Judy Perry- MIT Scheller Teacher, Education Program Lab
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The document discusses using mobile augmented reality (AR) games to foster informal learning in real-world spaces. It describes how AR games can create "bridges" between visitors and places by overlaying digital information and gameplay. The author provides examples of an environmental detective AR game used with MIT students and high school students. For the MIT students, the game exhibited some elements of gaminess like interesting decisions, but lacked clear goals and feedback. For the high school students, the game was more focused on completion than problem-solving. The author advocates designing AR games that balance structured learning and open-ended play to cultivate both fun and deeper understanding.
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Judy Perry- MIT Scheller Teacher, Education Program Lab
- 1. virtual bridges: mobile augmented reality games in informal spaces Serious Play Conference – Aug. 21, 2013 Judy Perry, MIT STEP Lab Eric Klopfer, Director, MIT STEP Lab
- 2. How do we cra6 powerful experiences in real places? How do these experiences foster deep learning? engagement? Photo: PolarBearsInterna?onal.org Photo: Town of Lexington website
- 3. pieces of informal learning? • Outside “formal” classroom • O6en playful • Self-‐directed or facilitated – rather than “teacher led” • Frequently involve parJcipant’s choices • Voluntary (“I can leave!”) • Ad hoc (aren’t set Jmes)
- 4. informal learning? • How to engage learners informally? • Right level of structure? Role of technology?
- 5. it’s not easy… • “Explainer” not always available • Free exploraJon isn’t always opJmal, appealing • Want/need more scaffolding… • Physical locaJons, encourage engagement of places “off the beaten path” So how do you encourage learning? Image courtesy of Red BuIe
- 6. Visitor place* “bridging experience” (s) *people, objects, structures, landscape
- 7. EffecJve “bridges” can be hard to build… Challenge to build interesJng* bridges *what do effecJve bridges look like? *how do organizaJon/visitors benefit? Share some of our experiences
- 8. WHAT TOOLS MIGHT BE USEFUL? portability social interacJvity context sensiJvity connecJvity Individuality mobile
- 9. BUT WHAT DOES IT LOOK LIKE? informal learning with mobile devices?
- 10. What I don’t mean • Flash cards/thin quiz on a mobile phone • This ≠ “Read the sign and answer a mul?ple choice ques?on” • This IS a toe in the water, but… I think we can do a lot beer...
- 11. We learn from games all the ?me… • Playful, yet challenging (Papert’s “hard fun”) • Pace is typically set by player • InteresJng choices • Meaningful feedback It’s just good PEDAGOGY!
- 12. what games/gameplay offer • O6en highly social • Fun, playful • Acceptable to explore and to “fail” • Able to try on idenJJes (role-‐playing)
- 13. One approach locaJon-‐based educaJon…augmented reality (AR) “Loca?on-‐aware digital overlay of informa?on in a real-‐world context” Learning Real World Context Games/ Sims Typically played on smart phone or other mobile computer (GPS)
- 14. AR toolkits • Non/Novice Programmers can make AR games using…
- 15. A short video…
- 16. Gaminess • What features are important to structure games? – Interesting decisions (Sid Meier) – Consequences to decisions (+/- value) – Clearly defined goals (rules/constraints) – Visible measurable feedback (quantifiable outcome) – Underlying model/system (coherent system of rules) Little Gaminess Lots of Gaminess Scavenger Hunt The Sims Little Gaminess Lots of Gaminess Movies Dolls Books Scavenger Hunt The Sims WoW Risk
- 17. AR: Environmental DetecJves • First Example -‐ Part of G2T • “Environmental DetecJves” – Players briefed about rash of local health problems linked to the environment – Need to determine source of polluJon by drilling sampling wells, interviewing virtual witnesses
- 18. AR: Environmental DetecJves • First groups of students (MIT) – Tried to plan strategies for sampling – Competed with each other someJmes and collaborated others – Evaluated incoming informaJon – Wanted to come up with the best soluJon – Used previous experience to opJmize in the face of constraints • Second group of students (HS Field Trip) – Tried to collect as many points as they could – Planned route from one point to the next based on proximity – Wanted to complete the experience
- 19. Gaminess • For the MIT students… – Interesting decisions " – Consequences to decisions (+/-) þ – Clearly defined goals þ – Visible measurable feedback ý – Underlying model/system ý Little Gaminess Lots of Gaminess Movies Dolls Books Scavenger Hunt The Sims WoW Risk LiIle Gaminess Lots of Gaminess Movies Dolls Books Scavenger Hunt The Sims WoW Risk
- 20. Gaminess Little Gaminess Lots of Gaminess Movies Dolls Books Scavenger Hunt The Sims WoW Risk • For the HS students… – Interesting decisions þ – Consequences to decisions (+/-) ý – Clearly defined goals ý – Visible measurable feedback ý – Underlying model/system ý LiIle Gaminess Lots of Gaminess Movies Dolls Books Scavenger Hunt The Sims WoW Risk
- 21. Audience’s perspecJve (expectaJons, markeJng) *what do interesJng bridges look like?
- 22. The Joy of Gaming?
- 23. The Joy of Gaming 2 Photos: Phillip Toledano’s photo essay of gamers
- 24. Ecology of Play and Work • A game helps structure an experience, and ideally includes open-‐ended play and structure and support for learning Work Learning Structure Play Fun Open-ended c/o Scot Osterweil
- 25. Ecology of Play and Work • A game helps structure that experience and ideally includes open-‐ended play and structure and support for learning Fun/Play Learning/Structure
- 26. In games we willingly submit to arbitrary rules and structures in pursuit of mastery, but only if we can conJnue to be playful. Structured, goal-‐oriented, feedback-‐driven can be fun The Fun of Structure
- 27. In games we willingly submit to arbitrary rules and structures in pursuit of mastery, but only if we can conJnue to be playful. Structured, goal-‐oriented, feedback-‐driven can be fun The Fun of Structure
- 28. Moving Indoors: Mystery @ the Museum • Indoor game played at the Boston Museum of Science • Used 802.11 for posiJoning • Defining roles to enhance collaboraJon • Introducing an element of Jme to make it feel more like a game • Solving a mystery using scienJfic informaJon from the museum
- 29. LocaJon InformaJon Click on items in the room to select them for viewing or picking up Click on people in the room to select them for interviewing or showing objects to To show an item that you already have to a Virtual Character, click on the person, then click Show and then choose the item that you want to show. All screens tell you what room you’re currently in To view an item in the room, click on the item and then click the View buon. To pick up an item in the room, click on the item and then click the Pick Up buon. To interview a virtual character click on the person and then click Interview
- 30. Context and Tools Analyze Communicate InvesPgate Decide
- 31. Mystery @ The Museum -‐ Game Play Parents and Kids CollaboraJng Fostering CollaboraJon Through Roles CollecJng Virtual Samples Using Contextual Information “[The game] was fun. This was the longest I’ve spent with my [teenage] son without arguing with him...” -‐parent
- 32. Experiment with collaboraJon Audience’s perspecJve (expectaJons, markeJng) *what do interesJng bridges look like?
- 33. What is POSIT? • (Developing) Public Opinion of Science using InformaJon Technologies • POSIT is a wireless client-‐server system • Aimed at creaJng authenJc experiences that explore complex issues in science, technology and society. • Built on exisJng AR infrastructure developed in the STEP Lab to combine locaJon based “Augmented Reality” experiences with opinion dynamics scenarios using Windows Mobile devices. • POSIT seeks to engage people in STS issues.
- 34. 1st POSIT Game Overview – Briefing -‐ PotenJal biohazard facility in Boston – Roles -‐ Playing realisJc roles from scienJst to resident – IniPal Opinion -‐ Opinions “in role” are registered – CollecPng Data -‐ Players collect informaJon from virtual characters, and real arJfacts/places – Sharing Opinions -‐ Players share informaJon that they have collected to convince others of their [character’s] point of view – Influencing Others and Changing Opinions -‐ Influence key individuals to sway the vote – Final Decision -‐ voJng Game is focused around a single yes/no policy ques?on (fic?onalized). E.g., “Should we build a biohazard level 4 research facility in our community?”
- 35. POSIT Walkthrough • Players are assigned roles and receive a briefing – A decision must be reached on whether or not to build the research facility. – Every role has a story (e.g. out of work biotech, concerned parent) • Register iniJal opinions • Team up with allies and target the opposiJon
- 36. POSIT Walkthrough Players… • conJnue to collect informaJon, and change their own opinions accordingly. • interact with each other, use their evidence to sway players their way. • constantly monitor the way the group is leaning and target parJcular other players with informaJon that they collect.
- 38. POSIT -‐ End Game • Players in the end vote (based on their final opinions) on the issue at hand. • In a discussion following the game, the facilitator leads a discussion around: • The real controversy on which the game is based • The experience of role playing different opinions, and how it relates to their personal opinion • Evidence, scien?fic arguments, and persuasiveness • Factors that caused opinions to change over ?me • A histogram of the opinions of the group at different ?mes during the game • This was a lot! • But players liked it!
- 39. Deeply engaging, challenging “hard fun” Audience’s perspecJve (expectaJons, markeJng) Experiment with collaboraJon *what do interesJng bridges look like?
- 40. Timelab 2100 • It is the year 2100 and Climate Change has spun out of control • Head back to 2012 to make small changes to the past • Location specific information – e.g. – By the river - Location is now under water – By the bus stop – Consider incentives to increase use • Also includes face to face discussion
- 41. 41 Zoo Scene InvesJgators (ZSI) During the AR game ZSI, students… ª Play during field trips to Columbus Zoo & Aquarium ª Navigate the Asia Quest area to gather evidence mysterious nighttime intruder ª Learn about the “illegal wildlife trade” ª Collaborate across roles to share information ª Observe real animals and exhibits ª Gather virtual evidence and consult virtual experts
- 42. Leverage physical environment; ConnecJons, contrasts exhibits/spaces Audience’s perspecJve (expectaJons, markeJng) Experiment with collaboraJon Deeply engaging, challenging “hard fun” *what do interesJng bridges look like?
- 43. Old Sturbridge Village • Dollars & Sense, an economic history game • Living history museum (costumed interpreters, buildings, animals, etc.) • Take perspecJve of 1830s rural New England farm family • Role-‐playing game (factory work, investments, buy property)
- 44. Choices, consequences ParJcipaJon is the reward “no one fails museums” Audience’s perspecJve (expectaJons, markeJng) Experiment with collaboraJon Deeply engaging, challenging “hard fun” Leverage physical environment; ConnecJons, contrasts exhibits/spaces *what do interesJng bridges look like?
- 45. TO MAKING GAMES Moving beyond playing games… Learning Real World Context Games/ Sims
- 46. CSI (Community Science InvesJgators) Making AR Games 1.0 Collabora?on with Missouri Botanical Garden Funded though NSF ITEST Award #0833663
- 47. iCSI (Informal Community Science InvesJgators) 3-‐year NSF funded partnership between: Missouri Botanical Garden (MO); MIT (MA); Columbus Zoo (OH), San Diego Zoo (CA), Red Bue Botanical Gardens (UT) 1. Engage informal visitors playing AR games 2. Tweens/teens making AR games (summer camps) – Leverage AR games to promote STEM knowledge/ engagement, showcase research, foster community engagement (ciJzen science), develop 21st cent. skills. – Create replicable model, best pracJces & tools for other informal learning insJtuJons Funded by NSF ISE Grant # 1223407
- 48. Send out the pioneers! So as we conJnue to explore this space: • Best pracJces (game design) • Powerful tools (making powerful games) • Research findings Fall/Winter 2013 – TaleBlazer will be available coming to an App Store or Google Play near you! • If you’re a “pioneer” (esp. Android), please talk with me…
- 50. Thanks! Judy Perry, MIT STEP Lab <jperry@mit.edu> hp://TaleBlazer.org hp://educaJon.mit.edu • Many thanks to Eric Klopfer (Director, MIT STEP Lab), Lisa Stump & the TaleBlazer development team (MIT), Josh Sheldon (MIT/STEP); Renata Pomponi & Drew Buckley (Mass Audubon); Rhys Simmons and his team (OSV); Columbus Zoo & Aquarium • Funded in part by NSF Grants # 0833663, #1223407; and the Columbus Zoo & Aquarium.