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

Nephrotex immerses students into the world of engineering in a virtual internship. As engineering interns, students design a prototype solution for their imaginary employer. These students are developing an epistemic frame – making connections between skills, values, identities, knowledge, and epistemologies of a profession — and experiencing a work environment similar to an internship within the safety of a classroom. Perhaps equally important, students enjoy the game.

This experience could be one of the solutions to the engineer shortage. The presidential jobs council wants to graduate 10,000 engineers per year from U.S. universities. Without the dissemination of programs like Nephrotex, it will be very difficult to educate kids that engineering alumni the ones who are making the world spin.

Apprenticeships are tempting for all parties involved. Employers are looking for employees who have experience and know how to think appropriately. Students are looking to try on vocational hats, and apprenticeships are paid.

Although apprenticeships are slow to trend in the United States, the United Kingdom is seeing an increased demand. The BBC did a study in the UK that found two thirds of graduating high school students are considering apprenticeships rather than college to continue their education.

Apprenticeships have their own downsides. The average apprenticeship requires a four year commitment at a young age. Students take a risk when they commit to a position that they may or may not enjoy.

While apprenticeships are fulfilling a need for the practical application of their learning, Epistemic Games are a low-risk alternative.

Internships and apprenticeships provide on the job learning to complement the classroom education, but Epistemic Games immerse students into a professional learning environment within the confines and protection of a traditional classroom. Epistemic Games give students the opportunity to try on vocational hats in a low risk, learning environment.

This video highlights Minddrive’s Lola project, an electric car that students help design, build, and market. Similar to games like Nephrotex , mentors guide students through the engineering design process and model ways of thinking like professional engineers.

The students who participate in this program are having fun while they are learning, and changing their career goals. One young man explained,

“It has changed me a lot. Before Minddrive I was hooked on becoming a professional athlete, basketball to be specific. But since then…it’s really been about my future and what I want to get my degree in, in college.”

Another young woman enjoys the sense of accomplishment.

“Hey I’ve built a car. What have you done?”

Epistemic Games has seen similar results regarding the diversity of women in STEM education. Nephrotex and Land Science present an exciting platform and opportunity for researching other underrepresented or at-risk students in STEM fields.

“whatever choice [of education style] we make, we have to make it based on some understanding of what it is we want students to accomplish, and what it is we as educators need to do to get them there.”

Where enthusiasm for STEM subjects is ignited at a young age, it appears to fizzle out as students reach higher levels of education. The article cites a study from the University of California Los Angeles.

What is driving students out of STEM degrees? One engineering professor described the situation as “the math-science death march.”–caused by rigorous coursework, difficult grading scales, loss of passion, easier classes in other majors and most importantly too many classes based on theory and memorization and not enough practical application.

Educators fear that the study of engineering has not evolved to meet the needs of students in the age of technology, action, and hands on learning.

‘Other deterrents are the tough freshman classes, typically followed by two years of fairly abstract courses leading to a senior research or design project. “It’s dry and hard to get through, so if you can create an oasis in there, it would be a good thing,” says Dr. Goldberg, who retired last year as an engineering professor at the University of Illinois at Urbana-Champaign.’

Many students and professors take issue with the static style of STEM education calling for more interaction and innovation in the classroom.

The take home point is nationally students are losing interests because they are not building confidence in their knowledge, skills, values, and identities as an engineer–the same factors needed to create an epistemic frame. As educators look for engaging ways to teach the process of engineering thinking and design, opportunity and need for epistemic games like Nephrotex is greater than ever.  

Epistemic learning through mentored games like Nephrotex may provide the solution to the so called “math-science death march.”

So even if young people don’t plan on majoring only in science, technology, engineering, or mathematics, it’s beneficial for them to have some understanding of the STEM world and ways of thinking. Students can complete a double major in STEM and another field, participate in STEM extra-curricular activities and competitions, or play epistemic games like Nephrotex and Land Science that simulate professional workplaces.

Rich sums it up best, “physics and poetry, anyone?”

We continue to stress that expecting students to simply memorize and recite formulas and concepts is poor teaching. Students need to be taught the ways in which professionals in STEM fields use those formulas and concepts as problem solving tools. Students who play epistemic games are better prepared for the work that lies ahead. In epistemic games such as Nephrotex and Land Science, mentors who play the role of professionals encourage students to reflect on their actions in the game and make connections between values, skills, and knowledge in their STEM domain.

http://epistemicgames.org/eg/wp-content/uploads/hatfield_dissertation_print_final.pdf

This study examines a 21st century theory of learning and cognition, Epistemic Frame Theory, which argues that expertise, such as the kind involved in complex thinking and problem solving, fundamentally involves diverse and dynamic connections between different forms of knowing and acting, guided by the norms and principles of a particular community.

In this dissertation, I consider the challenge of measuring and assessing epistemic frames using a new measurement tool, epistemic network analysis (ENA), which focuses on the patterns of relations between knowledge and other aspects of expertise as they are mobilized together in the discourse of complex practice.
The context for this investigation is science.net, a computer-supported role playing game in which young people take up the role of reporters-in-training and educational researchers take up the role of mentor editors in a simulation of a professional journalism practicum designed to help players begin to think like professional journalists.

Through epistemic network analyses of mentor and player discourse this experiment suggests the connections between the particular ways of knowing, doing, being, caring, and justifying that constitute an epistemic frame can be quantified and measured. In turn, this means epistemic frame theory can be tested, providing a more rigorous basis for the design of learning environments to better prepare young people for the complex demands of the future.

http://epistemicgames.org/eg/wp-content/uploads/Bagley-Dissertation-FINAL.pdf

This dissertation examines how one approach to environmental education, the epistemic game Urban Science, extends an environmental education framework into a virtual environment that creates opportunities for young people to develop a combination of the skills, knowledge, values, identity, and epistemology needed to be environmentally literate. The aim of this study is to determine whether having mentors communicate with players through a virtual chat program rather than face-to-face changes anything about the players’ experience. Specifically, this study examines virtual chat versus face-to-face conditions during Urban Science and asks:

1. Was the mentors’ discourse during the reflection meetings different between the two conditions?
2. Was the players’ discourse during the reflection meetings different between the two conditions?
3. Were the players’ outcomes different between the two conditions?
4. Was the players’ level of engagement different between the two conditions?

Overall, these results suggest that since using more words did not impact the quality of the players’ professional discourse during the reflection meetings, the exit interviews outcomes, the quality of their final proposals, or their level of engagement, mentoring via chat is a viable method for mentoring in the context of epistemic games. A bolder interpretation of the results suggests that since mentoring in virtual and face-to-face conditions produced similar effects on players, epistemic mentoring could be automated and still retain the quality of interactions and players’ level of engagement. If the epistemic mentoring is automated, epistemic games like Urban Science could become more widely available to young people giving them the opportunity to help the world “move beyond what we already know in order to break beyond the boundaries of now to a more beautiful fabric of the future.”