Science Sims and Games: Best Design Practices and Fave Flops Mina C. Johnson-Glenberg, Arizona State University, mina.johnson@asu.edu (Chair) Caroline Savio-Ramos, Arizona State University, casavio@asu.edu Katherine K. Perkins, University of Colorado Boulder, kathy.perkins@colorado.edu Emily B. Moore, University of Colorado Boulder, emily.moore@colorado.edu Robb Lindgren, University of Illinois Urbana-Champaign, robblind@illinois.edu (Co-Chair) Douglas Clark, Vanderbilt University, doug.clark@vanderbilt.edu Corey Brady, Inquire Learning, cbrady@inquirelearning.com Pratim Sengupta, Vanderbilt University, pratim.sengupta@vanderbilt.edu Mario Martinez-Garza, Vanderbilt University, mario.m.martinez@vanderbilt.edu Deanne Adams, Vanderbilt University, deanne.adams@gmail.com Stephen Killingsworth, Vanderbilt University, skillingsworth@gmail.com Grant Van Eaton, Vanderbilt University, grant.vaneaton@vanderbilt.edu Matthew Gaydos, University of Wisconsin Madison, gaydos@wisc.edu Amanda Barany, University of Wisconsin Madison, amanda.barany@gmail.com Kurt Squire, University of Wisconsin Madison, kdsquire@education.wisc.edu Nathan Holbert, Northwestern University, nholbert@gmail.com Abstract: We represent a variety of educators and designers who have in common a deep concern about the quality of STEM learning and how new media tools are designed and used. These tools run the range of interactive simulations to embodied games with full arc narratives. We believe there is not one correct way to instruct in science using new media. For example - some formats (e.g., whiteboard vs. tablet) may be better for some learners (low vs. high prior knowledge) in some situations (single learner vs. small group) on some content (abstract vs. concrete). Our goal is to highlight some of the games and simulations we have designed and disseminated, and to explore their strengths and weaknesses. Each participant will present an original work, show a demo, present data on efficacy, and finally share anecdotes about what was done well and what could have been improved. Embodied Science Education: Design Principles and Rolling It Out Mina C. Johnson-Glenberg and Caroline Savio-Ramos The Embodied Games for Learning (EGL) lab creates learning scenarios. These are interactive motion capture games that are designed to increase K-12 student learning. Along the way we have learned several extremely valuable lessons about design and real world dissemination. We begin with our game design precepts, move to results, and then end with several lessons learned – many of them the hard way. The EGL lab is somewhat different from other learning game design labs is that we integrate gesture and novel motion capture technologies (for example, the Microsoft Kinect sensor and Leap Motion) where they are most efficacious for learning. The affordances of the myriad, rapidly-evolving technologies are exciting but changing so quickly that no one can remain an expert in the most innovative tech for long. The technology also has effect on our STEM topic choices. We would rather create a levers curriculum than focus solely on polynomial equations, because we can readily envision how the arm can act (and be tracked) as a lever. When we design we follow these precepts: • Make it embodied – with as much gestural congruency as possible. This means that the gesture matches the content (e.g., spinning your arm in a circle to the right makes the virtual gear rotate in a clockwise revolution). • Socio-collaborative- build in discourse opportunity and space for reflection, require observing students to do meaningful tasks • Make it generative – constructive and active • Wrap in narrative – make them care • Give immediate performance feedback • Level up in cycle of expertise - AI adaptive if possible (We like to use machine scoring algorithms as well.) • Try to include user-created content - Students should be producers, not just consumers of technology. It takes time and more programming funds to build user-friendly editors that allow users to input content, but it greatly pays off in increases in motivation and “stickiness”. ICLS 2014 Proceedings 1199 © ISLS