We see the development of MHS as an opportunity to craft a powerful learning game that incorporates several system elements: gaming, 3D virtualization, problem-solving context, social interactions, teaching and learning materials based on empirical learning progressions, opportunities for just-in-time instruction, scaffolding for argumentation, an empirically-grounded instructional model, and an analytics system.
We also see the development of MHS as an opportunity to study the ways these system elements can be incorporated into a gaming experience and the ways that our model of using the elements in gaming impact learning.
Since our early work to envision and gain support to develop MHS back in 2012 and 2013 there have been numerous challenges, re-calibrations and lessons learned, but there has also been wonderful teamwork, steps in the right direction, and accomplishments in the art, science and engineering of developing a learning game. We look to 2018 as a year of getting MHS in the hands of many teachers and students for the purposes of their learning and ours.
Increase student interest in technology, science and water systems Improve argumentation competencies Meet Next...
The MHS live teacher dashboard displays analytics related to students’ learning progress as they...
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...
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...
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: 6-8.ESS2.C.1 Design...
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...
Sadler, T. D., Nguyen, H., & Lankford, D. (2017). Water systems understandings: A framework for designing instruction and considering what learners know about water. WIREs Water, 4(1), e1178 DOI: 10.1002/wat2.1178
J. Laffey, J. Griffin, J. Sigoloff, S. Lander, T. Sadler, S. Goggins, S. Kim, E. Wulff and A. Womack. 2017. FDG Proceedings. In Proceedings of FDG Conference, Hyannis, MA USA, August 2017, 4 pages. DOI: 10.1145/3102071.3106354
Griffin, J., Kim, S. M., Sigoloff, J., Sadler, T. D., & Laffey, J. (2016, August). Designing scientific argumentation into Mission HydroSci. Proceedings of the Games + Learning + Society Conference. Madison, WI.
Laffey, J., Griffin, J., Babiuch, R., Sigoloff, J., Kim, S. M., Sadler, T. D., & Goggins, S. (2016, August). Mission HydroSci: Designing a game for next generation science standards. Proceedings of the Games + Learning + Society Conference. Madison, WI.
Laffey, J., Sadler, T., Goggins, S., Griffin, J., Babiuch, R. & Sigoloff, J. (2016, June). Mission HydroSci: A Game-Based 3D Virtual Learning Environment for Science Education. Proceedings of the 2016 Annual Conference of ED-MEDIA, Vancouver, B.C., Canada.
Laffey, J., Sadler, T., Goggins, S., Griffin, J. & Babiuch, R. (2015). Mission HydroSci: Distance Learning through Game-Based 3D Virtual Learning Environments. In Russell, D. & Laffey, J. (Eds.), Handbook of Research on Gaming Trends in P-12 Education. (pp. 421-441). Hershey, PA: IGI Global. doi:10.4018/978-1-4666-9629-7
Womack, A. J., Sadler, T. D., & Wulff, E. P. (2018, April) Automated Scoring of Scientific Practices through Open-ended, Scenario-based Assessments, NARST. Atlanta, GA.
Sadler, T. D., Laffey, J., & Goggins, S. (2016, April). Mission HydroSci: Next generation science learning through virtual environments. NARST. Baltimore, MD.
Kim, S., Griffin, J., & Laffey, J. M. (2015, November). Game-based learning of water systems and scientific argumentation: A case study. Paper presented at the 2015 AECT International Conference, Indianapolis, IN.
Sadler, T. D., Womack, A. J. *, Laffey, J., Goggins, S., Griffin, J. G.* & Kim, S.M. (2015, December). Mission HydroSci: A Virtual Environment for Teaching Water Systems and Argumentation. Workshop, NSTA. Kansas City, KS.
Womack, A. J., Sadler, T. D., & Wulff, E. P. (2018, May). Automated scoring of scientific practices using the next generation Science learning assessment system. AERA. New York, NY.
Womack, A. J.*, Wulff, E.*, Sadler, T. D., & Romine, W. (2017, April). Assessment of next generation science learning. San Antonio, TX.
Wulff, E.*, Sadler, T. D., & Romine, W. (2017, April). Measure of Affect in Science and Technology (MAST): Development and validation of a new instrument. NARST. San Antonio, TX.
Sadler, T. D., Griffin, J., Wulff, E., Lander, S., & Laffey, J. (2018, January). Mission HydroSci: Science learning through game play. Public demonstration. ED Games Expo. Kennedy Center, Washington, DC.