Teaching Scientific Inquiry with a Serious Game
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This document describes a serious game called Operation ARIES that teaches scientific inquiry skills through an interactive story. The game covers important concepts in psychology, sociology, biology, and chemistry. Players help the Federal Bureau of Science investigate flawed alien research by reading interactive texts, evaluating case studies, and interrogating research examples. It aims to help high school, college students, and adults learn to critically evaluate research claims. The game implements eLearning principles and dialogue to provide feedback and assess knowledge gained over its estimated 7-15 hours of gameplay.
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Teaching Scientific Inquiry with a Serious Game
The document describes a serious game called Operation ARIES that teaches scientific inquiry skills through an interactive story. It uses animated agents, emails, videos and other multimedia to teach students how to evaluate research claims as they help the Federal Bureau of Science investigate flawed alien research. Students learn about key concepts like variables, experimental control and drawing conclusions. They apply these concepts through case studies, interrogations of research cases, and trialog conversations to build their skills in critically evaluating research. The game is intended for high school and college students and takes 7-15 hours to complete.
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3) Several types of data collection methods are described, along with their advantages and disadvantages. This includes observation, surveys, interviews via mail, telephone or in-person, and experimental methods.
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The document describes a serious game called Operation ARIES that teaches scientific inquiry skills through an interactive story. It uses animated agents, emails, videos and other multimedia to teach students how to evaluate research claims as they help the Federal Bureau of Science investigate flawed alien research. Students learn about key concepts like variables, experimental control and drawing conclusions. They apply these concepts through case studies, interrogations of research cases, and trialog conversations to build their skills in critically evaluating research. The game is intended for high school and college students and takes 7-15 hours to complete.
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CLASSIFYING RESEARCHObjective Following completion of this cour.docx
CLASSIFYING RESEARCH
Objective: Following completion of this course, the student will understand the general classification schema for research.
There are several ways to categorize different kinds of research. Please view the schematic that you’ll find in the section on quantitative research. One of the most fundamental is basic versus applied. By far, the preponderance of educational research is applied. We generally think of basic research as it more frequently occurs in the sciences. Examining the theoretical foundations of the beginning of the universe, trying to validate Darwin’s Theory of Evolution,
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and other such projects are certainly worthy endeavors, leading to simple expansion of knowledge rather than of some immediately applied benefit. However, in education, we’re more interested and involved in solving problems. Just how much does a certain math software package do in terms of facilitating mastery of multiplication and division? Is mainstreaming effective in countering self-image problems of special education students? Will mandatory retention of third-graders who cannot read affect eventual graduation rates? These are examples of applied research, answers to which allow us to immediately make improvements in some aspect of education.
Research can be classified as either quantitative or qualitative. You will use both in the research project to be completed in this class. The former, quantitative, requires the use of statistics for analysis of data. Look at the schematic on the preceding page and locate descriptive under the quantitative heading. You will design and carry out a descriptive pilot studythis semester; it will require some basic statistical analysis skills which you master in a subsequent assignment. Look at the arrow on the schematic on page 50. That is what you’ll be doing, a combination quantitative and qualitative study..
Qualitative research does not require the use of statistics. It is sometimes termed ethnographic research, coming from long-time use by anthropologists and relies upon such as observation of behaviors in a natural setting, interpretation of documents or records, interviews, and open-ended questions used in surveys. Details on techniques of qualitative analysis and writing will be addressed later in this text.
Additional reading
Dominowski, R. L. (1980). Research methods. Englewood Cliffs, N.J.: Prentice-Hall.
Firth, R. (1984). Ethnographic research: a guide to general conduct. Orlando: Academic Press.
Schmuck, R. (2006). Practical action research for change. Thousand Oaks,
Calif.: Corwin Press.
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This document discusses defining a research problem. It begins by explaining that a research problem forms the starting point of research and aims to find a solution. An effective research problem should identify the variables and population being studied. Researchers must thoroughly understand the subject area through literature reviews and discussions. There are two main types of research problems - those relating to the natural world and those relating to relationships between variables. Key steps in defining a problem are to state it generally, understand its nature, survey literature, and rephrase the proposal. Examples are provided of inductive and deductive approaches. Variables and research questions are also discussed.
Thesis writting orientation
The document discusses two quotes related to mathematics education. The first quote, from Joel Cohen, states that in mathematics we often do not know what we are talking about or if what we are saying is true. The second quote, from Henry Pollak, states that there are no proofs in mathematics education.
The role of theory in research
Theory guides research by shaping what researchers look at and how they make sense of data. It provides concepts and questions and suggests how to connect findings. Research also informs theory by testing it and potentially revising it. The relationship is dynamic, with theory and research informing each other in an ongoing process. Researchers use both deductive and inductive approaches, with deductive drawing on existing theory and inductive allowing theory to emerge from data analysis.
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Teaching Scientific Inquiry with a Serious Game
- 1. Teaching Scientific Inquiry with a Serious Game Carol Forsyth, University of Memphis Keith Millis, Northern Illinois University Art Graesser, University of Memphis Diane Halpern, Claremont McKenna College
- 2. The Problem…
- 3. People need to learn how to critically evaluate descriptions of research. . . Causal statement Th Correlational Design
- 4. . . . and claims made by advertisers and the media
- 5. A solution…
- 8. The Independent and Dependent Variables
- 10. The Sample & Experimenter
- 12. (21 concepts altogether)Teaches Scientific Inquiry Skills
- 13. An epic story … Aliens are publishing flawed research. . . and the Federal Bureau of Science (FBS) want you to help them find out why. . .
- 14. The story is told through Animated agents Emails, texts, news updates Videos
- 16. Provides requisite knowledge for later modules
- 18. Evaluate flawed “published” research
- 19. Learn to identify flaws
- 21. Research cases are abbreviated (e.g., abstracts, headlines, ads)
- 22. Learn to ask relevant questions about research
- 24. Internal Assessments Multiple choice tests Tutorial dialogs Case evaluations
- 25. 3 Types of “trialogs” – matching prior knowledge with dialog moves Vicarious: when player shows low knowledge Tutors Human player
- 26. 3 Types of “trialogs” – matching prior knowledge with dialog moves Standard: when player shows intermediate knowledge Tutors Human player
- 27. 3 Types of “trialogs” – matching prior knowledge with dialog moves Teaching: when player shows high knowledge Tutors Human player
- 28. Example Teaching Trialog 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) Laura (human student): so that they can be reliably measured and used by other researchers Glass: OK. (neutral feedback) Dr. Quinn: (FBS Teacher): Um, can you add to that? (pump) 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. 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) Laura: how to measure a variable. 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) Laura: measure a variable Dr. Quinn: Okay. Reliably recognize variables (neutral feedback, prompt completion) 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) Laura: reliable Dr. Quinn: Great! It is reliable (positive feedback, prompt completion) 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)
- 29. eLearning principles implemented in Operation ARIES! Active learning Immediate feedback Dialog interactivity Multimedia effects Distributed practice Transfer
- 30. Knowledge gained by students from each college
- 33. Takes 7-15 hours to complete
- 34. “Lite” version is planned
- 36. For more information: cmfrsyth@memphis.edu
Editor's Notes
- The lines and labels need to be darker and thicker.
- All capitals