Conceptual Play Spaces: A 21 st Century Curriculum Sasha Barab Indiana University National Science...
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Transcript of Conceptual Play Spaces: A 21 st Century Curriculum Sasha Barab Indiana University National Science...
![Page 1: Conceptual Play Spaces: A 21 st Century Curriculum Sasha Barab Indiana University National Science Foundation (Career & Role) John D. & Catherine T. MacArthur.](https://reader031.fdocuments.net/reader031/viewer/2022032803/56649e2d5503460f94b1dc73/html5/thumbnails/1.jpg)
Conceptual Play Spaces: A 21st Century Curriculum
Sasha BarabIndiana University
National Science Foundation (Career & Role)John D. & Catherine T. MacArthur Foundation (Dev & Scaling)
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Why educators should care about games?
… fosters a sense of …
• intentionality (user actions happen in relation to an adopted task), • legitimacy (user actions happen in relation to a situationally
meaningfully goal), • agency (the user has freedom and choice in determining actions), • consequentiality (user actions have effect on the context), • accountability (bad decisions result in sub-optimal game outcomes),
and • reflexivity (the user reflexively monitors choices in relation to the
unfolding situation).
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http://QuestAtlantis.Org
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MissionThe Quest Atlantis team is committed to bringing together the power of videogames, academics, and
participation in socially-meaningful activities. Participation in this game is designed to enhance the lives of children while helping them grow into knowledgeable, responsible, and empathetic adults.
Current Funding• National Science Foundation CAREER Grant (700K)• National Science Foundation ROLE Grant (1.7M)• National Aeronautics Space Administration (450K)• MacArthur Foundation Digital Media Grant (500K)• Food Lion North Carolina Scaling Grant (500K)• MacArthur Foundation Scaling Grant (1.8M)
Other Background• Over 15,000 users worldwide• US: Indiana, Boston, New York, New Jersey, North Carolina, California, Florida• Int: Australia, Singapore, Denmark, New Zealand, China, Canada, Croatia• NPS –Virtual Parks Program
Quest Atlantis – A Brief History
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Our goal is to change a number of problematic narratives that are central to children’s lives. – rewriting the narrative of videogames as something pro-social and
about things that have significance in the real world. – rewriting the narrative of content such that students appreciate its
real-world value. – rewriting the narrative of schools as something that involves content
and stories that are personally engaging. – rewriting the narrative about what it means to be a person in the
world, providing students with pro-social identities and trajectories of participation.
Can’t be Boutique research and must support larger numbersUnderstand challenges of scaling globally
Project Goal
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Design-Based Research
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Whereas young people become accomplished in geometry and mathematics, and wise within these limits, prudent young people do not seem to be found. The reason is that prudence is concerned with particulars as well as universals, and particulars become known from experience, but a young person lacks experience...
(Nichomachean Ethics 1142 a).
Narratizing Disciplines Disicplinizing Narratives
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Erosion: The mechanical process of wearing or grinding something down (as by particles washing over it)
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Sport FishingOutfit
Sport FishingOutfit
Indigenous Farmers
Indigenous Farmers
Logging CompanyLogging
Company
AA BB CC
TurbidityTurbidity 66 2727 2222
Dissolved Oxygen
Dissolved Oxygen 5.55.5 4.54.5 4.04.0
Temperature
Temperature 17.517.5 22.522.5 22.022.0
NitratesNitrates 3.153.15 0.960.96 2.082.08
Phosphates
Phosphates 3.63.6 1.71.7 3.13.1
pHpH 6.66.6 7.07.0 7.37.3
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Regulating Farmers:Expansion of logging worsens
siltation and fish decline
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Regulating the Loggers: Farmers must expand farming to cover lost rent income (extreme eutrophication, algae
blooms, continued fish decline)
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Outcome MeasuresDistal
Proximal
Close
Immediate
•Erosion•Evidence
[t (17) = 10.05, p < .001]
[t (17) = 9.41, p < .001]
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Other Studies/Stories
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Comparison StudiesSixth Grade Taiga Implementations
0
0.2
0.4
0.6
0.8
1
1.2
1.4
2006Conventional
Text (62)
2006 QuestAtlantis (54)
2007 QuestAtlantis (94)
Implementation (Number Students)
Sco
re G
ain
Eff
ect
Siz
e (S
tan
dar
d D
evia
tio
ns)
Proximal Open-Ended
Distal Multiple-Choice
Learning & Engagement = 80% Accuracy in Group Membership Prediction
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Other Studies (cont).Significant learning gains in History unit(PreM = 10.3, PostM = 47.5) (t(19) = 10.28, p < .01)
• Significant learning gains in Language Arts unit– Pre-Post Learning Gains (F (1, 40) = 4.32, p < .05)– Procedural versus Learning Questions (t(15) =5.95, p = .043). – Voluntary Activities (t (40) = -16.41, p =.006)
Significant differences in perspective taking between Quest condition and worksheet (t(14) = 2.62, p < .05)• Sig. differences between genders (p<.05)
Sig. differences in amount of writingGirls (M = 137 words), Boys (M = 85 words) (p < .05)
Condition
WorksheetQuest
Word
s W
ritt
en
40
30
20
10
Gender
Male
Female
Mathematics: Justifying Claims
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Conceptual Play
… involves:
– (a) projection into the role of a character who, – (b) engaged in a partly fantastical problem context, – (c) must apply conceptual understandings to make sense
of and, ultimately, transform the context. – (d) and should provide opportunities to examine one’s
participation in terms of the impact it had on the immersive context.
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Van Gogh Bedroom Quest
In Atlantis, we know that this is a famous room, but we really want to know more. For example, we know that the artist van Gogh painted a picture about it, but we don't understand why he painted it the way he did. Your Quest is to help us learn more about the room, the artist, and the painting, and most importantly, we want to know how you feel.
Here is what we hope that you can help us understand: The painting was created by van Gogh, but why did he make it? How do you feel about the painting? What is the most strange and interesting fact you can tell us about the artist, the room, or the painting?
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Helping Sally (lesson/mission)
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Teacher Toolkit
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Worked Examples
1. What are the curriculum implications?2. What are the Professional Development challenges?3. What is missing from such a curriculum?4. Is engagement in such fictional worlds likely to
support or hinder transfer?5. As a pedagogical medium, is this more useful for
beginners or also experts?
http://inkido.indiana.edu/barab_we/
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Research Issues1. What are the challenges and opportunities in scaling a game-based learning
environment? 2. What components of QA are easily scaled and which ones are more challenging? 3. How do diverse students and teachers from different states and countries actualize the
environment differently? 4. How do the opportunities to learning and the meaning making practices look different
in this environment than in other curricular environments in these schools?
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Assertions
– Transactive Engagement & Conceptual Play• Useful elaboration on situated notions• Beyond situating content actions, learners, experience• Learning involves whole persons (head, hands, heart)
– Content-Context Reciprocity • Invariant/variant relations• Narratizing Disciplines• Disciplinizing Narratives
– Conceptual Play Spaces • Exciting new pedagogy• key challenges is balancing
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Implications
– Raise the Bar on what constitutes a “Curriculum”• Intentionality • Legitimacy• Agency• Consequentiality• Reflexivity
– Games as 21st Century Curriculum• Little Big G• Trivial Play Ideological Worlds• Bits and bytes Embodied Empathy• Basement play Multi-user worlds/emergent cultures
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The Quest Atlantis Project
• Read More
• Project Website
http://inkido.indiana.edu/Barab
http://QuestAtlantis.Org