Work-in-Progress--Game Design Informed by Learning Progressions for Science Practices

Learning progressions allow researchers to describe key milestones along a pathway of thinking about a topic or practice that ranges from beginner to advanced. For learning related to science practices, some progressions can be abstracted from specific content; others are connected to specific scien...

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Bibliographic Details
Published in:2021 7th International Conference of the Immersive Learning Research Network (iLRN) pp. 1 - 3
Main Authors: Metcalf, Shari J., Sommi, Amanda, Haddadin, Sima, Scianna, Jennifer, Gagnon, David
Format: Conference Proceeding
Language:English
Published: Immersive Learning Research Network 17.05.2021
Subjects:
Ecosystems
game design
Games
immersive design
K12 education
learning progressions
science education
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Summary:Learning progressions allow researchers to describe key milestones along a pathway of thinking about a topic or practice that ranges from beginner to advanced. For learning related to science practices, some progressions can be abstracted from specific content; others are connected to specific science understandings. This research centers on the design of a middle school science game to support learning of science practices through simulated immersive experiences in which students engage in science practices of experimentation, modeling, and argumentation. This work-in-progress paper describes the application of current research on learning progressions to the design of the game interface and interactions for Aqualab, a game to teach middle school science practices related to aquatic ecosystems.
DOI:10.23919/iLRN52045.2021.9459406