Very inspirational opening…I want to play myself! With the current severe droughts in Texas and California, I’m wondering if the game is meant to take a systems-level approach by showing how changes in one system (e.g. global warming) can impact another system (e.g. aquifer or ground water levels)? Also, can the game incorporate the human impact on hydrologic systems by building in the effects of population, agriculture, conservation, etc.? Perhaps this would make the game more scaleable to students in urban schools? I know I’m probably asking too much of one game, but I see so much potential here to teach multiple concepts!

Very cool. Can you provide more information about how you will teach students scientific argumentation and how the system will determine if they’ve mastered this very complex skill or not?

Kevin,
Thanks for your comment….we want to play the game as well! We are not explicitly addressing systems thinking but obviously the players will be working with systems and see implications as well as need to manage implications. We do plan to include the human element as the players first are charged with harvesting water from space but eventually learn that it is not feasible and then move to first steps of colonization. We are still working out the storyline to match with learning objectives and potential technology capabilities that we can harness and deliver.

And yes….while we target students in rural and small schools who may be dependent on online and distance learning for some aspects of high quality science ed….we also plan and expect that the game will be appropriate and engaging for kids in urban settings and in more traditional educational contexts. regards!!

I also loved the intro… . How does the game advance users based on the level or sophistication of their argumentation? Does the system provide feedback on what a more complex argument would look like. So really I am trying to understand the theory of how a student learns to make more sophisticated arguments through this? Also where are you in your development? Have you field tested anything yet? What have you learned? Any surprises? Very exciting. I look forward to seeing the finished deal!

Joni, we are at the beginning. Last year (unfunded) we had a small team of students and faculty working on mockups and conceptualizations. We learned we were funded in december and started Jan 1, 2015.

I think the best way to answer your question is that the system provides challenges to address more complex argumentative tasks. Early levels simply ask players to match claims and evidence while later levels require students to provide warrants for claims and then later levels require addressing competing claims, etc. The students learn from modeling, opportunities and feedback. Hope that helps answer your question. Regards!

Gamification as a method of learning is very interesting. For sure students will be motivated and engaged when they can “play” while learning. How to you assess the skills that the students are learning, who updates the scenario for the concepts that the teacher/instructor is conveying to the students. This is going to be interesting when it is field tested; I look forward to learning more of what you get form both the educators and the students and how it is modifiable to meet or tackle other learning skills.