’s just go over the importance of these things one more time. Why do we need to have operational definitions? (question)<br />Laura (human student): so that they can be reliably measured and used by other researchers<br />Glass: OK. (neutral feedback)<br />Dr. Quinn: (FBS Teacher): Um, can you add to that? (pump)<br />Laura: it is important to create operational definitions because they provide a basis for measuring variables and so that they can be reliably measured and used by other researchers in other studies.<br />Glass: That is not clear to me. I thought operational definitions had something to do with telling others about your study. What could that be? (Hint)<br />Laura: how to measure a variable.<br />Glass: I still don't understand. Wow, it seems like operational definitions have something to do with being able to reliably do something. What is that something? (prompt)<br />Laura: measure a variable<br />Dr. Quinn: Okay. Reliably recognize variables (neutral feedback, prompt completion)<br />Glass: I'm remembering something about how operational definitions make it so that a variable means the same thing to all researchers. That means that when other researchers use the same variable, it is what? (prompt)<br />Laura: reliable<br />Dr. Quinn: Great! It is reliable (positive feedback, prompt completion)<br />Glass: Yeah, I understand. Operational definitions are important to consider because they allow a particular variable to be reliably recognized, measured, and understood by all researchers. (summary)<br />
    29. 29. eLearning principles implemented in Operation ARIES!<br />Active learning<br />Immediate feedback<br />Dialog interactivity<br />Multimedia effects<br />Distributed practice<br />Transfer<br />
    30. 30. Knowledge gained by students from each college <br />
    31. 31. Summary <br /><ul><li>Geared toward High school seniors, students in Research methods courses, and Introductory Psychology, Biology and Chemistry courses
    32. 32. All interested adults
    33. 33. Takes 7-15 hours to complete
    34. 34. “Lite” version is planned
    35. 35. Available through Pearson Education starting in 2012</li></li></ul><li>Keith Millis, Ph.D.<br />Northern Illinois University, Cognitive psychologist, language comprehension<br />Diane F. Halpern, Ph.D.<br />Claremont McKenna College, past president of the American Psychological Association. Internationally known for work on teaching critical thinking<br />Art Graesser, Ph.D.<br />Co-director of the Institute for Intelligent Systems at the University of Memphis, expert in discourse technologies, widely published<br />Lead Developers<br />
    36. 36. For more information:<br />cmfrsyth@memphis.edu<br />The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305B070349 to Northern Illinois University. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. <br />

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