prospectus overview

1. Making waves, mixing colors, and
using mirrors:
The self-regulated learning support
features and procedural rhetoric of
three whole-body educational
games
Working title

2. Dissertation Research (plan)
1. Empirical study of Waves-SRL
2. Case study-video, reactions to scaffolding
3. Rhetorical analysis of Waves, Color Mixer,
and Light & Mirrors (SMALLab*) *Situated
Multimedia Arts Learning Lab
How can the rhetoric of whole-body
educational games inform our understanding
of self-regulated learning with digital
technology?

3. Waves
 2-players, 3 waves:
 1 wave per player
 1 wave that both player-waves influence
 3 levels
 Players need to orchestrate their movements
to achieve success in each level (requires much
communication)

6. Waves
 Level 1: Constructive Interference
 Players must step side-by-side in sync to create a
large middle wave
 Level 2: Destructive Interference
 Players must step side-by-side in opposite
directions to create a small middle wave
 Level 3: Standing Wave
 Players must face each other and step in opposite
directions to create a large middle wave

9. Successful End of Level

10. My Modifications
 A task bar (check-list) of 3 concrete tasks players
need to complete for that level
 Automatically checked off as they are completed
 Current task is highlighted, future task is grayed
 Prompts (pop-ups) to help the players reflect on
their progress and support self-regulated learning

11. Task Bar

12. Self-Regulated Learning (SRL)
 SRL is something “good students” naturally do:
“mindfully” (vs. mindlessly) complete a task
Plan how they will complete the task
Continually check their progress &
understanding
Reflect on the task completed

13. Research Sub-Questions
How can a whole-body educational game
support self-regulated learning?
How useful are elements designed to support
self-regulated learning in a whole-body
educational game?

14. Prompting for SRL
 Planning Prompt
“Can this goal be reached easily?”
 Progress Prompt
“Is the wave responding to your movements
the way you expect it to?”
 Additional Prompt(s): “Is there anything
different that could be tried here?
 Reflection Prompt
“How does this level work?”

15. Self-Regulated Learning (SRL)
Taskbar Structure
Concrete tasks such as:
Move side to side to make a wave
Use constructive interference to make a
wave
Use constructive interference to make a
large wave

16. Empirical Measures
 Both Pre- and Post-tests:
 Self-Regulation Questionnaire (Brown, 1999)
 Short-answer content questions (waves)
 Drawings of waves (what would happen if…)
 Post-test only:
 Usefulness of prompts (Likert)
 Usefulness of taskbar (Likert)
 Comments/Suggestions about prompts/taskbar

17.  Identify one student with a high SRQ score
 Identify one student with a low SRQ score
 Chart their reactions to scaffolding (video)
 Correlation between SRL & reaction to
scaffolding?
 How can a whole-body educational game support
self-regulated learning?
 How useful are elements designed to support self-regulated
learning in a whole-body educational
game?
Case Study

18. Rhetorical Analysis
What does the procedural rhetoric of
whole-body educational games tell us
about our assumptions about learning
with these types of digital technology?

19. Sim-Game 2: Color Mixer
https://www.youtube.com/watch?feature=player_embedded&v=uoSAQtz926w

20. Sim-Game 3: Light and Mirrors
https://www.youtube.com/watch?feature=player_embedded&v=p52nQmD8KE8

21. Primary Research Question
How can the rhetoric of three whole-body
educational games inform our
understanding of self-regulated
learning with digital technology?

22. Methodology
Player
Action
Computer
Reaction(s)
Concept(s)
Reinforced
Value(s)
Reinforced
SRL
Support
Feature(s)
Stepping
side-to-side
in
sync (in
Level 1)
Glowing
green wave;
success
stars
Constructive
interference
is when
waves go in
the same
direction
Teamwork Green
glow &
success
stars
provide
positive
feedback