Constructionist Video Games as Preparation for Future Inquiry

• In Event: 58.024 - Constructionism, Modeling, and Games: Synergies Through the Lens of Next Generation Science Standards and the Common Core

Abstract

Objectives. In this presentation we describe a mixed-methods study comparing whether the experience of playing a game where learners construct unique artifacts to overcome challenges in-game vs one where learners select from system-generated artifacts will translate to deeper learning and prepare learners to engage in more productive inquiry.
Theoretical Framework. A common form of inquiry in science classrooms engages students in a cyclical process of positing a hypothesis, testing it, and revising it. However, students with little knowledge may begin with irrelevant hypotheses or employ unsystematic inquiry techniques. Educational games designed to allow for frequent exposure of target concepts are effective for gaining factual knowledge but have been ineffective at facilitating deep understanding about relevant phenomena or for engaging in meaningful inquiry with encountered concepts beyond the game (Barab et al., 2007; Clark et al., 2011).
In contrast, constructionist video games have been shown to be effective at helping learners to refine knowledge systems by encouraging them to leverage intuitions about phenomena as they explore and construct in-game with building primitives that embed components of relevant concepts (Authors, 2014; Weintrop et al., 2016).
Adopting the Preparation for Future Learning construct (Bransford & Schwartz, 1999), we hypothesis that constructionist game play, which helps learners construct deep knowledge around the target domain using authentic representations, will prepare learners to engage in productive inquiry of related systems.
Methods and Data. Approximately 80 middle school students from a public school in New York City will be randomly separated into two groups. For two sessions one group will play the constructionist video game Particles! (Authors, 2012), which allows players to create unique molecular structures that make-up blocks used to navigate a platformer game space. The other will play a version of Particles! where players select pre-made structures (Figure 1). In the following session, pairs of students will engage in an authentic inquiry task using an online simulation of molecular properties.
Data will include pre- and post-assessments of student’s understanding of the relationship between molecular structure and material properties, interviews with students to provide a picture of students’ reasoning about molecular structure, and interaction logs to identify differences in the inquiry process students follow in the simulation.
Results. In this symposium we will present early findings from the study. We hypothesize that students who play the constructionist game will demonstrate more productive inquiry behaviors, perhaps testing hypotheses that are more closely related to target content. They may also demonstrate greater learning gains on assessments of the target knowledge. Interview data may show that construction players view the game experience as more relevant for thinking and reasoning about non-game phenomena.
Scholarly significance. As games become common in the science classroom it is important that we ensure these experiences engage players in authentic practices. While constructionist games provide opportunities for creative exploration and encourage deep reasoning of encountered phenomena (Weintrop et al., 2016), this study offers insight into whether such games also prepare learners for more thoughtful and productive self-directed inquiry in future learning experiences.

Authors

• Nathan Holbert, Teachers College, Columbia University

• Catherine Chase, Teachers College, Columbia University