Playing with Climate Change An Educational ARG in Second Life Presenters Sandra Law (Carrie Umarov) & Michele Jacobsen (Michele Helgerud)

Agenda Research methodology and theory Why Second Life? Pervasive games and immersion Game narrative/interface Player streams and activities Next Steps Feedback Questions

Research methodology and theory

Why Second Life?

Pervasive games and immersion

Game narrative/interface

Player streams and activities

Next Steps

Feedback

Questions

Design-based research project Design-based research (DBR) holds promise in: Novel learning and teaching environments Contextual learning theories (e.g. situated cognition) Educational innovation Intentional design of learning environment Enhanced understanding of learning environments and individual-learning environment interaction

Design-based research (DBR) holds promise in:

Novel learning and teaching environments

Contextual learning theories (e.g. situated cognition)

Educational innovation

Intentional design of learning environment

Enhanced understanding of learning environments and individual-learning environment interaction

DBR and current project Iterative process central to developing : learning environment with appropriate level of realism engaging game-based activities effective learning objects revised based on feedback from learners/players and SMEs 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)

Iterative process central to developing :

learning environment with appropriate level of realism

engaging game-based activities

effective learning objects revised based on feedback from learners/players and SMEs

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)

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

Why Second Life? Tool set and pre-existing base simulation (e.g. Island) Suitability for genre of game Suitability for activities that will take place in game: player-to-player interaction, (e.g. collaboration on tasks, knowledge building ) learner-interface interaction with static characters, other game elements (e.g. in-game artifacts) scheduled events (e.g. townhall meetings) information dissemination through clues, messages, game artifacts

Tool set and pre-existing base simulation (e.g. Island)

Suitability for genre of game

Suitability for activities that will take place in game:

player-to-player interaction, (e.g. collaboration on tasks, knowledge building )

learner-interface interaction with static characters, other game elements (e.g. in-game artifacts)

scheduled events (e.g. townhall meetings)

information dissemination through clues, messages, game artifacts

Pervasive Learning & Immersion Definition of pervasive learning A social process connecting learner to communities, technologies, other people and situations (Thomas, 2006)

Definition of pervasive learning

A social process connecting learner to communities, technologies, other people and situations (Thomas, 2006)

Features of pervasive games Peer-to-peer learning in a community Reflective conversations lead to new ideas Collaboration and conversation help learner reach his or her zone of proximal development (Vygotsky, 1978) Individual learner expertise, valuable commodity in pervasive learning situations No central authority, learners receive feedback on ideas and get direction and guidance from other players Dynamic environments, elements change over time Connection to real world problems and issues

Peer-to-peer learning in a community

Reflective conversations lead to new ideas

Collaboration and conversation help learner reach his or her zone of proximal development (Vygotsky, 1978)

Individual learner expertise, valuable commodity in pervasive learning situations

No central authority, learners receive feedback on ideas and get direction and guidance from other players

Dynamic environments, elements change over time

Connection to real world problems and issues

Technology and pervasive games Concept of mind prothesis Tools/technology enhance learning by reducing memory load Extend thought processes, beyond procedural, computational Computer technologies ‘locally’ embody social and material tools Second Life offer learners chance to: create knowledge participate in community of inquiry develop in-game artifacts (e.g. mini-reports posted as notecards)

Concept of mind prothesis

Tools/technology enhance learning by reducing memory load

Extend thought processes, beyond procedural, computational

Computer technologies ‘locally’ embody social and material tools

Second Life offer learners chance to:

create knowledge

participate in community of inquiry

develop in-game artifacts (e.g. mini-reports posted as notecards)

Alternative Reality Games Interactive narrative meshes with and re-shapes reality Uses engaging multimedia and Internet-based tools to develop stories that constitute an immersive experience Everyday technologies – email, chat, web browsers Self-directed and intuitive game play built around social networking and tools players are familiar with (e.g. applications, websites, software)

Interactive narrative meshes with and re-shapes reality

Uses engaging multimedia and Internet-based tools to develop stories that constitute an immersive experience

Everyday technologies – email, chat, web browsers

Self-directed and intuitive game play built around social networking and tools players are familiar with (e.g. applications, websites, software)

Immersion – ARGs vs Computer Games Definition of Immersion Deep engagement in a make-believe world as if it is real (Coomans and Timmermanns, 1997) Immersion in Computer Games Act of play itself, i.e. losing oneself in an activity that stands outside of ordinary life Simultaneous phenomena: immediacy vs. hypermediacy, (Bolter and Grusin, 1998) Immersion in ARGs Goal is to immerse the world of the game into everyday existence and life of player Technologies already used in everyday life, e.g. phone, email, Internet, IM

Definition of Immersion

Deep engagement in a make-believe world as if it is real (Coomans and Timmermanns, 1997)

Immersion in Computer Games

Act of play itself, i.e. losing oneself in an activity that stands outside of ordinary life

Simultaneous phenomena: immediacy vs. hypermediacy, (Bolter and Grusin, 1998)

Immersion in ARGs

Goal is to immerse the world of the game into everyday existence and life of player

Technologies already used in everyday life, e.g. phone, email, Internet, IM

Distributed Intelligence (DI) Problem-solving enhanced by collaboration Brain-culture symbiosis theory Material culture externalizes memory, results in increased permanence and power of distributed cognition (Donald, 2004) Virtual worlds, like SL, simulate real world (e.g. architecture, social structures, parallel economy)

Problem-solving enhanced by collaboration

Brain-culture symbiosis theory

Material culture externalizes memory, results in increased permanence and power of distributed cognition (Donald, 2004)

Virtual worlds, like SL, simulate real world (e.g. architecture, social structures, parallel economy)

DI and Games Game world model of knowledge building community (KBC) KBC – learners engaged in advancing their understanding through collective efforts (Hewitt, 2001) Game play generates collective knowledge and distributed understanding Knowledge located in ‘knowledge network’, e.g. people, texts, tools, technologies and interconnections between these elements (Gee, 2003; Hakken, 2003)

Game world model of knowledge building community (KBC)

KBC – learners engaged in advancing their understanding through collective efforts (Hewitt, 2001)

Game play generates collective knowledge and distributed understanding

Knowledge located in ‘knowledge network’, e.g. people, texts, tools, technologies and interconnections between these elements (Gee, 2003; Hakken, 2003)

Social dimensions of KBC Participants are expected to: Contribute to group Interact with group members to challenge ideas Ask questions Revise and improve each others ideas (e.g. concept of spiral of knowledge)

Participants are expected to:

Contribute to group

Interact with group members to challenge ideas

Ask questions

Revise and improve each others ideas (e.g. concept of spiral of knowledge)

Game narrative

Aerial View

Townsite Example of site of events, clues Community Centre - art show, science fair, clues, etc. Biological Research Station – information about plant CO 2 sequestration, invasive insect species, water shortages (impact on plant and animal life) Government building –town hall meetings, regional archive (including information on geological formations in area) Medical Clinic - health impacts of climate change, exchanges between local physician and veterinarian

Example of site of events, clues

Community Centre - art show, science fair, clues, etc.

Biological Research Station – information about plant CO 2 sequestration, invasive insect species, water shortages (impact on plant and animal life)

Government building –town hall meetings, regional archive (including information on geological formations in area)

Medical Clinic - health impacts of climate change, exchanges between local physician and veterinarian

Community Centre

Locker Room

Biological Research Station

Reception Area

Lab Area

Office Area

Information Source

Saboteur’s Home

Player streams Biology/Ecology Geosciences Chemistry Health Activist theme runs throughout the game (e.g. two game characters who could be referred to as activists)

Biology/Ecology

Geosciences

Chemistry

Health

Activist theme runs throughout the game (e.g. two game characters who could be referred to as activists)

Biology Stream Examples of activities Day 1 Tour the town, receive commission from mayor to come up with long-term plan to deal with climate change in local context Day 2 Tour the Biological Research Station Day 3 Visit the lab of Jasmine Bhat, plant physiologist working on biosequestration process Days 3-5 Conduct independent research on topic of biosequestration as well as possible impact of climate change (e.g. decreased precipitation)

Examples of activities

Day 1

Tour the town, receive commission from mayor to come up with long-term plan to deal with climate change in local context

Day 2

Tour the Biological Research Station

Day 3

Visit the lab of Jasmine Bhat, plant physiologist working on biosequestration process

Days 3-5

Conduct independent research on topic of biosequestration as well as possible impact of climate change (e.g. decreased precipitation)

Biology Stream (con’d) Examples of activities Day 6 Tour Sequecom facility Day 7 Prepare preliminary report on findings on plant biosequestration Day 8 Attend town hall meeting and interact with other players in a more formal setting Present preliminary findings on future of town given climate change

Examples of activities

Day 6

Tour Sequecom facility

Day 7

Prepare preliminary report on findings on plant biosequestration

Day 8

Attend town hall meeting and interact with other players in a more formal setting

Present preliminary findings on future of town given climate change

Biology Stream (con’d) Day 9 Review report by hydrologist indicating drop in water levels, next 25 years Day 10 Review articles provided by the saboteur - impact of gas flaring on plant health Day 11 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

Day 9

Review report by hydrologist indicating drop in water levels, next 25 years

Day 10

Review articles provided by the saboteur - impact of gas flaring on plant health

Day 11

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

Biological Stream (con’d) Day12 Post preliminary report on research station notice board re: viability of biological sequestration process Day 14 Second town hall meeting – all participants attend with group(s) presenting their recommendations.

Day12

Post preliminary report on research station notice board re: viability of biological sequestration process

Day 14

Second town hall meeting – all participants attend with group(s) presenting their recommendations.

Next Steps Fully develop town site Fully develop game-based assets (clues, other items pivotal to game play) Validate content with content experts Invite educators, gamers in-world to provide feedback Run game with test groups Run game with first group of learners

Fully develop town site

Fully develop game-based assets (clues, other items pivotal to game play)

Validate content with content experts

Invite educators, gamers in-world to provide feedback

Run game with test groups

Run game with first group of learners

Your Feedback How can communities of inquiry best be supported? How important is fidelity in terms of learning experience? Does it impact learning outcomes?

How can communities of inquiry best be supported?

How important is fidelity in terms of learning experience? Does it impact learning outcomes?

Any Questions?

My contact information If you would like to assist in my research, as a tester, please contact me at: Sandra Law [email_address]

If you would like to assist in my research, as a tester, please contact me at:

Sandra Law

[email_address]