Games to Teach and Games to Test: Developing and Assessing Innovation

David Williamson Shaffer was invited to speak for Arizona State University Learning Sciences Institute’s ALL series.

This video  presents a perspective on learning and assessment suited to the realities of modern work and education in a knowledge-based society.  Shaffer explores the research behind Epistemic Games.

“The work that I have been trying to do is to develop a game-like environment, a culture, where you would actually be able to learn, to think; in the way that people in the real world who solve problems; do.”

In particular he points to Nephrotex, an Epistemic Game that teaches students to behave like engineers, and the different engineering gender gap theories. Shaffer argues that students

“…actually came into engineering so they could be engineers.  They spend the first three years of engineering doing calculus, basic science courses and they aren’t actually designing anything.”

Nephrotex lets first year students experience what it actually means to be a professional engineer by participating in authentic engineering design. Epistemic games like Nephrotex can be used to propel education forward in the 21st century.

Early Motivation Leads to Success in STEM

The Oklahoman published a story on Wednesday by the Dean of the University of Oklahoma College of Engineering, Thomas Landers, in honor of National Engineers Week about an Oklahoma engineering program that fueled student interest through exposure to aerial vehicles, drones, and flying robots–in an effort to show that engineering is cool  (an important initiative because tomorrows engineers are not always exposed to the field of engineering.

There is a push to promote better STEM education for college and high school students but this may not be early enough to capture student’s imagination.  In the Oklahoman Landers points to research that says earlier is better for STEM stimulation and is calling for educators to increase interest and give students the skills to succeed.

“…as economic growth becomes increasingly driven by the ability to generate ideas and translate them into innovative products and services, it becomes more apparent that all children should be prepared for a world immersed in science, technology, engineering and math (STEM).”

Both Nephrotex and Land Science have been used to stimulate interest in engineering for middle school students, high school students, and college students.

But Epistemic Games Group goes beyond simply igniting the fire; our games teach students skills they need to become an engineer. From proper work place behavior, interactions with bosses and supervisors, to the analytical and problem solving skills Epistemic Games are transforming kids from students to pseudo-professionals every time they sit down to play the game.

Even if these students decide that their career interests lie elsewhere, their experience with an epistemic game is not for naught. Epistemic Games have proven to improve literacy and vocabulary as well–It’s not just STEM–Epistemic Games and the Humanities?–because the skills required for STEM careers are universal.

“Nearly all jobs — not just engineering jobs — will require skills gained through STEM education. All of us should support youthful interests in solving the problems they see around them, as they learn how things work and discover how to improve products and processes.” Landers said.

It’s Not just STEM–Epistemic Games and the Humanities?

The Problem

In the process of developing an epistemic frame, games like Nephrotex and Land Science teach reading, writing and vocabulary- skills that are very important for the educational development of any student. It becomes difficult to teach students about STEM subjects when literacy is a problem.

Education Week  sited a study by the National Assessment of Educational Progress in 2011 that found,

“only one in three U.S. students is able to read and understand grade-level material.”

 

Epistemic Games can help

The results of Land Science research have demonstrated an increase of vocabulary and literacy from pregame levels. In a presentation at the VLOS Research Meeting at Utrecht University, David Williamson Shaffer (link) highlights a student’s growth of scientific thinking.

At the beginning of the game the student would say things like:

“Uh, I mean, they could look for a new landfill, like a new place to build a landfill…”

By the end of the game the student demonstrated thinking consistent with the epistemic frame:

“They should have not closed down the recycling plant. They could have cut other stuff, or they could have raised taxes to increase revenue…They should keep a recycling plant because they should be helping to reduce the amount of waste which is…their goal…They could export the trash…, but then that would cost a lot more money…and they’re making budget cuts.”

In addition to the scientific thinking demonstrated in these quotes there is also evidence of vocabulary growth. As Shaffer says in his book How Computer Games Help Children Learn an epistemic game works because it

‘requires that players care about what they are doing. They have to care enough to persist in doing it in the face of obstacles significant enough that overcoming them leads to real learning.’ (p. 126)

For more posts about video games and reading:

Both…And - David Williamson Shaffer
Literacy Skill - Elizabeth Bagley