Teaching, Learning, Technology

Research trends indicate that informal science education could benefit from mobile learning. Yet, very few science centers offer it. In this paper, we report on two science centers that are using mobile phones to enhance visitor learning. The projects are in-progress, yet well-documented. Liberty Science Center is eight months into a three year government grant and Anne Kahr- Højland is in the middle of her Ph.D. work at the Experimentarium. Together, these projects mark the beginning of the knowledge base for informal science learning aided with mobile phones. The purpose of comparing these two case studies is to provide helpful indicators to other science centers looking to implement mobile learning initiatives.

Archaeology is the study of human behavior through material culture, the things we rely on for survival. Behavioral change was likely a driving factor in the evolution of our species, and archaeology therefore plays a central role in understanding human origins from the beginning of the known archaeological record some 2.5 million years ago. From its origins to subsequent diversification, the material record of human behavioral innovation provides an essential learning tool for understanding human behavioral diversity and also serves as a gateway to critical thinking in education.

INPLACE is an acronym that stands for: Interdependent, Networked, Participatory Learning, Augmented, Collaborative Experience. Previous research using INPLACE mobile games in science education revealed that such games can be used to promote deeper science understanding and high learner engagement. Previous studies have found that engagement in INPLACE mobile games is related to flow. This study investigated whether player’s flow experience differed by learning setting, achievement track, or gender composition of the working group. In an urban school district, 68 middle school students volunteered for an INPLACE enrichment activity, while 203 students from two eighth grade science classes participated in a scale-up implementation as part of the classroom-based curriculum. Data included a flow experience measure collected after the game using a valid and reliable survey. An independent sample t-test found no significant difference (p=.94) between the flow scores from the classroom-based activity versus the enrichment activity. A one-way analysis of variance (ANOVA) model showed no significant differences across achievement levels (p=.17). Finally, a two-way ANOVA that compared flow scores of males and females from single gender and mixed gender groups revealed no significant main effects or interaction effect. Findings from this study provide support that INPLACE mobile games played in traditional science classrooms can engage all learners in science education.

Sixty-eight middle school students played School Scene Investigators: The Case of the Stolen Score Sheets. Developed explicitly for this study, the game was built using ARIS and utilized quick-response codes set around the school environment. Working in groups, students played unique roles, collected and synthesized virtual forensic evidence, and solved the mystery. Evidence was collected in several forms: pre-surveys, post-surveys, field observations, and focus groups. Quantitative data was analyzed using a hierarchical multiple regression model. Qualitative data was thematically analyzed using qualitative analysis software. A merged analysis revealed that gender does not statistically predict engagement, yet different game elements engage genders differently. Interest in science does not predict engagement, although playing the game seemed to increase interest in science. Gaming attitudes predicted 23% of the unique variance in engagement level. Lastly, the engagement instrument showed all players were experiencing flow.

Current studies have reported that secondary students are highly engaged while playing mobile augmented reality learning games. This study investigated factors related to students’ engagement—as characterized by flow theory—during a collaborative augmented reality (AR), forensic science mystery game using mobile devices. School Scene Investigators: The Case of the Stolen Score Sheets is a vision-based AR game played inside the school environment with quick response codes. A mixed methods approach was employed with 68 urban middle school students. Data sources included pre- and post-surveys, field observations, and group interviews. Results showed that neither gender nor interest in science were important predictors of variability in flow experience. Gaming attitude uniquely predicted 23% of the variance in flow experience. Student flow experience features included a flash of intensity, a sense of discovery, and the desire for higher performance. The findings demonstrated a potential for mobile AR science games to increase science interest and help students collaborate on learning tasks. Implications for future research concerning mobile AR games for science learning are discussed.

Current studies have reported that secondary students are highly engaged while playing mobile augmented reality learning games. This study investigated factors related to students’ engagement—as characterized by flow theory—during a collaborative augmented reality (AR), forensic science mystery game using mobile devices. School Scene Investigators: The Case of the Stolen Score Sheets is a vision-based AR game played inside the school environment with quick response codes. A mixed methods approach was employed with 68 urban middle school students. Data sources included pre- and post-surveys, field observations, and group interviews. Results showed that neither gender nor interest in science were important predictors of variability in flow experience. Gaming attitude uniquely predicted 23% of the variance in flow experience. Student flow experience features included a flash of intensity, a sense of discovery, and the desire for higher performance. The findings demonstrated a potential for mobile AR science games to increase science interest and help students collaborate on learning tasks. Implications for future research concerning mobile AR games for science learning are discussed.

Well-designed games can deeply engage students in learning. In an upcoming study, 150 eighth grade science students will participate in a traditional mystery powder lab activity while 150 additional students will play a comparable mobile game version. Variables of interest include flow experience, scientific practice, and collaborative discourse. In preparation for the experimental intervention, the mystery powder lab activity was transformed into an INPLACE mobile game. INPLACE is an acronym that stands for: Interdependent, Networked, Participatory Learning, Augmented, Collaborative Experience. This session will present the mystery powder lab activity and how it was transformed into an INPLACE mobile game.

INPLACE is an acronym that stands for: Interdependent, Networked, Participatory Learning, Augmented, Collaborative Experience. Previous research using INPLACE mobile games in science education revealed that such games can be used to promote deeper science understanding and high learner engagement. Previous studies have found that engagement in INPLACE mobile games is related to flow. This study investigated whether player’s flow experience differed by learning setting, achievement track, or gender composition of the working group. In an urban school district, 68 middle school students volunteered for an INPLACE enrichment activity, while 203 students from two eighth grade science classes participated in a scale-up implementation as part of the classroom-based curriculum. Data included a flow experience measure collected after the game using a valid and reliable survey. An independent sample t-test found no significant difference (p=.94) between the flow scores from the classroom-based activity versus the enrichment activity. A one-way analysis of variance (ANOVA) model showed no significant differences across achievement levels (p=.17). Finally, a two-way ANOVA that compared flow scores of males and females from single gender and mixed gender groups revealed no significant main effects or interaction effect. Findings from this study provide support that INPLACE mobile games played in traditional science classrooms can engage all learners in science education.

Sixty-eight middle school students played School Scene Investigators: The Case of the Stolen Score Sheets. Developed explicitly for this study, the game was built using ARIS and utilized quick-response codes set around the school environment. Working in groups, students played unique roles, collected and synthesized virtual forensic evidence, and solved the mystery. Evidence was collected in several forms: pre-surveys, post-surveys, field observations, and focus groups. Quantitative data was analyzed using a hierarchical multiple regression model. Qualitative data was thematically analyzed using qualitative analysis software. A merged analysis revealed that gender does not statistically predict engagement, yet different game elements engage genders differently. Interest in science does not predict engagement, although playing the game seemed to increase interest in science. Gaming attitudes predicted 23% of the unique variance in engagement level. Lastly, the engagement instrument showed all players were experiencing flow.

According to the National Research Council, the ability to collaboratively solve problems is of the utmost importance in scientific careers, yet students are not exposed to learning experiences that promote such expertise. Researchers have found that interdependent roles used within mobile AR games are an effective way to scaffold collaborative problem solving. Using a multiple case study approach, this study assessed communication responses, scientific practices, and language style used both by student teams playing a mobile AR science game and teams participating in a control activity. Conversations amongst game teams revealed not only higher levels of scientific practices but also higher levels of engaged responses and communal language. Conversations amongst control teams revealed lower levels of scientific practice but also higher levels of rejecting responses and commands. Implications for this finding are discussed.

Mobile science learning games show promise for promoting scientific practices and high engagement.  Researchers have quantified this engagement according to flow theory. Using an embedded mixed methods design, this study investigated whether an INPLACE mobile game promotes flow experience, scientific practices, and effective team collaboration. Students playing the game (n=59) were compared with students in a business-as-usual control activity (n=120). Using an open-ended instrument designed to measure scientific practices and a self-report flow survey, this study empirically assessed flow and learner’s scientific practices. The game players had significantly higher levels of flow and scientific practices. Using a multiple case study approach, collaboration among game teams (n=3 teams) was qualitatively compared with control teams (n=3 teams). Game teams revealed not only higher levels of scientific practices but also higher levels of engaged responses and communal language. Control teams revealed lower levels of scientific practice along with higher levels of rejecting responses and commands. Overall, the game not only offered a way to engage students but also enabled better learning.

According to the National Research Council, the ability to collaboratively solve problems is of the utmost importance in scientific careers, yet students are not exposed to learning experiences that promote such expertise. Researchers have found that interdependent roles used within mobile AR games are an effective way to scaffold collaborative problem solving. Using a multiple case study approach, this study assessed communication responses, scientific practices, and language style used both by student teams playing a mobile AR science game and teams participating in a control activity. Conversations amongst game teams revealed not only higher levels of scientific practices but also higher levels of engaged responses and communal language. Conversations amongst control teams revealed lower levels of scientific practice but also higher levels of rejecting responses and commands. Implications for this finding are discussed.

According to a report commissioned by the National Research Council, the ability to collaboratively solve problems is of the utmost importance in scientific careers. Given this reality, it is critically important to provide science education that promotes collaborative learning. Research supports the effectiveness of mobile games to scaffold collaborative problem-solving. INPLACE mobile games, a new category of Serious Educational Games, combine the best practices of what the games and learning field knows about how to engage students and how to support collaboration. INPLACE is an acronym that stands for: Interdependent, Networked, Participatory Learning, Augmented, Collaborative Experience. INPLACE mobile games are collaborative by design, proven to be engaging by affording a substantive flow-like experience, and most recently, better at promoting scientific practices than business as usual. This paper will synthesize relevant literature and propose a theoretical model for how and why collaborative learning takes place in INPLACE mobile games.