Research & Supporters

• Increase student interest in technology, science and water systems
• Improve argumentation competencies
• Meet Next Generation Science Standards (NGSS)
• Produce high levels of teacher efficacy

The MHS live teacher dashboard displays analytics related to students’ learning progress as they complete various stages of the game.

While teachers typically monitor student work by walking around the classroom and observing physical behavior, the MHS Gaming Analytics system enables targeted and automated views of player engagement and success.

Using these analytics, even teachers who are unfamiliar with game based learning can easily make informed decisions on how to engage with students as they play.

In addition to teaching students about water systems content, the MHS curriculum also focuses on building students’ argumentation skills. Within each unit, students are given the opportunity to formulate an argument by appropriating claims, reasoning and evidence. Within each unit, player will collect data about the planet and use their collected data to support their arguments. Throughout the game players will argue about a range of topics from where to set up base camp based on the size of surrounding watersheds to the cause of a flood in an underground bunker based on data about soil profile. The MHS curriculum emphasizes an understanding of water systems knowledge, as well as applying science knowledge in the argumentation tasks.

Mission HydroSci (MHS) teaches earth science concepts at a level that is appropriate for middle school students. Earth Science is an integrated science, bringing together chemistry, biology, and physics as they apply to the workings of the Earth. The applied and often visual nature of Earth Science helps students make connections to their lives and communities. The curriculum of MHS focuses on the water systems component of Earth Science. MHS consists of various curriculum units each designed to teach a major topic within water systems. These major topics include: surface water, water pollution, groundwater, and atmospheric water. As students play through MHS, they will complete tasks that require knowledge of water systems. These tasks range from finding the source of pollution within a watershed, to navigating through an underground puzzle using their knowledge of evaporation and condensation.

Next Generation Science Standards and Missouri Learning Standards:
[Earth and Space Science]
6-8.ESS2.C.1 Design and develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.

6-8.ESS3.C.2 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

6-8.ESS3.A  Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes and human activity.

6-8.ESS3.C.1 Analyze data to define the relationship for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.

[Engineering, Technology, and Application of Science]
6-8.ETS1.A  Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

• Video game play is an experiential model of rich and stimulating visuals, dynamic and challenging contexts and active engagement.
• Transformational play is a powerful method for integrating simulation and game play for learning and includes the student taking a role (playing a protagonist) who must use subject matter knowledge to make decisions and take action during play. These actions and decisions transform the problem-based situation. In turn, the student’s understanding of the subject matter and identity is transformed through the process of game play.