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)
4.
5.
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
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
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