Documentos de Académico
Documentos de Profesional
Documentos de Cultura
Eric Klopfer
MIT Scheller Teacher Education Program
Media Lab
The Education Arcade
http://education.mit.edu/ar
STEP Pedagogical Frameworks
• What kind of learning environments?
• Create highly engaged, motivated students
• Provide immersive environments, relevant
problems
• Facilitate collaborative, project-based learning
• Game-like, active, “Hard Fun”
• A teacher heard one child using these words to describe the computer work: "It's fun.
It's hard…" I have no doubt that this kid called the work fun because it was hard
rather than in spite of being hard. [S. Papert, 2002]
6
The Legacy of Math Blaster
• Edutainment
• Where play is the
reward for learning
• Instead learning
should be playful
7
“Labyrinth”
8
Learning Games
• Learning games do not need to be
• On the console/desktop
9
Mobile Games
• Rise of mobile platforms for video
games
• Nintendo DS, PSP, Cell Phones
• $11 billion+ industry by 2009
• >50 million Nintendo DSs sold
• Educational mobile games
• Expected to grow >25% per year
• Reach $185 million market by 2012
• DS, mobile phones, PDAs, iPods
• Learning anytime anywhere
Mobile Learning Games?
11
Mobile Learning Game Hype
12
Mobile Games
• Facilitate a new type of game
• Don’t just port big games to the small
screen - situate games
• Combining constructivist and
situated learning paradigms.
• Mobile learning games can be:
• Social
• Authentic and Meaningful
• Connected to the Real World
• Open-Ended/Multiple Pathways
• Intrinsically Motivating
• Filled with Feedback
Learning Goals
• K-16 - 21st Century Skills
• Engage in authentic science
• Foster collaborative learning and
communication
• Capitalize on game play motivation
• Solve complex problems with complex
solutions
• Informal Education
• Encourage deeper and broader
interaction
• Connect with real surroundings
• Connect and collaborate with others
• Training
• Promote teamwork and collaboration
• Facilitate role playing
• Provide new perspectives on real
problems
• Allow safe play
Palmagotchi - Anytime Anywhere
• Virtual pets with Biology
• Birds and flowers +
• Like Darwin’s Finches in the Galapagos
• “Every man is an island”
Palmagotchi Game Play
• Foraging
• Mating
• Managing Risks
• Mobile Web
Augmented Reality
VS.
23
TimeLab 2100
• The year is 2100, the world
needs your help!
• You are part of TimeLab, an
elite group of historical
researchers.
• Your mission is to go back in
time to the year 2008 and
research climate change to
make recommendations how to
battle the global warming
effects observed in 2100
Timelab Video
25
Timelab2100 – Which Laws?
Players consider possible laws to add to the 2008
Cambridge election ballot, thinking about:
• How much the law will help? (IMPACT)
• Will the law pass? (POPULARITY)
What about cost? $$$
The
High simulation
impact tries to include this:
• assuming the government has funds
Impact
35
Timelab 2100 – Local & Civic
• Designed to bring to play some features of
MIT’s campus yet remain somewhat general
• Designed with the help of MIT experts in global
climate change and city governance
• Opportunity for more involvement with the
environment (get kids to take eyes off device)
POSIT
Game is focused around a single yes/no
policy question (fictionalized). For example,
“Should we build a biohazard level 4 research
facility in our community?”
• Briefing - Potential biohazard facility in Boston
• Roles - Playing realistic roles from scientist to
resident
• Initial Opinion - Opinions “in role” are registered
• Collecting Data - Players collect information
from virtual characters, and real artifacts/places
• Sharing Opinions - Players share information
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 - voting
Outdoor AR: In Schools
• Teaching math and literacy to middle school students
in Milwaukee, Madison and Boston
• Teacher-customized (using templates) or teacher-
designed games
• Moving towards student-designed games
• Authoring toolkits allow customization of a
simulation’s location, content and timescale.
StarSchools
• AR Simulation Games for Mathematics and Literacy Learning with
Emerging Mobile Technologies
• UW Madison / MIT / Harvard University
Why Do We Need AR Toolkits?
• Heavy v. Light
Lots of real
world learning
here
Why Do We Need AR Toolkits?
• Localization
Lots of real
world learning
here
“Moving” Games
• !=
46
Other Editors - Mscape
• HP and Futurelab
47
Need for “Editor Jr.”
• Kids learn by creating and sharing games
• Need to reduce the complexity
• Time
• Cognitive load (teacher and student)
Editor Jr.
• Reduce complexity (constrain choices)
• Make a particular type of game
Editor Jr.
• Structure Task
Editor Jr.
• Structure Task
LIONS Context
• NSF-AYS funded
program
• After-school and
summer program at
9 sites
• Based in University
City, Missouri public
schools:
• 88% non-white
• 60% free/reduced
lunch
LIONS Goals
• Students’ personal
game experiences
tend to be rich but
specific...
56
The Key to the City
• The key to the city has been stolen. Can you
recover it?
57
A Series of Clues
58
Conclusion
59
One More Editor
• Building games in the field
Thanks to:
• US Department of Education
• Microsoft iCampus
• National Science Foundation
• Missouri Botanical Gardens
• Columbus Zoo and Aquarium
• Judy Perry, Josh Sheldon,
Marleigh Norton, Lisa Stump, Eric
Rosenbaum
• TEP MEng and UROPs
• education@mit.edu
• http://education.mit.edu/ar
• http://educationarcade.org