Gaming/Virtual Environments

Taking STEM Enrichment Camps Virtual: Strategies & Reflections from Quick Pivot Due to COVID-19

Since COVID-19 began spreading in the US and quickly established as a global pandemic in March of 2020, the NSF-funded STEM SEALS team at North Florida College faced the touch decision to either

Author/Presenter

Rebecca Zulli Lowe

Adrienne Smith

Christie Prout

G. G. Maresch

Christopher Bacot

Lura Sapp

Bill Eustace

Year
2021
Short Description

This exploratory study aimed to (1) identify the  barriers to moving STEM enrichment programming in a rural environment from in-person to virtual activities during the COVID-19 pandemic, (2) describe key decisions that were made in transitioning to the virtual format along with the rationale behind those decisions, and (3) disseminate best practices that emerged from the inaugural effort.

Exploring Experienced Designers' Strategies in a CAD Learning Environment

Computer-aided design (CAD) simulation environments offer opportunities for students to evaluate, redesign, and visualize engineering design solutions quickly and get feedback. However, the use of CAD simulation tools in precollege settings is relatively rare. This study explores design strategies used by experienced designers in Energy3D, a CAD simulation environment designed for learning settings, to provide insight into supporting students' use of CAD simulation environments in precollege settings.
Author/Presenter

Anne M. McAlister

James P. Bywater

Jennifer L. Chiu

Lead Organization(s)
Year
2021
Short Description

This study explores design strategies used by experienced designers in Energy3D, a computer-aided design (CAD) simulation environment designed for learning settings, to provide insight into supporting students' use of CAD simulation environments in precollege settings.

Effect and Influence of Ambisonic Audio in Viewing 360 Video

Research has provided evidence of the value of producing multiple representationsof content for learners (e.g., verbal, visual, etc.). However, much of the research has acknowledged changes in visual technologies while not recognizing or utilizing related audio innovations. For instance, teacher education students who were once taught through two-dimensional video are now being presented with interactive, three-dimensional content (e.g., simulations or 360 video). Users in old and new formats, however, still typically receive monophonic sound.

Author/Presenter

Richard E. Ferdig

Karl W. Kosko

Enrico Gandolfi

Lead Organization(s)
Year
2020
Short Description

Research has provided evidence of the value of producing multiple representationsof content for learners (e.g., verbal, visual, etc.). However, much of the research has acknowledged changes in visual technologies while not recognizing or utilizing related audio innovations. The purpose of this study was to respond to this gap by comparing the outcomes of watching 360 video with either monophonic or ambisonic audio.

Machine Learning-Enabled Automated Feedback: Supporting Students’ Revision of Scientific Arguments Based on Data Drawn from Simulation

A design study was conducted to test a machine learning (ML)-enabled automated feedback system developed to support students’ revision of scientific arguments using data from published sources and simulations. This paper focuses on three simulation-based scientific argumentation tasks called Trap, Aquifer, and Supply. These tasks were part of an online science curriculum module addressing groundwater systems for secondary school students.

Author/Presenter

Hee-Sun Lee

Gey-Hong Gweon

Trudi Lord

Noah Paessel

Amy Pallant

Sarah Pryputniewicz

Lead Organization(s)
Year
2021
Short Description

This paper focuses on three simulation-based scientific argumentation tasks called Trap, Aquifer, and Supply. These tasks were part of an online science curriculum module addressing groundwater systems for secondary school students.

Machine Learning-Enabled Automated Feedback: Supporting Students’ Revision of Scientific Arguments Based on Data Drawn from Simulation

A design study was conducted to test a machine learning (ML)-enabled automated feedback system developed to support students’ revision of scientific arguments using data from published sources and simulations. This paper focuses on three simulation-based scientific argumentation tasks called Trap, Aquifer, and Supply. These tasks were part of an online science curriculum module addressing groundwater systems for secondary school students.

Author/Presenter

Hee-Sun Lee

Gey-Hong Gweon

Trudi Lord

Noah Paessel

Amy Pallant

Sarah Pryputniewicz

Lead Organization(s)
Year
2021
Short Description

This paper focuses on three simulation-based scientific argumentation tasks called Trap, Aquifer, and Supply. These tasks were part of an online science curriculum module addressing groundwater systems for secondary school students.

In-Game Actions to Promote Game-Based Math Learning Engagement

Game-based learning (GBL) has increasingly been used to promote students’ learning engagement. Although prior GBL studies have highlighted the significance of learning engagement as a mediator of students’ meaningful learning, the existing accounts failed to capture specific evidence of how exactly students’ in-game actions in GBL enhance learning engagement. Hence, this mixed-method study was designed to examine whether middle school students’ in-game actions are likely to promote certain types of learning engagement (i.e., content and cognitive engagement).

Author/Presenter

Jewoong Moon

Fengfeng Ke

Lead Organization(s)
Year
2019
Short Description

This mixed-method study was designed to examine whether middle school students’ in-game actions are likely to promote certain types of learning engagement (i.e., content and cognitive engagement).

The Role of Simulation-Enabled Design Learning Experiences on Middle School Students’ Self-generated Inherence Heuristics

In science and engineering education, the use of heuristics has been introduced as a way of understanding the world, and as a way to approach problem-solving and design. However, important consequences for the use of heuristics are that they do not always guarantee a correct solution. Learning by Design has been identified as a pedagogical strategy that can guide individuals to properly connect science learning via design challenges.

Author/Presenter

Alejandra J. Magana

Sindhura Elluri

Chandan Dasgupta

Ying Ying Seah

Aasakiran Madamanchi

Mireille Boutin

Lead Organization(s)
Year
2019
Short Description

This article describes the effect of simulation-enabled Learning by Design learning experiences on student-generated heuristics that can lead to solutions to problems.

In Praise of Messy Data

Gould, R. R., S. Sunbury, & Dussault, M. (2014). In praise of messy data: Lessons from the search for alien worlds. The Science Teacher, 31.

Author/Presenter

Roy Gould

Susan Sunbury

Mary Dussault

Year
2014
Short Description

Lessons from the search for alien worlds.

Using online telescopes to explore exoplanets from the physics classroom

The search for habitable planets offers excellent opportunities to advance students’ understanding of core ideas in physics, including gravity and the laws of motion, the interaction of light and matter, and especially the nature of scientific inquiry. Thanks to the development of online telescopes, students can detect more than a dozen of the known exoplanets from the classroom, using data they gather, assess, and interpret for themselves. We present a suite of activities in which students apply basic physics concepts to their investigations of exoplanets.

Author/Presenter

Roy R. Gould

Susan Sunbury

Ruth Krumhansl

Year
2012
Short Description

Authors present a suite of activities in which students apply basic physics concepts to their investigations of exoplanets. The activities were developed and successfully tested with physics and earth science teachers in secondary schools in 14 states.