Situationally embodied curriculum: Relating formalisms and contexts

Abstract

ABSTRACT:This study describes an example of design-based research in which we make theoretical improvements in our understanding, in part based on empirical work, and use these to revise our curriculum and, simultaneously, our evolving theory of the relations between contexts and disciplinary formalisms. Prior to this study, we completed a first cycle of design revisions to a game-based ecological sciences curriculum to make more apparent specific domain concepts associated with targeted learning standards. Of particular interest was using gaming principles to embed standards-based science concepts in the curricular experience without undermining the situative embodiment central to our design philosophy. In Study One reported here, the same first-cycle elementary teacher used the refined secondcycle curriculum, again with high-ability fourth graders. We then analyzed qualitative and quantitative data on student participation and performance to further refine our theory and revise the curriculum. In Study Two, another teacher implemented a further refined secondcycle curriculum with lower achieving fourth graders, including several students labeled as having special needs. We use the design trajectory and results to illustrate and warrant the creation of a situationally embodied curriculum that supports the learning of specific disciplinary formalisms.

Patterns of Physics Reasoning in Face-to-Face and Online Forum Collaboration Around a Digital Game

“…A special issue of Science in 2009 echoed and expanded this call (Hines, Jasny, & Mervis, 2009). Studies demonstrate potential of digital games to support learning in terms of conceptual understanding (e.g., Barab et al, 2009;Klopfer, Scheintaub, Huang, Wendel, & Roque, 2009), process skills and practices (e.g., Kafai, Quintero, & Feldon, 2010;Steinkuehler & Duncan, 2008), epistemological understanding (e.g., Squire & Jan, 2007;Squire & Klopfer, 2007), and players' attitudes, identity, and engagement (e.g., Barab et al, 2007;Dieterle, 2009;Ketelhut, 2007). Reports by the National Research Council (2009) and others (e.g., Honey & Hilton, 2010;Martinez-Garza, Clark, & Nelson, 2013;Young et al, 2012) acknowledge this potential, but also acknowledge the importance of better understanding how best to leverage and integrate games for learning into the classroom.…”

Constructible Authentic Representations: Designing Video Games that Enable Players to Utilize Knowledge Developed In-Game to Reason About Science

“…One such game, Quest Atlantis (Barab et al 2005(Barab et al , 2007b) is a multi-user virtual environment modeled after extremely popular games such as World of Warcraft. Rather than completing quests by killing monsters, Quest Atlantis players embark on quests more in line with inquiry science instruction.…”

“…Designers that break with this formula, and instead attempt to infuse educational content into quality game experiences, are often forced to build traditional content or classroom discussions around these games to ensure that players adequately reflect on how in-game experiences relate to assessment items (Clark and Martinez-Garza 2012). However, even with this concerted effort, educational video games designed for the classroom have yet to live up to their promise, showing only moderate success on directly equivalent assessment items and even weaker results on items assessing related concepts (Annetta 2008;Barab et al 2007b;Clark et al 2010).…”

An Earthquake Engineering Education Research Methodology for Game-Based Learning

“…Games cultivate qualities attractive for students 5 to engage in 21 st century learning. 6 As games can function as an effective medium to embrace 21 st century learning, game-based learning (GBL) offers a relevant context within which students can meet a variety of learning objectives 7 for engineering. 8 Specifically in GBL civil engineering, 9 real-life situations provide a safer game-world that affords ways for players to enhance 21 st century abilities 5,10,11,12 and interpret society.…”

“…14, 21 We now ask how to carry out more evidence-based GBL research 7 for evaluating a game's educational efficacy 15,23,24 with respect to engineering education.…”