Leveling Up: Measuring and Leveraging Implicit STEM learning in Games Jodi Asbell-Clarke, Elizabeth Rowe, Erin Bardar, Michael Eagle, Rebecca Brown, Ryan Baker, Tiffany Barnes, Teon Edwards
Games provide an important vehicle for educators to promote and study learning. The data logs generated through digital gameplay can be mined to understand the patterns of play that may be related to implicit learning—the development of knowledge that is not yet explicitly formalized. Teachers can use examples from games to help bridge implicit game-based learning to explicit STEM concepts taught in class. This set of papers will describe how a series of STEM learning games, along with a variety of data mining and graph analytics, has been used as a vehicle by researchers and teachers to improve high school physics learning by measuring and leveraging implicit STEM learning.
Games for learning;Play for learning;Using the digital to engage people in the world around them;Tacit learning in STEM-based games;XR/AR/VR affordances for learning;Co-Design;Zoombinis (Hip, hip, Zoombinis!!!)
As Education Materials Director for EdGE at TERC, my role includes elements of game design, outreach, and curriculum development. I work with the design team to help ensure that beneath all the fun, the games we develop are grounded in science that is both accurate and aligned with... Read More →
