Playing with Climate Change An Educational ARG in Second Life Presenters Sandra Law (Carrie Umarov) & Michele Jacobsen (Mi...
Agenda <ul><li>Research methodology and theory </li></ul><ul><li>Why Second Life? </li></ul><ul><li>Pervasive games and im...
Design-based research project <ul><li>Design-based research (DBR) holds promise in: </li></ul><ul><ul><li>Novel learning a...
DBR and current project <ul><li>Iterative process central to developing : </li></ul><ul><ul><li>learning environment with ...
Example of Design Log Design element Source Date Resources Comments Importance of fidelity How realistic need environment ...
Why Second Life? <ul><li>Tool set and pre-existing base simulation (e.g. Island) </li></ul><ul><li>Suitability for genre o...
Pervasive Learning & Immersion <ul><li>Definition of pervasive learning  </li></ul><ul><ul><li>A social process connecting...
Features of pervasive games <ul><ul><li>Peer-to-peer learning in a community </li></ul></ul><ul><ul><li>Reflective convers...
Technology and pervasive games <ul><li>Concept of mind prothesis </li></ul><ul><ul><li>Tools/technology enhance learning b...
Alternative Reality Games <ul><li>Interactive narrative meshes with and re-shapes reality </li></ul><ul><li>Uses engaging ...
Immersion – ARGs vs Computer Games <ul><li>Definition of Immersion </li></ul><ul><li>Deep engagement in a make-believe wor...
Distributed Intelligence (DI) <ul><li>Problem-solving enhanced by collaboration </li></ul><ul><li>Brain-culture symbiosis ...
DI and Games <ul><li>Game world model of knowledge building community (KBC) </li></ul><ul><li>KBC – learners engaged in ad...
Social dimensions of KBC <ul><li>Participants are expected to: </li></ul><ul><ul><li>Contribute to group </li></ul></ul><u...
Game narrative
Aerial View
Townsite <ul><li>Example of site of events, clues </li></ul><ul><ul><li>Community Centre - art show, science fair, clues, ...
Community Centre
Locker Room
Biological Research Station
Reception Area
Lab Area
Office Area
Information Source
Saboteur’s Home
Player streams <ul><li>Biology/Ecology </li></ul><ul><li>Geosciences </li></ul><ul><li>Chemistry </li></ul><ul><li>Health ...
Biology Stream <ul><li>Examples of activities </li></ul><ul><ul><li>Day 1 </li></ul></ul><ul><ul><ul><li>Tour the town, re...
Biology Stream (con’d) <ul><li>Examples of activities </li></ul><ul><ul><li>Day 6 </li></ul></ul><ul><ul><ul><li>Tour Sequ...
Biology Stream (con’d) <ul><li>Day 9 </li></ul><ul><ul><li>Review report by hydrologist indicating drop in water levels, n...
Biological Stream (con’d) <ul><li>Day12 </li></ul><ul><ul><li>Post preliminary report on research station notice board re:...
Next Steps <ul><li>Fully develop town site </li></ul><ul><li>Fully develop game-based assets (clues, other items pivotal t...
Your Feedback <ul><li>How can communities of inquiry best be supported? </li></ul><ul><li>How important is fidelity in ter...
Any Questions?
My contact information <ul><li>If you would like to assist in my research, as a tester, please contact me at: </li></ul><u...
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Playing with Climate Change S.Law - CNIE Conference 2008

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Slides from presentation given by S.Law at CNIE conference in Banff in April of 2008.

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  • Playing with Climate Change S.Law - CNIE Conference 2008

    1. 1. Playing with Climate Change An Educational ARG in Second Life Presenters Sandra Law (Carrie Umarov) & Michele Jacobsen (Michele Helgerud)
    2. 2. Agenda <ul><li>Research methodology and theory </li></ul><ul><li>Why Second Life? </li></ul><ul><li>Pervasive games and immersion </li></ul><ul><li>Game narrative/interface </li></ul><ul><li>Player streams and activities </li></ul><ul><li>Next Steps </li></ul><ul><li>Feedback </li></ul><ul><li>Questions </li></ul>
    3. 3. Design-based research project <ul><li>Design-based research (DBR) holds promise in: </li></ul><ul><ul><li>Novel learning and teaching environments </li></ul></ul><ul><ul><li>Contextual learning theories (e.g. situated cognition) </li></ul></ul><ul><ul><li>Educational innovation </li></ul></ul><ul><li>Intentional design of learning environment </li></ul><ul><li>Enhanced understanding of learning environments and individual-learning environment interaction </li></ul>
    4. 4. DBR and current project <ul><li>Iterative process central to developing : </li></ul><ul><ul><li>learning environment with appropriate level of realism </li></ul></ul><ul><ul><li>engaging game-based activities </li></ul></ul><ul><ul><li>effective learning objects revised based on feedback from learners/players and SMEs </li></ul></ul><ul><li>Design process documented in design log (e.g. insights on design process, examples of approaches of other ARG designers, sites in SL, resources online , problems, challenges) </li></ul>
    5. 5. Example of Design Log Design element Source Date Resources Comments Importance of fidelity How realistic need environment be, at what point does it make sense April 11 Experienced ID person Researching issue, not resolved Logic of SL space Design issue – design for max.fidelity or to suite navigation in SL? April 12 Gotved articles Not resolved Model for geological feature GP enviro game - Second Life April 8 SLURL Incorporate elements of game in BW
    6. 6. Why Second Life? <ul><li>Tool set and pre-existing base simulation (e.g. Island) </li></ul><ul><li>Suitability for genre of game </li></ul><ul><li>Suitability for activities that will take place in game: </li></ul><ul><ul><li>player-to-player interaction, (e.g. collaboration on tasks, knowledge building ) </li></ul></ul><ul><ul><li>learner-interface interaction with static characters, other game elements (e.g. in-game artifacts) </li></ul></ul><ul><ul><li>scheduled events (e.g. townhall meetings) </li></ul></ul><ul><ul><li>information dissemination through clues, messages, game artifacts </li></ul></ul>
    7. 7. Pervasive Learning & Immersion <ul><li>Definition of pervasive learning </li></ul><ul><ul><li>A social process connecting learner to communities, technologies, other people and situations (Thomas, 2006) </li></ul></ul>
    8. 8. Features of pervasive games <ul><ul><li>Peer-to-peer learning in a community </li></ul></ul><ul><ul><li>Reflective conversations lead to new ideas </li></ul></ul><ul><ul><li>Collaboration and conversation help learner reach his or her zone of proximal development (Vygotsky, 1978) </li></ul></ul><ul><ul><li>Individual learner expertise, valuable commodity in pervasive learning situations </li></ul></ul><ul><ul><li>No central authority, learners receive feedback on ideas and get direction and guidance from other players </li></ul></ul><ul><ul><li>Dynamic environments, elements change over time </li></ul></ul><ul><ul><li>Connection to real world problems and issues </li></ul></ul>
    9. 9. Technology and pervasive games <ul><li>Concept of mind prothesis </li></ul><ul><ul><li>Tools/technology enhance learning by reducing memory load </li></ul></ul><ul><ul><li>Extend thought processes, beyond procedural, computational </li></ul></ul><ul><ul><li>Computer technologies ‘locally’ embody social and material tools </li></ul></ul><ul><ul><li>Second Life offer learners chance to: </li></ul></ul><ul><ul><ul><li>create knowledge </li></ul></ul></ul><ul><ul><ul><li>participate in community of inquiry </li></ul></ul></ul><ul><ul><ul><li>develop in-game artifacts (e.g. mini-reports posted as notecards) </li></ul></ul></ul>
    10. 10. Alternative Reality Games <ul><li>Interactive narrative meshes with and re-shapes reality </li></ul><ul><li>Uses engaging multimedia and Internet-based tools to develop stories that constitute an immersive experience </li></ul><ul><li>Everyday technologies – email, chat, web browsers </li></ul><ul><li>Self-directed and intuitive game play built around social networking and tools players are familiar with (e.g. applications, websites, software) </li></ul>
    11. 11. Immersion – ARGs vs Computer Games <ul><li>Definition of Immersion </li></ul><ul><li>Deep engagement in a make-believe world as if it is real (Coomans and Timmermanns, 1997) </li></ul><ul><li>Immersion in Computer Games </li></ul><ul><li>Act of play itself, i.e. losing oneself in an activity that stands outside of ordinary life </li></ul><ul><li>Simultaneous phenomena: immediacy vs. hypermediacy, (Bolter and Grusin, 1998) </li></ul><ul><li>Immersion in ARGs </li></ul><ul><li>Goal is to immerse the world of the game into everyday existence and life of player </li></ul><ul><li>Technologies already used in everyday life, e.g. phone, email, Internet, IM </li></ul>
    12. 12. Distributed Intelligence (DI) <ul><li>Problem-solving enhanced by collaboration </li></ul><ul><li>Brain-culture symbiosis theory </li></ul><ul><li>Material culture externalizes memory, results in increased permanence and power of distributed cognition (Donald, 2004) </li></ul><ul><li>Virtual worlds, like SL, simulate real world (e.g. architecture, social structures, parallel economy) </li></ul>
    13. 13. DI and Games <ul><li>Game world model of knowledge building community (KBC) </li></ul><ul><li>KBC – learners engaged in advancing their understanding through collective efforts (Hewitt, 2001) </li></ul><ul><li>Game play generates collective knowledge and distributed understanding </li></ul><ul><li>Knowledge located in ‘knowledge network’, e.g. people, texts, tools, technologies and interconnections between these elements (Gee, 2003; Hakken, 2003) </li></ul>
    14. 14. Social dimensions of KBC <ul><li>Participants are expected to: </li></ul><ul><ul><li>Contribute to group </li></ul></ul><ul><ul><li>Interact with group members to challenge ideas </li></ul></ul><ul><ul><li>Ask questions </li></ul></ul><ul><ul><li>Revise and improve each others ideas (e.g. concept of spiral of knowledge) </li></ul></ul>
    15. 15. Game narrative
    16. 16. Aerial View
    17. 17. Townsite <ul><li>Example of site of events, clues </li></ul><ul><ul><li>Community Centre - art show, science fair, clues, etc. </li></ul></ul><ul><ul><li>Biological Research Station – information about plant CO 2 sequestration, invasive insect species, water shortages (impact on plant and animal life) </li></ul></ul><ul><ul><li>Government building –town hall meetings, regional archive (including information on geological formations in area) </li></ul></ul><ul><ul><li>Medical Clinic - health impacts of climate change, exchanges between local physician and veterinarian </li></ul></ul>
    18. 18. Community Centre
    19. 19. Locker Room
    20. 20. Biological Research Station
    21. 21. Reception Area
    22. 22. Lab Area
    23. 23. Office Area
    24. 24. Information Source
    25. 25. Saboteur’s Home
    26. 26. Player streams <ul><li>Biology/Ecology </li></ul><ul><li>Geosciences </li></ul><ul><li>Chemistry </li></ul><ul><li>Health </li></ul><ul><li>Activist theme runs throughout the game (e.g. two game characters who could be referred to as activists) </li></ul>
    27. 27. Biology Stream <ul><li>Examples of activities </li></ul><ul><ul><li>Day 1 </li></ul></ul><ul><ul><ul><li>Tour the town, receive commission from mayor to come up with long-term plan to deal with climate change in local context </li></ul></ul></ul><ul><ul><li>Day 2 </li></ul></ul><ul><ul><ul><li>Tour the Biological Research Station </li></ul></ul></ul><ul><ul><li>Day 3 </li></ul></ul><ul><ul><ul><li>Visit the lab of Jasmine Bhat, plant physiologist working on biosequestration process </li></ul></ul></ul><ul><ul><li>Days 3-5 </li></ul></ul><ul><ul><ul><li>Conduct independent research on topic of biosequestration as well as possible impact of climate change (e.g. decreased precipitation) </li></ul></ul></ul>
    28. 28. Biology Stream (con’d) <ul><li>Examples of activities </li></ul><ul><ul><li>Day 6 </li></ul></ul><ul><ul><ul><li>Tour Sequecom facility </li></ul></ul></ul><ul><ul><li>Day 7 </li></ul></ul><ul><ul><ul><li>Prepare preliminary report on findings on plant biosequestration </li></ul></ul></ul><ul><ul><li>Day 8 </li></ul></ul><ul><ul><ul><li>Attend town hall meeting and interact with other players in a more formal setting </li></ul></ul></ul><ul><ul><ul><li>Present preliminary findings on future of town given climate change </li></ul></ul></ul>
    29. 29. Biology Stream (con’d) <ul><li>Day 9 </li></ul><ul><ul><li>Review report by hydrologist indicating drop in water levels, next 25 years </li></ul></ul><ul><li>Day 10 </li></ul><ul><ul><li>Review articles provided by the saboteur - impact of gas flaring on plant health </li></ul></ul><ul><li>Day 11 </li></ul><ul><ul><li>Message on environmental activist/research station docent’s cel phone directed to activist’s daughter, re: move of saboteur’s family because of concerns about water levels, future of their farm </li></ul></ul>
    30. 30. Biological Stream (con’d) <ul><li>Day12 </li></ul><ul><ul><li>Post preliminary report on research station notice board re: viability of biological sequestration process </li></ul></ul><ul><li>Day 14 </li></ul><ul><ul><li>Second town hall meeting – all participants attend with group(s) presenting their recommendations. </li></ul></ul>
    31. 31. Next Steps <ul><li>Fully develop town site </li></ul><ul><li>Fully develop game-based assets (clues, other items pivotal to game play) </li></ul><ul><li>Validate content with content experts </li></ul><ul><li>Invite educators, gamers in-world to provide feedback </li></ul><ul><li>Run game with test groups </li></ul><ul><li>Run game with first group of learners </li></ul>
    32. 32. Your Feedback <ul><li>How can communities of inquiry best be supported? </li></ul><ul><li>How important is fidelity in terms of learning experience? Does it impact learning outcomes? </li></ul>
    33. 33. Any Questions?
    34. 34. My contact information <ul><li>If you would like to assist in my research, as a tester, please contact me at: </li></ul><ul><ul><li>Sandra Law </li></ul></ul><ul><ul><li>[email_address] </li></ul></ul>
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