Conducting a Video Game–Based Camp Intervention During the COVID-19 Pandemic

• In Event: Informal Learning Is Not Canceled: Research and Program Implementation During a Global Pandemic

Abstract

This project is part of a multidisciplinary effort funded by NSF across a multitude of stakeholders (academic institutions, a planetarium, makerspaces, and PBS Nova Labs) and investigates the triggering and sustaining of interest in STEM within a digital, game-based learning environment. Interest has been defined as a psychological state and a tendency to re-engage with particular content over time that develops through the interaction of an individual and his or her environment (Hidi, 2006; Krapp, 1999, 2007). The presence of interest holds a strong influence on an individual’s cognitive and affective functioning, such as intrinsic motivation (Ainley, Hidi, & Berndorff, 2002; Krapp, 1999; Renninger & Hidi, 2011; Schiefele, 1991). Research has been limited on the development of interest in digital learning environments, and so our work seeks to contribute to the growing literature on the efficacy of games for teaching and learning STEM.

Educational technologies commonly require use of logic, memory, problem-solving, critical thinking skills, and discovery (Annetta, 2008; Turkay, Hoffman, Kinzer, Chantes, & Vicari, 2014). Game features advantageous to learners are the adaptation to the pace of the user, simultaneous presentation of information in multiple visual and auditory modes, effectively scaffolding complex tasks, and reinforcing information acquisition (Mayo, 2009). The full capabilities of videogames are often underutilized and misunderstood. For example, text in video games is often what progresses the narrative, easy access, and allows for distance education and can serve as an alternative to physical textbooks (Annetta, 2008).

Our project (https://whimc.education.illinois.edu/) utilizes the popular sandbox game Minecraft (Figure 2) to trigger interest in STEM through one-week camp interventions. Participants explore multiple hypothetical planets (e.g., Earth without a Moon) on our customized server (Figure 1). Our latest additions involve a spacecraft launch center, an elaborate Moon Base, and previews of exoplanets. This year’s summer camp will test our newly developed program structure as well as additional design features.

Our intervention has always been implemented face-to-face, however due to the current global pandemic, we are preparing to collect our data either entirely remote or a mix of in-person and online. An additional barrier that faces our population of learners is access to technology. We are providing each participant a headset, laptop, and mouse for the duration of the camp. We have worked with this center and population of children since 2018, however the camp participants won’t all be familiar with the instructors or the structure of the camp.

We’re anticipating troubles monitoring the campers, such as keeping kids on-task. This data collection will be crucial to the graduate students on the team, as we are planning on completing our early research project and thesis on this data. We expect to learn lessons on the logistics, care, and alignment of the youth center’s goals and participants with our own research goals and responsibility as accountable researchers. What we learn from this experience will inform future phases of this project as we move towards a more autonomous experience for any one interested in visiting our server.

Authors

• Sherry Yi, University of Illinois at Urbana-Champaign

• Matt Gadbury, University of Illinois at Urbana-Champaign

• H. Chad Lane, University of Illinois at Urbana-Champaign