Using Games Created in Second Life to Teach Middle School Science Content

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Using Games Created in Second Life to Teach
Middle School Science Content

• Bruce Bilyeu, Dr. Chang Liu, Dr. Teresa Franklin,
  Dr. David Chelberg
• Department of EECS, Ohio University, Athens, Ohio
  45701

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STEAM Project

• STEAM
• Science and Technology Enrichment for Appalachian
  Middle-Schoolers
• Funded through the National Science Foundations
  GK-12 program.

• STEAM Project Goals
• Improve learning in science courses for middle
  schoolers at surrounding middle schools in
  Athens, Ohio.
• Nurture interest in science and technology during
  the period when adolescents generally begin
  focusing on career and educational paths.

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STEAM Project

• Grant involves eight graduate engineering
  students from Ohio University working with
  surrounding middle schools.
• Middle school teachers paired with graduate
  students to deliver digital curriculum that
  aligns with Ohio Academic Content Standards.

• Grant involves eight graduate engineering
  students from Ohio University working with
  surrounding middle schools.
• Middle school teachers paired with graduate
  students to deliver digital curriculum that
  aligns with Ohio Academic Content Standards.

• Games have been created in mediums such as Second
  Life, Flash, and a custom built game engine.
• Games that are not created in Second Life are
  available through
• http//steam.cs.ohio.edu

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Game Design

• Each game uses a Heads-Up Display (HUD)
• Simplifies gameplay by providing directions
  and controls for playing the
  games.
• HUD can display dynamic text
  which allows different gameplay situations.
• Pre/Post Test questions can be
  given through the HUD.

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Second Life Game Design

• Second Life can be distracting to students but
  some of the following methods can increase
  students focus on the games instead of Second
  Life
• Chat logger is used to discourage off-topic chat.
• Provide a reward when game is completed.
• Use a scoring system to promote competition and
  increase replay value.
• Keep students focused on their current task by
  making them stay seated in front of it.

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Mystery School

• Designed for teaching difference between
  observations and inferences.
• While students are exploring the mystery school
  they must mark 24 clues as either observation or
  inference through their HUD.

• Once completed students will receive a reward of
  being allowed to ride one of four vehicles
  depending on the number of correct responses.

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Fruit Fly Genetics Experiment

• During the experiment students observe the
  process of fruit flies passing traits to their
  offspring.
• The traits of the offspring are dynamically
  created based on their parents traits.

• Students must collect data of the traits from the
  fruit flies through a provided graph.
• This data can be used to compare in-game results
  to the predicted results.

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Question Sets Database

• HUD is connected to a question database which
  allows in-game questions to be changed outside of
  Second Life.
• Web interface can be used by teachers to
  customize the questions asked within the game.

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Question Sets Database

• As students answer questions, the web interface
  shows results in real-time.
• System can be used to track students who are
  guessing the answers or performing poorly during
  class.

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Classroom Use

• Typically students have a whole classroom session
  for getting familiar with Second Life.
• Learning the controls of Second Life was never a
  problem for the students.
• Students will work in pairs in order to reduce
  bandwidth consumed.
• Eventually students are more accustomed to Second
  Life which allows them to focus on the
  educational content in games instead of learning
  how to play Second Life.

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Pre and Post Test Methods

• Two pre/post test methods used
• Method A Pretest given before gameplay and
  posttest after playing the game.
• Method B Two rounds of playing the game and the
  students are divided into 2 randomly selected
  groups.
• Session 1 Before content is taught one group
  does method A while the other only takes post
  test before playing the game.
• Session 2 After content is taught in the
  classroom, both groups do method A.

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Mystery School Results

• Mystery School used method A.
• Five multiple choice questions per test were
  given through the HUD.
• Only 33 out of 56 possible responses were
  collected.
• Students were short on time and rushed through
  responding.
• Scores improved 3 from pre to post test.
• Further research needed to prove effectiveness of
  Mystery School game.

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Fruit Fly Genetics Results

• Used Method B
• Paper and pencil tests with 9 multiple choice and
  1 short answer question.
• Total of 95 responses collected.
• Overall improvement of 16 from pretest to
  posttest.

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Ohio University Teen Island

• Public release of leaning modules created in
  Second Life through VITAL lab
• Rafting Adventures, Interactive Science Lab,
  Mystery School, Great Invertebrate Race, The
  Weather Challenge, Energy Golf, Appalachian
  Tycoon, The Nutrition Game
• Contains dispensers to give out copies of games.

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Conclusions

• Students appeared to have more fun playing
  Mystery School because it allowed them to explore
  and to be more free.
• Learning how to play the game in Fruit Fly
  Genetics required reading directions whereas
  Mystery School allowed students to play and
  learn.
• Virtual environments appear more interesting to
  students and can be an experience they wont
  forget.

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• Questions?
• For more info please visit
• http//vital.cs.ohio.edu

This material is based upon work supported by the
National Science Foundation under Grant No.
0538588. Any opinions, findings, and conclusions
or recommendations expressed in this material are
those of the author(s) and do not necessarily
reflect the views of the National Science
Foundation.