Modeling Games in the K-12 Science Classroom

Introduction

This study focuses on the design and classroom integration of digital games for K-12 science education with the goal of fostering the development of conceptual and representational practices that are central to understanding Newtonian motion by engaging students in scientific modeling. Specifically, we focus on the integration of disciplinarily-integrated games (DIGs) (Sengupta and Clark, 2016; Clark, Sengupta, Brady, Martinez-Garza, & Killingsworth, 2015) with complementary modeling activities to support science learning. Essentially, all DIGs have the following characteristics: (a) formal representations for controlling the game, (b) formal representations for communicating challenges and opportunities, (c) a phenomenological representation presenting the phenomenon being modeled, (d) intermediate aggregating representations, and (e) game mechanics and goals focused on engaging the player in interpreting, creating, modifying, and translating across these formal and phenomenological representations (Clark, et al., 2015; Sengupta & Clark, 2016).

At their core, games are multi-representational environments (Virk, Clark & Sengupta, 2016). Research on use of microworlds and simulations in science education shows that the design of multiple and complementary representations of the same phenomenon can create opportunities for model evaluation through comparison of multiple and competing models of the phenomenon (Parnafes, 2007; Sengupta & Farris, 2012; Sengupta, Dickes & Farris, 2018). Similar to simulations and microworlds, DIGs leverage multiple formal representations as both core elements of game play and as tools to control the game environment (Clark, Sengupta, & Virk, 2016; Virk, Clark, & Sengupta, 2015, 2017). However, reasoning across multiple representations and comparing multiple models of a phenomenon can be difficult for students without appropriate scaffolding (Lehrer & Schauble, 2006). This study illustrates two types of modeling activities that could be augmented with disciplinarily-integrated games in order to support teachers and students in developing modeling practices in the classroom: physical modeling and computational programming and modeling. Specifically, we identify some key affordances and challenges of each modeling approach in two middle school classrooms that were taught by the same teacher. Overall, this work shows that creating multiple but complementary representations of the same phenomenon and then translating across these representations as part of core game activities can meaningfully support the integration of DIGs within the curriculum in a science classroom. Furthermore, out-of-game modeling activities involving representational work that is complementary to the game can positively shape student engagement with the game.