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Friday, October 4 • 11:30am - 12:30pm
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Building History 3.0 Project
Randall Fujimoto, Janet Chen, Kim Bathker, Renee Tajima-Peña

Building History 3.0 is an interactive web project that uses the 3D construction and exploration online video game Minecraft to engage young people and the public with the historic meaning of World War II Japanese American incarceration camps. It was created to engage the public--especially young people--with the historic meaning of World War II Japanese American incarceration camps. It explores the ways different generations have reclaimed and interpreted these sites, not only as places of trauma, but also of community building, creative expression, and learning. The preservation, dialogue, and understanding of these moments in history are increasingly important for students to understand.

Far more than a straightforward history lesson, Building History 3.0 encourages students to explore themes of civil liberties, democracy, immigration, and civic engagement. Young people sometimes perceive history lessons to be boring, placing emphasis on the memorization of facts, dates, and ready-made concepts. We aim to encourage young people to learn independently, investigate sources, think critically about history, and to analyze multiple perspectives. Building History 3.0 provides a platform for students to explore the balancing of national priorities with the rights of individuals and minority groups, the meaning of constitutional protections and the Bill of Rights in our daily lives, how democratic processes are strengthened or weakened during times of national crisis, and assessing the representation of racial and ethnic groups.

Mission HydroSci: Educational Game Meets the Classroom
James Laffey, Troy Sadler, Sean Goggins, Joe Griffin, Justin Sigoloff, Eric Wulff, Andrew Womack, Wenyi Lu

Mission HydroSci (MHS) teaches water systems and scientific argumentation towards meeting Next Generation Science Standards. MHS is a game-based 3D virtual environment for enacting transformational role-playing, wherein students must learn new knowledge and competencies in order to successfully complete the game missions. MHS was developed for middle school science as a replacement unit of about 6 to 8 hours and uses analytics and a teacher dashboard to help teachers support their students.

The MHS game provides an active learning environment for meeting these learning objectives by engaging students in a narrative about needing to investigate water resources and use scientific argumentation to complete missions critical to the survival and accomplishments of the members of their scientific enterprise. Along with the narrative gameplay MHS includes learning progressions for water systems science and scientific argumentation, a visually exciting environment, substantial interaction and feedback, and applies transformational role-playing as an approach to integrate learning within gameplay.

We plan a field test using a randomized control trial (RCT) to rigorously evaluate the impact of MHS game play. The RCT will be undertaken in Winter, 2019. However, to test the feasibility of conducting a large field test in classrooms we undertook a feasibility field test in the Spring of 2018. This showcase describes MHS, represents our process for developing MHS, and presents some insights and lessons learned about the use of MHS in classrooms including excerpts from interviews with the12 teachers who participated in the 2018 feasibility testing.

ARG-in-a-Box: Challenges in Designing an Anytime, Anywhere Science-Themed Alternate Reality and Augmented Reality Game for Middle School Youth
Scot Osterweil, Caitlin Feeley

Alternate reality games (ARG) and location-based augmented reality (AR) games leverage their ability to overlay narrative along with a digital layer of information onto real-world contexts, allowing players to investigate real and fictional phenomena and offering players meaningful choices, making them ideal tools for engaging youth in science education. However, both genres can be challenging to implement in educational settings (e.g., schools, museums, and out-of-school programs), for both the game designer (e.g., requiring real time behind-the-scenes facilitation of the ARG), as well as the game facilitator (e.g., customizing activities and/or the location-based AR game for their local setting). This paper describes a new approach, ARG-in-a-Box, along with the two goals of this project, (1) iteratively designing an “ARG in-a-Box” prototype which engages youth in scientific thinking through a series of related activities, and (2) describing the design and technological infrastructure necessary to support this anytime/anywhere approach.

avatar for Caitlin Feeley

Caitlin Feeley

Educational Game Designer, MIT
Caitlin is a designer of award winning educational games. Her projects have included "Vanished," a transmedia science mystery game/event co-developed with the Smithsonian, as well as the financial literacy games “Farm Blitz,” “Bite Club,” and "Con 'Em if You Can" with Fablevision... Read More →
avatar for Scot Osterweil

Scot Osterweil

Creative Director, MIT
Scot Osterweil is Creative Director of the Education Arcade in the MIT Comparative Media Studies Program. He has designed award-winning games in both academic and commercial environments, focusing on what is authentically playful in challenging academic subjects. Designs include the... Read More →
avatar for Joe Griffin

Joe Griffin

University of Missouri
Knock! Knock! Who's there? Voodoo. Voodoo who? Voodoo you think you are asking me so many questions?
avatar for James Laffey

James Laffey

Columbia, Missouri, United States of America, University of Missouri
Knock! Knock! Who's there? Santa. Santa who?Santa email reminding you I’d be here, and you STILL make me wait in the cold!
avatar for Kim Bathker

Kim Bathker

Ed Tech Specialist + Science Teacher/Chair, Building History 3.0 Project
As an EdTech specialist, high school science teacher/chair, and STEM program coordinator, Kim is passionate about empowering young people—and finding innovative ways to do that. She earned her B.S. in Neuroscience from UCLA and also holds a M.S. in Education Media Design and Technology... Read More →
avatar for Randall Fujimoto

Randall Fujimoto

Game-Based Learning Designer, GameTrain Learning
Randall Fujimoto is the executive director of GameTrain Learning, an educational nonprofit organization that promotes game-based learning in schools and organizations. Randall has been creating game-based educational and training programs for over 10 years, prior to which he was an... Read More →

Justin Sigoloff

Creative Director, Adroit Studiots, University of Missouri, Columbia
avatar for Janet Chen

Janet Chen

Project Producer + Assistant Director, Building History 3.0 Project + UCLA Center for EthnoCommunications
Janet Chen’s work fosters community engagement and supports underrepresented and marginalized communities. She is a filmmaker, organizer and educator. She has worked for UCLA, UCI, Visual Communications and Outfest. Janet is currently the assistant director for the Center for EthnoCommunications... Read More →
avatar for Renee Tajima-Peña

Renee Tajima-Peña

Project Director + Professor, Building History 3.0 Project + UCLA Center for EthnoCommunications
Professor of Asian American Studies and Director of the Center for EthnoCommunications, University of California, Los Angeles.Dr. Tajima-Peña is an Academy Award-nominated filmmaker whose work focuses on communities of color, immigration, gender, and social justice. Her previous... Read More →

Friday October 4, 2019 11:30am - 12:30pm PDT
Doheny Beach A 311 Peltason Dr., Irvine, CA, 92697