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Gordon clark2011
- 1. Clark, D. B.,Nelson, B., Slack, K., Martinez-Garza, M., & D’Angelo, C. M. (2011). Games and sims bridging intuitive and formal understandings of physics. Talk commissioned by the Gordon Research Conference on Visualization, Smithfield, Rhode Island.
- 2. SURGEgames and simsbridgingintuitive and formal understandings of physicsDouglas Clark, Brian Nelson, Kent Slack, Mario Martinez-Garza, & Cynthia D’Angelo
- 3. digital simulations?computational modelsof real or hypothesized situations or phenomena that allow users to explore the implications of manipulating or modifying parameters within the models
- 4. digital games?definitions ofgames focus on rules, choices, play, and systems for tracking progress or successdigital games involve:digital models that allow users to make interesting choices with meaningful implicationsan overarching set of explicit goals with accompanying systems for measuring progresssubjective opportunities for play and engagement
- 6.
- 7. Games ≠ GoodGames≠ BadGaare games good = bad question
- 8. just like… Labs≠ GoodLabs ≠ BadGajust like… are labs good = bad question (or lectures, novels, movies, etc.)(NRC, 2005)
- 9. Games ≠ GoodGames≠ BadGagames = medium with specific affordances and constraints (just like books, simulations, labs, movies, and lectures)
- 10. Games ≠ GoodGames≠ BadGabetter question: which designs and structures optimize which outcomes for whom and how?
- 11. digital games areto simulations as feature films are to animations
- 12. good digital gameshelp people construct productive mental models for operating on the underlying simulations
- 13. affordancesgood digital gamescan provide:engagement / approachable entry context / identificationpoint of view / pathwaystakes / investmentmonitoring / feedback / pacing / gatekeeping
- 15. competition between learninggoals and game design goals (e.g., visual complexity, competing mechanics, surface vs. core features)Learning GoalsTechGame Design
- 16. “game” = thesoftware“Game” = community, practices, artifacts, and interactions around the game(Gee, 2007)
- 17. "conceptually-embedded" games =science processes embedded within the game world"conceptually-integrated" games = science concepts integrated directly into core mechanics of game environment (Clark & Martinez-Garza, in press)
- 18. Vygotsky’s “spontaneous” and“scientific” conceptsdifferent ways of knowing physicscan be used to bootstrap one another
- 19. What design principlesfor digital games will support the development of intuitive understanding (“spontaneous” concepts”) and help bridge these concepts with instructed “scientific” concepts?
- 20. do students learn?islearning skewed by prior experience or gender?
- 21. students made progresson challenging items based on the FCI(but effect sizes and power modest)(Learning and Affective Outcomes discussed in Clark, Nelson, Chang, Martinez-Garza, Slack, & D’Angelo, in press)
- 22. similarities across countriesand genders in terms of gaming habits and attitudes about SURGE
- 23. equitable outcomesboys replaylevels somewhat more frequently.no significant gender differences in learning outcomeslearning outcomes not correlated with reported gaming habits. similarities between countries in affective and learning outcomes.
- 24. visualizing gameplaydatacommercial game design knows the value of gameplay datafrequency of death by location in cp_dustbowl(Team Fortress 2)
- 25. Heat map ofplayer locations every 5 seconds(Halo 3)
- 26.
- 27. visualization of onestudent’s path through m1-1
- 29. UULUUUUUULUUULULLULUU…“augmented” screenshot ofSURGE gameplay
- 30.
- 31. hidden markov modelingZ3+ Z1 – Z2 = learning
- 32. what next?how canwe provide players with access to these visualizations of their gameplay data to scaffold learning?what types of visualizations would be diagnostically useful for teachers?
- 33. SURGE designLearning Goalsengagement/ approachable entry context / identificationpoint of view / pathwaystakes / investmentmonitoring / feedback / pacing / gatekeepingTechGame Design
- 34. flexibly explore designsto integrate game, learning, and architecture goals
- 35. players need tolearn and use physics principles and representations to succeed in the gamesubsequent levels aggregate concepts and representations
- 36. embed game ina storyline with broad appeal
- 37. support articulation ofintuitive and formal ideasprediction through navigation interfaceplannedreal-timeexplanation through dialogstandard game dialog text selectioniconic of sentence fragment construction
- 38. integrate popular gameplaymechanics with formal physics representations and concepts
- 39. protecting novice playersfrom frustration cannot allow progress without mastery
- 40. protecting novice playersfrom frustration cannot allow progress without mastery
- 41. focus on “just-in-time”feedback and signaling (Cuing and Visual Signaling work discussed in Slack, Nelson, Clark, Martinez-Garza, & D’Angelo, in preparation)
- 42. support broad challengecurveEngagedDejectedBoredkeep people from falling off with “just in time” supportminimize costs of failureand experimentationencourage improved performance through non-game mechanic influencing incentivesgame increases difficulty correlated to performancemultiple paths or solutions of varying difficulty and reward
- 45. Part III:our nexttech plan could be yours, too
- 46. pragmatic tech constraintsschoolsbandwidthprocessing power administrative privileges for installation firewallsdevelopment bottlenecksmultiple programmers simultaneouslynon-programmers design and revise
- 47. editor for levelset-up strings
- 48. WISE 4 =hub
- 49. easy to addtools and activities
- 50.
- 51. lots of steptypes already
- 52. teacher management toolsincluding grading
- 53. teachers can pausethe class computers
- 54. status updates andalerts for teachers
- 55. planSTUDENT PORTALTEACHER /RESEARCHER PORTALXMLCATALOG FILESURGE FLASH PLAYERWISEENVIRONMENTXMLDATA FILEXMLDATA FILEXMLDATA FILEXMLDATA FILEXMLDATA FILEXMLDATA FILEschoolsbandwidth < 200 kb player & small xml filesprocessing power simple flashadministrative privileges for installation noneFirewalls port 80development bottlenecksmultiple programmers simultaneously yesnon-programmers design and revise yesWISE DATABASE
- 56.
Editor's Notes
- #14 connects well with Richard Lowe’s emphasis on the composition processes
- #16 Richard Lowe’s focus on scaffolding composition
- #22 with Cohen’s d = 0.1541 and 0.344, respectively.
- #34 connects well with Richard Lowe’s emphasis on the composition processes
- #35 Torque marble blastMolecular workbench marble blast but move to wallsUnity marble blast kept walls because collisions were considered interesting part of game play and useful learningFlash / gravitee
- #38 avoid twitch and support strategy -- no tight mazes -- more conceptual -- this wan’tengouh -- prediciton and explanaiton came out as suggestions from science ed but journal seems not gamelike -- now we are doing pred in navigationa and exp in game dialog
- #39 challenges as players import game templates and expectations [impulse engine hard long key presses]
- #40 Cutscenes, Static Fuzzies, Scores and Medals -- people blew right past, got low scores and continuedgate at end people very frustrated no progress wo mastery but much frustrationgate at each point people saw connection but issuesgate at each point and Orange Just-in-Time help
- #41 Exploding no stabilize -- people careening madly much frustration and despairunlimited stabilize -- no frustration, no learning, and no sense of cheatinglimited stabilize –
- #44 Initialassumption was that medals and score would allow advanced players to engage in challenge. Many didn’t care about medal or score though in particular and 1st plan had fixed path and medals to encourage replay and challenge for more advanced playwanted to see how fast they could get to the end. They then went back and created their own challenges. such as how fast could they travel. Because we were still in the marble blast template, though players needed to floow the same path. Current plan a few simple goals that everyone must complete with multiple opportunities for bonus goals. Open path. Also working to take CAT and HMM tech to adjust difficulty based on previous medals -- if you have all golds, getting another will be harder.
- #45 Initialassumption was that medals and score would allow advanced players to engage in challenge. Many didn’t care about medal or score though in particular and 1st plan had fixed path and medals to encourage replay and challenge for more advanced playwanted to see how fast they could get to the end. They then went back and created their own challenges. such as how fast could they travel. Because we were still in the marble blast template, though players needed to floow the same path. Current plan a few simple goals that everyone must complete with multiple opportunities for bonus goals. Open path. Also working to take CAT and HMM tech to adjust difficulty based on previous medals -- if you have all golds, getting another will be harder.
- #49 WISE = HUB
- #50 America’s Lab Report