Gaming/Virtual Environments

The effectiveness of Reason Racer, a game designed to engage middle school students in scientific argumentation

Reason Racer is an online, rate-based, multiplayer game that applies specific game features in
order to engage middle school students in introductory knowledge of and thinking related to
scientific argumentation. Game features include rapid and competitive play, timed performance,
immediate feedback, and high rates of response across many game-play sessions and science
scenarios. The areas of argumentation addressed in the game include understanding a claim,
judging evidence about a claim based on type (fact, opinion) and quality, determining the

Author/Presenter

Marilyn Ault

Jana Craig-Hare

Bruce Frey

James D. Ellis

Janis Bulgren

Lead Organization(s)
Year
2015

How games can engage students and improve learning

Ault, M., (2014). How games can engage students and improve learning. eSchool News: Daily Tech News & Innovation. Retrieved from www.eschoolnews.com/2014/06/06/games-engage-students-241/

Author/Presenter

Marilyn Ault

Lead Organization(s)
Year
2014
Short Description

Understanding how games create a sense of flow and engagement can help teachers make better choices about their instructional use of games.

SmartGraphs: Algebra

The Concord Consortium has developed 19 Smartgraphs: Algebra coveractivities for teaching and learning algebra that are available online or as an app for iPad or Android tablet computers. These activities—which cover a variety of algebra topics, from linear equations to transformations of functions—help students develop skills creating and using algebraic functions and graphs to solve problems.

Author/Presenter

The Concord Consortium

Lead Organization(s)
Year
2014
Short Description

The Concord Consortium has developed 19 activities for teaching and learning algebra that are available online or as an app for iPad or Android tablet computers. These activities—which cover a variety of algebra topics, from linear equations to transformations of functions—help students develop skills creating and using algebraic functions and graphs to solve problems. Hints and scaffolds support learners who need help.

Using Immersive Virtual Worlds to Support Learning of Ecosystems Science and Complex Causality

Day
Wed

This session seeks feedback on hands-on experiences for learning causal dynamics through collaborative inquiry activities in an immersive virtual ecosystem, including exploring potential opportunities for expanding the curriculum.

Date/Time
-
2014 Session Types
Feedback Session (Work in Post-development)

EcoMUVE (ecomuve.gse.harvard.edu) is a middle school science curriculum in which students explore an immersive virtual ecosystem and learn its causal dynamics through collaborative inquiry activities. In one experience, students explore a virtual pond and its biodiversity, traveling in time to see changes over the course of a virtual summer. They discover a fish kill and are tasked with figuring out why it happened. In another experience, students explore population dynamics and predator-prey relationships over 50 years in a virtual forest.

Navigating to NGSS Success: Identifying a Research Agenda

Day
Wed

Leaders of three DR K-12 projects identify successful instructional strategies for using technology-enhanced curriculum materials, games, and models to achieve the NGSS practices.

Date/Time
-
2014 Session Types
Collaborative Panel Session

The media, the public, and, indeed, many teachers have significantly criticized the introduction of the Common Core, citing concerns such as that it overcomplicates simple topics, diminishes innovation, and ignores equity issues. Following the recent introduction of the Next Generation Science Standards (NGSS), we need compelling examples and powerful research to prevent premature criticism and ensure successful implementation.

A Grand Opportunity: Synergy and Interoperability Across Educational Games and Simulations

Day
Wed

Join this lively, interactive discussion examining the opportunities for coordinating work in games and simulations. Discuss and plan embedding, data capture/analytics, customization, and more!

Date/Time
-
2014 Session Types
Collaborative Panel Session

The advent of today’s widespread educational technology presents some new and exciting opportunities. Models and simulations can be easily embedded in other content. Research is exploring the use of simulations and games for novel assessment purposes. Technologies—especially HTML5 technologies—are making formerly unprecedented learning possible. This moment is unique, and as educational designers and researchers, we should be making the most of it and ensure that our work is aligned for maximum synergy.

The Design and Findings of a Random-Controlled Trial for a Successful Game-Based Mathematics Intervention

Day
Tues

Join a discussion about designing and testing the effects of game-based products that facilitate middle school student learning of math concepts.

Date/Time
-
2014 Session Types
Feedback Session (Work in Post-development)

The goal of this session is to assist other project teams in the design and testing of game-based mathematics products. The session includes a discussion of recently completed randomized control trials of the Math Snacks games. Participants leave with concrete ideas on designing and testing e-learning products designed for classroom use with a focus on middle school concepts.

Meaningful Support for Teachers: Specific Ways to Encourage Game-Based Learning in the Classroom

Day
Tues

Panelists from three projects share lessons learned in guiding game use in classroom learning, highlighting specific examples of effective resources.

Date/Time
-
2014 Session Types
Collaborative Panel Session

The three panelists in this session are in the last one or two years of their game-based learning projects, and all have done extensive work in supporting use of their games in classroom learning. As their work has progressed, each has discovered valuable ways to support teachers as well as encountered surprises in what teachers wanted (and didn’t want), and now recognize things they wished they had learned in the beginning of their projects. Session participants leave with recommendations they can use in their current projects, including: