Playing with Climate ChangeAn Educational ARG in Second

LifePresenters

Sandra Law (Carrie Umarov) & Michele Jacobsen (Michele Helgerud)

AgendaResearch methodology and theory

Why Second Life?

Pervasive games and immersion

Game narrative/interface

Player streams and activities

Next Steps

Feedback

Questions

Design-based research projectDesign-based research (DBR) holds

promise in:Novel learning and teaching environments

Contextual learning theories (e.g. situated cognition)

Educational innovation

Intentional design of learning environment

Enhanced understanding of learning environments and individual-learning environment interaction

DBR and current projectIterative process central to developing :

learning environment with appropriate level of realism

engaging game-based activitieseffective learning objects revised based on

feedback from learners/players and SMEsDesign process documented in design log

(e.g. insights on design process, examples of approaches of other ARG designers, sites in SL, resources online , problems, challenges)

Example of Design LogDesign element

Source Date Resources Comments

Importance of fidelity

How realistic need environment be, at what point does it make sense

April 11

Experienced ID person

Researching issue, not resolved

Logic of SL space

Design issue – design for max.fidelity or to suite navigation in SL?

April 12

Gotved articles Not resolved

Model for geological feature

GP enviro game - Second Life

April 8 SLURL Incorporate elements of game in BW

Why Second Life?Tool set and pre-existing base simulation (e.g.

Island)Suitability for genre of gameSuitability for activities that will take place in

game:player-to-player interaction, (e.g. collaboration on

tasks, knowledge building )learner-interface interaction with static characters,

other game elements (e.g. in-game artifacts)scheduled events (e.g. townhall meetings) information dissemination through clues,

messages, game artifacts

Pervasive Learning & ImmersionDefinition of pervasive learning

A social process connecting learner to

communities, technologies, other people and

situations (Thomas, 2006)

Features of pervasive gamesPeer-to-peer learning in a communityReflective conversations lead to new ideasCollaboration and conversation help learner

reach his or her zone of proximal development (Vygotsky, 1978)

Individual learner expertise, valuable commodity in pervasive learning situations

No central authority, learners receive feedback on ideas and get direction and guidance from other players

Dynamic environments, elements change over time

Connection to real world problems and issues

Technology and pervasive gamesConcept of mind prothesis

Tools/technology enhance learning by reducing memory load

Extend thought processes, beyond procedural, computational

Computer technologies ‘locally’ embody social and material tools

Second Life offer learners chance to:create knowledgeparticipate in community of inquirydevelop in-game artifacts (e.g. mini-reports posted

as notecards)

Alternative Reality GamesInteractive narrative meshes with and re-shapes

reality

Uses engaging multimedia and Internet-based tools to develop stories that constitute an immersive experience

Everyday technologies – email, chat, web browsers

Self-directed and intuitive game play built around social networking and tools players are familiar with (e.g. applications, websites, software)

Immersion – ARGs vs Computer GamesDefinition of Immersion Deep engagement in a make-believe world as if it is real

(Coomans and Timmermanns, 1997)

Immersion in Computer Games Act of play itself, i.e. losing oneself in an activity that stands

outside of ordinary life Simultaneous phenomena: immediacy vs. hypermediacy,

(Bolter and Grusin, 1998)

Immersion in ARGs Goal is to immerse the world of the game into everyday

existence and life of player Technologies already used in everyday life, e.g. phone,

email, Internet, IM

Distributed Intelligence (DI)Problem-solving enhanced by collaboration

Brain-culture symbiosis theory

Material culture externalizes memory, results

in increased permanence and power of

distributed cognition (Donald, 2004)

Virtual worlds, like SL, simulate real world (e.g.

architecture, social structures, parallel

economy)

DI and GamesGame world model of knowledge building

community (KBC)KBC – learners engaged in advancing their

understanding through collective efforts (Hewitt, 2001)

Game play generates collective knowledge and distributed understanding

Knowledge located in ‘knowledge network’, e.g. people, texts, tools, technologies and interconnections between these elements (Gee, 2003; Hakken, 2003)

Social dimensions of KBCParticipants are expected to:

Contribute to group

Interact with group members to challenge

ideas

Ask questions

Revise and improve each others ideas (e.g.

concept of spiral of knowledge)

Game narrative

Aerial View

TownsiteExample of site of events, clues

Community Centre - art show, science fair, clues, etc.

Biological Research Station – information about plant CO2 sequestration, invasive insect species, water shortages (impact on plant and animal life)

Government building –town hall meetings, regional archive (including information on geological formations in area)

Medical Clinic - health impacts of climate change, exchanges between local physician and veterinarian

Community Centre

Locker Room

Biological Research Station

Reception Area

Lab Area

Office Area

Information Source

Saboteur’s Home

Player streamsBiology/Ecology

Geosciences

Chemistry

Health

Activist theme runs throughout the game (e.g.

two game characters who could be referred to

as activists)

Biology StreamExamples of activities

Day 1Tour the town, receive commission from mayor to come

up with long-term plan to deal with climate change in local context

Day 2Tour the Biological Research Station

Day 3Visit the lab of Jasmine Bhat, plant physiologist working

on biosequestration processDays 3-5

Conduct independent research on topic of biosequestration as well as possible impact of climate change (e.g. decreased precipitation)

Biology Stream (con’d)Examples of activities

Day 6Tour Sequecom facility

Day 7Prepare preliminary report on findings on plant

biosequestrationDay 8

Attend town hall meeting and interact with other players in a more formal setting

Present preliminary findings on future of town given climate change

Biology Stream (con’d)Day 9

Review report by hydrologist indicating drop in water levels, next 25 years

Day 10Review articles provided by the saboteur -

impact of gas flaring on plant healthDay 11

Message on environmental activist/research station docent’s cel phone directed to activist’s daughter, re: move of saboteur’s family because of concerns about water levels, future of their farm

Biological Stream (con’d)Day12

Post preliminary report on research station notice board re: viability of biological sequestration process

Day 14Second town hall meeting – all participants

attend with group(s) presenting their recommendations.

Next StepsFully develop town siteFully develop game-based assets (clues,

other items pivotal to game play)Validate content with content expertsInvite educators, gamers in-world to

provide feedbackRun game with test groupsRun game with first group of learners

Your FeedbackHow can communities of inquiry best be

supported?How important is fidelity in terms of

learning experience? Does it impact learning outcomes?

Any Questions?

My contact informationIf you would like to assist in my research, as a tester, please contact me at:

Sandra Lawsklaw@ucalgary.ca