virtual  bridges:    mobile  augmented  reality  games  

 in  informal  spaces  

Serious  Play  Conference  –  Aug.  21,  2013  Judy  Perry,  MIT  STEP  Lab  

Eric  Klopfer,  Director,  MIT  STEP  Lab    

How  do  we  cra6  powerful  experiences  in  real  places?  How  do  these  experiences  foster  deep  learning?  engagement?  

Photo:  PolarBearsInterna?onal.org   Photo:  Town  of  Lexington  website  

pieces  of  informal  learning?  

•  Outside  “formal”  classroom  •  O6en  playful    •  Self-­‐directed  or  facilitated    

–  rather  than  “teacher  led”  •  Frequently  involve  parJcipant’s  choices  •  Voluntary  (“I  can  leave!”)  •  Ad  hoc  (aren’t  set  Jmes)      

informal  learning?  

•  How  to  engage  learners  informally?  •  Right  level  of  structure?  Role  of  technology?  

it’s  not  easy…  •  “Explainer”  not  always  

available  •  Free  exploraJon  isn’t  

always  opJmal,  appealing  

•  Want/need  more  scaffolding…  

•  Physical  locaJons,  encourage  engagement  of  places  “off  the  beaten  path”  

So  how  do  you  encourage  learning?  

Image  courtesy  of  Red  BuIe    

Visitor place*

“bridging experience”

(s)  

*people, objects, structures, landscape

EffecJve  “bridges”  can  be  hard  to  build…  

Challenge  to  build  interesJng*  bridges  

*what  do  effecJve  bridges  look  like?    *how  do  organizaJon/visitors  benefit?    

Share  some  of  our  experiences  

WHAT  TOOLS  MIGHT  BE  USEFUL?  

portability  social  interacJvity  context  sensiJvity  connecJvity  Individuality  mobile  

BUT  WHAT  DOES  IT  LOOK  LIKE?  informal  learning  with  mobile  devices?  

What  I  don’t  mean  

•  Flash  cards/thin  quiz  on  a  mobile  phone  •  This  ≠  “Read  the  sign  and  answer  a  mul?ple  choice  ques?on”  

•  This  IS  a  toe  in  the  water,  but…  

I  think  we  can  do  a  lot  be\er...  

We  learn  from  games  all  the  ?me…    

•  Playful,  yet  challenging  (Papert’s  “hard  fun”)  

•  Pace  is  typically  set  by  player  •  InteresJng  choices  •  Meaningful  feedback  It’s  just  good  PEDAGOGY!    

what  games/gameplay  offer  

•  O6en  highly  social  •  Fun,  playful  •  Acceptable  to  explore  and  to  “fail”  •  Able  to  try  on  idenJJes  (role-­‐playing)    

One  approach  locaJon-­‐based  educaJon…augmented  reality  (AR)  “Loca?on-­‐aware  digital  overlay  of  informa?on  in  a  real-­‐world  context”  

 

Learning  

Real  World  Context  

Games/Sims  

Typically  played  on  smart  phone  or  other  mobile  

computer  (GPS)  

AR  toolkits  

•  Non/Novice  Programmers  can  make  AR  games  using…  

A  short  video…  

Gaminess •  What features are important to structure games?

–  Interesting decisions (Sid Meier) –  Consequences to decisions (+/- value) –  Clearly defined goals (rules/constraints) –  Visible measurable feedback (quantifiable outcome) –  Underlying model/system (coherent system of rules)

Little Gaminess Lots of Gaminess

Scavenger Hunt The Sims

Little Gaminess Lots of Gaminess

Movies Dolls

Books

Scavenger Hunt The Sims

WoW Risk

AR:  Environmental  DetecJves  •  First  Example  -­‐  Part  of  G2T  •  “Environmental  DetecJves”  

–  Players  briefed  about  rash  of  local  health  problems  linked  to  the  environment  

–  Need  to  determine  source  of  polluJon  by  drilling  sampling  wells,  interviewing  virtual  witnesses  

AR:  Environmental  DetecJves  •  First  groups  of  students  (MIT)  

–  Tried  to  plan  strategies  for  sampling  –  Competed  with  each  other  someJmes  

and  collaborated  others  –  Evaluated  incoming  informaJon  –  Wanted  to  come  up  with  the  “best”  

soluJon  –  Used  previous  experience  to  opJmize  in  

the  face  of  constraints  

•  Second  group  of  students  (HS  Field  Trip)  –  Tried  to  collect  as  many  points  as  they  

could  –  Planned  route  from  one  point  to  the  next  

based  on  proximity  –  Wanted  to  complete  the  experience  

Gaminess  •  For the MIT students…

–  Interesting decisions "

–  Consequences to decisions (+/-) þ –  Clearly defined goals þ –  Visible measurable feedback ý –  Underlying model/system ý

Little Gaminess Lots of Gaminess

Movies Dolls

Books

Scavenger Hunt The Sims

WoW Risk

LiIle  Gaminess   Lots  of  Gaminess  

Movies  Dolls  Books  

Scavenger  Hunt  The  Sims  

WoW  Risk  

Gaminess  

Little Gaminess Lots of Gaminess

Movies Dolls

Books

Scavenger Hunt The Sims

WoW Risk

•  For the HS students…

– Interesting decisions þ

– Consequences to decisions (+/-) ý

– Clearly defined goals ý

– Visible measurable feedback ý

– Underlying model/system ý

LiIle  Gaminess   Lots  of  Gaminess  

Movies  Dolls  Books  

Scavenger  Hunt  The  Sims  

WoW  Risk  

Audience’s  perspecJve  

(expectaJons,  markeJng)  

*what  do  interesJng  bridges  look  like?    

The  Joy  of  Gaming?  

The  Joy  of  Gaming  

23

Photos:  Phillip  Toledano’s  photo  essay  of  gamers  

Ecology  of  Play  and  Work  •  A  game  helps  structure  an  experience,  and  ideally  includes  open-­‐ended  play  and  structure  and  support  for  learning  

Work Learning Structure

Play Fun

Open-ended

c/o Scot Osterweil

Ecology  of  Play  and  Work  •  A  game  helps  structure  that  experience  and  ideally  includes  open-­‐ended  play  and  structure  and  support  for  learning  

Fun/Play

Learning/Structure

In  games  we  willingly  submit  to  arbitrary  rules  and  structures  in  pursuit  of  mastery,  but  only  if  we  can  conJnue  to  be  playful.  

Structured,  goal-­‐oriented,  feedback-­‐driven  can  be  fun    

The Fun of Structure

In  games  we  willingly  submit  to  arbitrary  rules  and  structures  in  pursuit  of  mastery,  but  only  if  we  can  conJnue  to  be  playful.  

Structured,  goal-­‐oriented,  feedback-­‐driven  can  be  fun    

The Fun of Structure

Moving  Indoors:  Mystery  @  the  Museum  

•  Indoor  game  played  at  the  Boston  Museum  of  Science  

•  Used  802.11  for  posiJoning  •  Defining  roles  to  enhance  collaboraJon  

•  Introducing  an  element  of  Jme  to  make  it  feel  more  like  a  game  

•  Solving  a  mystery  using  scienJfic  informaJon  from  the  museum  

LocaJon  InformaJon  Click  on  items  in  the  room  to  select  them  for  viewing  or  picking  up  

 Click  on  people  in  the  room  to  select  them  for  interviewing  or  showing  objects  to  

To  show  an  item  that  you  already  have  to  a  Virtual  Character,  click  on  the  person,  then  click  Show  and  then  choose  the  item  that  you  want  to  show.  

 

All  screens  tell  you  what  room  you’re  currently  in  

 

To  view  an  item  in  the  room,  click  on  the  item  and  then  click  the  View  bu\on.  

 To  pick  up  an  item  in  the  room,  click  on  the  item  and  then  click  the  Pick  Up  bu\on.  

 

To  interview  a  virtual  character  click  on  the  person  and  then  click  Interview  

 

Context  and  Tools  Analyze   Communicate  

InvesPgate   Decide  

Mystery  @  The  Museum  -­‐  Game  Play  

Parents  and  Kids  CollaboraJng   Fostering  CollaboraJon  Through  Roles  

CollecJng  Virtual  Samples  

Using Contextual Information

“[The  game]  was  fun.    This  was  the  longest  I’ve  spent  with  my  [teenage]  son  without  arguing  with  him...”  

-­‐parent  

Experiment  with  collaboraJon  

Audience’s  perspecJve  

(expectaJons,  markeJng)  

*what  do  interesJng  bridges  look  like?    

What  is  POSIT?  •  (Developing)  Public  Opinion  of  Science  using  InformaJon  

Technologies  •  POSIT  is  a  wireless  client-­‐server  system  •  Aimed  at  creaJng  authenJc  experiences  that  explore  complex  

issues  in  science,  technology  and  society.  •  Built  on  exisJng  AR  infrastructure  developed  in  the  STEP  Lab  to  

combine  locaJon  based  “Augmented  Reality”  experiences  with  opinion  dynamics  scenarios  using  Windows  Mobile  devices.  

•  POSIT  seeks  to  engage  people  in  STS  issues.  

1st  POSIT  Game  Overview  

 –  Briefing  -­‐  PotenJal  biohazard  facility  in  Boston  –  Roles  -­‐  Playing  realisJc  roles  from  scienJst  to  resident  –  IniPal  Opinion  -­‐  Opinions  “in  role”  are  registered  –  CollecPng  Data  -­‐  Players  collect  informaJon  from  

virtual  characters,  and  real  arJfacts/places  –  Sharing  Opinions  -­‐  Players  share  informaJon  that  

they  have  collected  to  convince  others  of  their  [character’s]  point  of  view  

–  Influencing  Others  and  Changing  Opinions  -­‐  Influence  key  individuals  to  sway  the  vote  

–  Final  Decision  -­‐  voJng  

Game  is  focused  around  a  single  yes/no  policy  ques?on  (fic?onalized).    E.g.,  “Should  we  build  a  biohazard  level  4  research  facility  in  our  community?”  

POSIT  Walkthrough  •  Players  are  assigned  roles  and  receive  a  briefing  

–  A  decision  must  be  reached  on  whether  or  not  to  build  the  research  facility.  –  Every  role  has  a  story  (e.g.  out  of  work  biotech,  concerned  parent)  

•  Register  iniJal  opinions  •  Team  up  with  allies  and  target  the  opposiJon  

POSIT  Walkthrough  Players…  •  conJnue  to  collect  informaJon,  and  change  their  own  opinions  accordingly.  

•  interact  with  each  other,  use  their  evidence  to  sway  players  their  way.  

•  constantly  monitor  the  way  the  group  is  leaning  and  target  parJcular  other  players  with  informaJon  that  they  collect.  

AR  Tracking  Progress  

POSIT  -­‐  End  Game  •  Players  in  the  end  vote  (based  on  their  

final  opinions)  on  the  issue  at  hand.  •  In  a  discussion  following  the  game,  the  

facilitator  leads  a  discussion  around:  •  The  real  controversy  on  which  the  game  is  based  •  The  experience  of  role  playing  different  opinions,  and  

how  it  relates  to  their  personal  opinion  •  Evidence,  scien?fic  arguments,  and  persuasiveness  •  Factors  that  caused  opinions  to  change  over  ?me  •  A  histogram  of  the  opinions  of  the  group  at  different  

?mes  during  the  game  

•  This  was  a  lot!  •  But  players  liked  it!  

Deeply  engaging,  challenging  

“hard  fun”  

Audience’s  perspecJve  

(expectaJons,  markeJng)  

Experiment  with  collaboraJon  

*what  do  interesJng  bridges  look  like?    

Timelab 2100 •  It is the year 2100 and Climate

Change has spun out of control •  Head back to 2012 to make small

changes to the past •  Location specific information – e.g.

–  By the river - Location is now under water

–  By the bus stop – Consider incentives to increase use

•  Also includes face to face discussion

41

 

Zoo  Scene  InvesJgators  (ZSI)  During the AR game ZSI, students… ª Play during field trips to Columbus Zoo &

Aquarium ª Navigate the Asia Quest area to gather

evidence mysterious nighttime intruder ª Learn about the “illegal wildlife trade” ª Collaborate across roles to share information ª Observe real animals and exhibits ª Gather virtual evidence and consult virtual

experts  

Leverage  physical  

environment;  

ConnecJons,  contrasts  

exhibits/spaces  

Audience’s  perspecJve  

(expectaJons,  markeJng)  

Experiment  with  collaboraJon  

Deeply  engaging,  challenging  

“hard  fun”  

*what  do  interesJng  bridges  look  like?    

Old  Sturbridge  Village  

•  Dollars  &  Sense,  an  economic  history  game  

•  Living  history  museum  (costumed  interpreters,  buildings,  animals,  etc.)  

•  Take  perspecJve  of  1830s  rural  New  England  farm  family  

•  Role-­‐playing  game  (factory  work,  investments,  buy  property)  

Choices,  consequences  

ParJcipaJon  is  the  reward  

“no  one  fails  museums”  

Audience’s  perspecJve  

(expectaJons,  markeJng)  

Experiment  with  collaboraJon  

Deeply  engaging,  challenging  

“hard  fun”  

Leverage  physical  

environment;  

ConnecJons,  contrasts  

exhibits/spaces  

*what  do  interesJng  bridges  look  like?    

TO  MAKING  GAMES  Moving  beyond  playing  games…  

Learning  

Real  World  Context  

Games/Sims  

CSI  (Community  Science  InvesJgators)  Making  AR  Games  1.0  

Collabora?on  with  Missouri  Botanical  Garden  Funded  though  NSF  ITEST  Award  #0833663  

iCSI  (Informal  Community  Science  InvesJgators)  

3-­‐year  NSF  funded  partnership  between:  Missouri  Botanical  Garden  (MO);  MIT  (MA);  Columbus  Zoo  (OH),  San  Diego  Zoo  (CA),  Red  Bu\e  Botanical  Gardens  (UT)  1.  Engage  informal  visitors  playing  AR  games  2.  Tweens/teens  making  AR  games  (summer  camps)  –  Leverage  AR  games  to  promote  STEM  knowledge/engagement,  showcase  research,  foster  community  engagement  (ciJzen  science),  develop  21st  cent.  skills.  

–  Create  replicable  model,  best  pracJces  &  tools  for  other  informal  learning  insJtuJons  

Funded  by  NSF  ISE  Grant  #  1223407  

Send  out  the  pioneers!  

So  as  we  conJnue  to  explore  this  space:  •  Best  pracJces  (game  design)  •  Powerful  tools  (making  powerful  games)  •  Research  findings  Fall/Winter  2013  –  TaleBlazer  will  be  available  coming  to  an  App  Store  or  Google  Play  near  you!    •  If  you’re  a  “pioneer”  (esp.  Android),  please  talk  with  me…  

QUESTIONS?  Thanks!  

Thanks!  

Judy  Perry,  MIT  STEP  Lab  <jperry@mit.edu>  h\p://TaleBlazer.org  h\p://educaJon.mit.edu  •  Many  thanks  to  Eric  Klopfer  (Director,  MIT  STEP  Lab),  Lisa  Stump    &  the  

TaleBlazer  development  team  (MIT),  Josh  Sheldon  (MIT/STEP);  Renata  Pomponi  &  Drew  Buckley  (Mass  Audubon);  Rhys  Simmons  and  his  team  (OSV);  Columbus  Zoo  &  Aquarium  

•  Funded  in  part  by  NSF  Grants  #  0833663,  #1223407;  and  the  Columbus  Zoo  &  Aquarium.