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...
Uloženo v:
| Vydáno v: | 2021 7th International Conference of the Immersive Learning Research Network (iLRN) s. 1 - 3 |
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| Hlavní autoři: | , , , , |
| Médium: | Konferenční příspěvek |
| Jazyk: | angličtina |
| Vydáno: |
Immersive Learning Research Network
17.05.2021
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| Témata: | |
| On-line přístup: | Získat plný text |
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| Shrnutí: | 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. |
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| DOI: | 10.23919/iLRN52045.2021.9459406 |