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Thursday, August 18 • 2:00pm - 3:00pm

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Environmental Attitudes in Youth-created Computer Games about Climate Change
Puttick, Tucker-Raymond, & Barnes

This paper presents findings from case studies of two girls who designed games to teach other youth about climate change. Analysis of how their environmental attitudes shaped their design decisions offers a window on how these attributes of players were integral to the content and “look” of the games. Implications for creating game design experiences aimed at learning science, particularly when the topic is as difficult and complex as climate change, are discussed.

Invasion of the Energy Monsters: A Spooky Game About Saving Energy
Horn, Banerjee, Davis, Stevens

We present a cooperative family board game called Invasion of the Energy Monsters designed to encourage entire families to reflect on how to use energy at home and to think about implications for global environmental sustainability. After briefly reviewing related work, we outline our design principles, describe our game, and share preliminary findings from playtesting sessions with families in their homes.

Game-Based Learning for Identity Change
Foster, Shah & Barany

This study examined the extent to which a game, Land Science (LS), afforded identity change opportunities as defined by Projective Reflection (PR). PR served as a theoretical lens to analyze the design of LS and existing logged and intact data for 16 high school participants. Preliminary analyses indicated that LS met the intended design goals of supporting students’ knowledge gain for urban science and scientific modeling. Identity change was partially met as impacting students' content knowledge. LS did not afford opportunities for learners to explore multiple science identities, set personal goals within the learning environment, or establish personal relevance to game experiences. Hence, it was unclear whether participants valued the experience and content as personally significant to their future goals. Implications are discussed for advancing knowledge in the field about educational gaming for changing students' science identities.

avatar for Kurt Squire

Kurt Squire

Co-Director, Games+Learning+Society Center
Kurt Squire is a Professor of Digital Media in the Department of Curriculum & Instruction, and Co-Director of the Games+Learning+Society Center in the Wisconsin Institute for Discovery. Squire is the author or editor of three books, and over 75 scholarly publications on learning with... Read More →


Amartya Banerjee

Evanston, Illinois, United States, Northwestern University
avatar for Amanda Barany

Amanda Barany

Graduate Student, Drexel School of Education
I am a graduate student in the school of Education at Drexel University with a focus on games as tools for interest, engagement, and identity development as immersive STEM career environments. I have experience with the GLS game Citizen Science, the Fair Play project at the Wisconsin... Read More →
avatar for Jackie  Barnes

Jackie Barnes

Postdoctoral Researcher, Northeastern University
I've spent my years in grad school designing educational games, and my dissertation years looking into the diversity of user experience in a specific educational games. I want to keep designing, and to better understand how players see games differently, and whether they see educational... Read More →

Pryce Davis

Evanston, Illinois, United States, Northwestern University
avatar for Aroutis  Foster

Aroutis Foster

Associate Professor, Drexel University
avatar for Michael Horn

Michael Horn

Professor of Computer Science, Northwestern University
I'm an assistant professor at Northwestern University with a joint appointment in Computer Science and the Learning Sciences. I direct of the Tangible Interaction Design and Learning (TIDAL) Lab, and my research focuses on the intersection of human-computer interaction and learning... Read More →
avatar for Gillian  Puttick

Gillian Puttick

Senior Scientist, TERC
Research on youth-created games to learn science, curriculum design about climate change for middle and/or high school; high school students using Smart Cities data to learn about their communities


Evanston, Illinois, United States, Northwestern University
avatar for Mamta  Shah

Mamta Shah

Postdoctoral Scholar, Drexel University
Mamta Shah is a postdoctoral scholar of Learning Technologies in the School of Education at Drexel University in Philadelphia, PA. She teaches and conducts research on the theoretical and practical applications of teaching, learning, and assessing with digital environments such as... Read More →

Eli Tucker-Raymond

Educationist, TERC

Thursday August 18, 2016 2:00pm - 3:00pm CDT
Agriculture Union South