Download - Emily K. Johnson
Making waves, mixing colors, and using mirrors:
The self-regulated learning support features and
procedural rhetoric of three whole-body educational games
Working title
How can the rhetoric of whole-body educational games inform our understanding of self-regulated learning with digital technology?
1. Empirical study of Waves-SRL2. Case study-video, reactions to
scaffolding3. Rhetorical analysis of Waves, Color
Mixer, and Light & Mirrors (SMALLab*) *Situated Multimedia Arts Learning Lab
Dissertation Research (plan)
2-players, 3 waves: 1 wave per player1 wave that both player-waves
influence3 levelsPlayers need to orchestrate their
movements to achieve success in each level (requires much communication)
Waves
Successful End of Level
Level 1: Constructive Interference Players must step side-by-side in sync to
create a large middle wave Level 2: Destructive Interference
Players must step side-by-side in opposite directions to create a small middle wave
Level 3: Standing Wave Players must face each other and step in
opposite directions to create a large middle wave
Waves
Levels 1 & 2
Level 3
SRL is something “good students” naturally do: “mindfully” (vs. mindlessly) complete a task
Plan how they will complete the taskContinually check their progress & understanding
Reflect on the task completed
Self-Regulated Learning (SRL)
A task bar (check-list) of 3 concrete tasks players need to complete for that level Automatically checked off as they are
completed Current task is highlighted, future task is
grayed Prompts (pop-ups) to help the players
reflect on their progress and support self-regulated learning
SRL Modifications
Task Bar
Prompt
Planning Prompt“Can this goal be reached easily?”
Progress Prompt“Is the wave responding to your movements the way you expect it to?”
Additional Prompt(s): “Is there anything different that could be tried here?
Reflection Prompt“How does this level work?”
Prompting for SRL
Taskbar StructureConcrete tasks such as: Move side to side to make a wave Use constructive interference to
make a wave Use constructive interference to
make a large wave
Prompting for SRL
How can a whole-body educational game support self-regulated learning?
How useful are elements designed to support self-regulated learning in a whole-body educational game?
Research Sub-Questions
Both Pre- and Post-tests: Self-Regulation Questionnaire (Brown,
1999) Short-answer content questions (waves) Drawings of waves (what would happen
if…) Post-test only: Scaffolding perception
items Usefulness of prompts (Likert) Usefulness of taskbar (Likert) Comments/Suggestions about
prompts/taskbar
Empirical Measures
Identify one student with a high SRQ score
Identify one student with a low SRQ score
Chart their reactions to scaffolding (video)
Correlation between SRL & reaction to scaffolding?
How can a whole-body educational game support self-regulated learning?
How useful are elements designed to support self-regulated learning in a whole-body educational game?
Case Study
What does the procedural rhetoric of whole-body educational games tell us about our assumptions about learning with these types of digital technology?
Conduct a comparative analysis of the procedural rhetoric of Waves, Color Mixer, and Light and Mirrors
Sub-Question: Rhetorical Analysis
Sim-Game 2: Color Mixer
https://www.youtube.com/watch?feature=player_embedded&v=uoSAQtz926w
Sim-Game 3: Light and Mirrors
https://www.youtube.com/watch?feature=player_embedded&v=p52nQmD8KE8
Methodology
Player Action
Computer
Reaction(s)
Concept(s)
Reinforced
Value(s) Reinforc
ed
SRL Suppor
t Feature
(s) Stepping side-to-side in sync (in Level 1)
Glowing green wave; success stars
Constructive interference is when waves go in the same direction to make a bigger wave
Teamwork
Green glow & success stars provide positive feedback
How can the rhetoric of three whole-body educational games inform our understanding of self-regulated learning with digital technology?
Primary Research Question
Utilize my teaching experience, passion for research, and interest in technology to expand educational options for learners of all levels.
…Then what?