Michael Hacker, PI, Hofstra University Jim Kiggens, Game Producer, SBCC

mhacker@nycap.rr.com Kiggens@sbcc.edu

Agenda for SMTE Advisory Board Meeting Wednesday, March 17, 2010

ITEEA Conference, Charlotte, NC

• Introductions• Mission of Project• Scope of Project – Virtual (gaming – single and multiplayer); and Physical Modeling• Overview of KSBs• Research and Evaluation protocols • Timeline for Play Test of Game KSBs and Multiplayer• Examples of Physical and Virtual Curriculum• Demonstration of Game Play• Discussion and Questions

• Hybrid Model • Research Program• Pedagogical Approach• Scope of Project• Dissemination of Game and Results

Simulation and Modeling in Technology Education (SMTE) is a five-year DR-K12 project to develop and research the academic potential of a hybrid instructional model and a set of prototypical materials that integrate 3-D simulation, educational gaming, and real-world physical modeling into middle school technology education programs.

From the NSF Proposal

Hybrid Modeling

Curriculum involving virtual (in this case) and Curriculum involving virtual (in this case) and real-world physical modeling.real-world physical modeling.

•Screen-based 3-D design simulations (three Screen-based 3-D design simulations (three weeks) weeks) •Follow-up hands-on physical modeling Follow-up hands-on physical modeling activities (three weeks) activities (three weeks)

Research will be collected for different conditions

The ultimate challenge will be for players to design a shelter to survive in the Alaskan Wilderness.

Before the players can do so, they will have to do a series of challenges that will prepare them with the skills they need to design the shelter (KSBs).

In the game, players will compete to become the host of the Survival Master Reality TV show.

• The game will be played in school.• The KSBs will take about 10 days.• The whole game will take about 15 days (3 weeks of class

time)

• After the game, students will build the shelter physically, in the lab, using tools and materials (another 3 weeks of class time).

The Knowledge and Skillbuilders (KSBs)

KSB 1: Surface Area and Volume CalculationsKSB 1: Surface Area and Volume CalculationsKSB 2: Conductive Heat FlowKSB 2: Conductive Heat FlowKSB 3: Relationship between K Value and R Value KSB 3: Relationship between K Value and R Value KSB 4: Structural Design KSB 4: Structural Design These tasks will be performed individually by each playerThese tasks will be performed individually by each player

Once the KSBs are completed, students will engage in the Once the KSBs are completed, students will engage in the shelter design activity in four-person teams.shelter design activity in four-person teams.

In this part of the game, the players will use some formulas that they’ve probably already learned in math to calculate the volume and the surface area of four geometric shapes: A cube, a cylinder, a sphere, and a square-based pyramid.

In this part of the game, the players will use some formulas that they’ve probably already learned in math to calculate the volume and the surface area of four geometric shapes: A cube, a cylinder, a sphere, and a square-based pyramid.

The first KSB has to do with learning about the volume and surface area of shelter shapes..

If they’ve forgotten these formulas, they’ll be provided in the game.

• Heat flows from hot to cold through a material by conduction. • Reducing the amount of surface area reduces heat transfer• Different materials conduct heat at different rates depending

upon their thermal conductivity (their k value)• Heat flow decreases with increasing thickness.• The formula that relates heat flow (Q) to these determining

factors is Q = kA (Th -Tc)/L

• Heat flows from hot to cold through a material by conduction. • Reducing the amount of surface area reduces heat transfer• Different materials conduct heat at different rates depending

upon their thermal conductivity (their k value)• Heat flow decreases with increasing thickness.• The formula that relates heat flow (Q) to these determining

factors is Q = kA (Th -Tc)/L

The second KSB has to do with conductive heat flow.

• k value and R value are both measures of a material's resistance to heat flow. • k is a value that relates only to the material • R is value also takes into account the material's thickness.• The total R value (Rt) of a system of materials is the sum of each

of the individual R values (Rt = R1+ R2+ R3 +R....).

The third KSB has to do the relationship between k Value and R value

Material Thickness in inches

Thickness in Feet

(inches/12)

K value

Calculate R Value (use L/k)

Aluminum ¼ “ 0.25/12 = 0.02

144

Brick 4 “ 4/12 = 0.333 0.41Fiberglass 3.5 “ 3.5/12 =0.29 0.019Stone 4 “ 4/12 = 0.333 1.04

KSB3: Backpacks & Liners

• Dead loads, live loads, and wind loads are among those have to be taken into consideration when designing a structure.

• The overall stability of a structure and its foundation refers to its ability to resist overturning and lateral movement under load.

• Structural integrity refers to the ability of individual structural members that comprise the structure (and their connections) to perform their functions under loads.

• Selecting materials involves making tradeoffs between qualities.• Structural design is influenced by function, appearance, cost, and

climate/location

• Dead loads, live loads, and wind loads are among those have to be taken into consideration when designing a structure.

• The overall stability of a structure and its foundation refers to its ability to resist overturning and lateral movement under load.

• Structural integrity refers to the ability of individual structural members that comprise the structure (and their connections) to perform their functions under loads.

• Selecting materials involves making tradeoffs between qualities.• Structural design is influenced by function, appearance, cost, and

climate/location

The fourth KSB has to do with structural design

Timeline for Play Testing

Documentation of development process: Fall 2008 – Present

Initial reviews of game components by project staff and student advisory panel: Fall 2009 – Present

Microtesting: November 2009 – Present

Field/Pilot Testing: Fall 2010 – Spring 2011Research Project: Fall 2011 – Spring 2012

Project Staff

Teachers

Students

Evaluation of game development processDocumentation of process:

Conference call dataMicrotesting Schedule

Data being collected from:Project StaffTeacher ParticipantsStudent ParticipantsOngoing student advisory panelGeneral public

Video Game OnlyStudents exposed only to the video game and

instruction as a source for learning.Physical Modeling Only

Students exposed only to physical modeling curriculum and instruction as a source for learning.

HybridStudents exposed to both the video game and

physical modeling as well as instruction as a source for learning.

1) Does the Project hybrid model lead to greater enhancement of content knowledge, design products, and self-efficacy/attitudes related to technology and group work than use of the physical modeling or simulation only models?

2) Is there differential impact on learning across the three conditions related to student background characteristics (e.g., gender, disability, prior academic achievement, and prior exposure to computer gaming/simulation)?

3) Does the gaming and simulation condition satisfy flow theory and perceptual control theory criteria concerning concentration and enjoyment?

3a) If so, how are student task engagement, concentration, enjoyment, and perceived goal-driven outcomes (key characteristics of flow theory and perceptual control theory) related to student learning in the gaming and simulation tasks?

4) What are the linear and nonlinear relationships between student self-efficacy and engagement during the simulation experience?

5) Can teachers adapt the prototypical materials to other curriculum areas and contexts using the instructor design interface and maintain student engagement and learning?

Gaming Only Physical Modeling Only Hybrid

Teachers (N = 12)Students (N = 240)

Teacher (N = 4)Students (N = 80)

Teachers (N = 4)Students (N = 80)

Assessment Domains

Student Demographic Variablesgender, age, prior academic achievement, prior experiences with gaming and simulation

Teacher/School Context Variableshardware availability, teacher experience with and attitudes about simulations and serious gaming

Student Content Knowledge

pre-post assessments of KSB knowledge assessed through multiple choice questions, and those requiring explanations

Student Affect Assessment

pre-post self-efficacy and attitudinal ratings about the technological tasks, using the computer as a learning tool, doing KSBs online, and working in teams

Student Engagement / Attention

participation time and levels within the virtual and physical design tasks as measured by logging software and wikis to track individual student work, teacher and student ratings, degree of collaboration, and conflict resolution

The Sequence of the Play Tests

www.gaming2learn.org/playest

Also: www.gaming2learn.org and www.hofstra.edu/smte

Dissemination

• NCICT will provide the tools and expertise required for Project dissemination primarily through ATE Centers. Gordon Snyder is a member of the Project Management Team.

• Use of the Gaming2Learn.org, Hofstra, and Dassault Systems Websites

• Social Networking - Blogs, Face Book, Twitter, Flickr

• Presentations will be made at national conferences: AERA, ASEE, ITEEA, NECC.

• Results published in professional journals

Dissemination Plans

Survival Master is an Educational Game

On to the Show……