For years, TERC ran NSF’s STEM for All Video Showcase, and for years, EdGE created and shared videos about our game-related projects. Check them out.
2022 Co-design with Neurodiverse Learners: Team and VR Game Impacts
https://multiplex.videohall.com/presentations/2335.html
How is “nothing about us without us” exemplified? Designers and researchers from EdGE at TERC and interns from Landmark College, a post-secondary institute for learners with ADHD, autism, dyslexia, and other learning differences, co-designed a virtual reality (VR) game intended to engage a broad audience, including neurodivergent players, in STEM learning. In this video, you will hear from members of the co-design team as they reflect on what the co-design process has meant to them and how it has shaped the project.
2021 Including Neurodiversity in Foundational and Applied CT
https://multiplex.videohall.com/presentations/2130.html
How can scaffolds for executive function help learner success in developing computational thinking skills? INFACT brought together designers and research in Computational Thinking (CT) education, cognitive science, and data mining to build adaptive scaffolds for executive function (EF) within CT learning activities for elementary and middle school learners (grades 3-8). INFACT includes a set of game-based interactives, along with coding, robotic, and offline conceptual and hands-on activities, all delivered with differentiated scaffolds for neurodiverse learners.
2021 Co-designing a VR STEM Mystery Game with Neurodiverse Learners
https://multiplex.videohall.com/presentations/2155.html
How can a virtual reality (VR) game be used to increase access to and broaden participation in STEM learning? Co-designed with neurodivergent learners from Landmark College, the originally named Mission to Europa Prime VR game tasks players to explore, make discoveries, solve puzzles, and figure out STEM-based learning puzzles.
2018 Bridging from Zoombinis to Computational Thinking
https://multiplex.videohall.com/presentations/1148.html
How does game-based learning transform the educational landscape? EdGE looked at the innovative teacher practice of bridging between game-based (implicit or tacit) learning and classroom (explicit) learning with the game Zoombinis.
2018 Revealing the Invisible with Multimodal Learning Analytics
https://multiplex.videohall.com/presentations/1233.html
How can implicit knowledge be demonstrated? Researchers from EdGE at TERC, Landmark College, and MIT looked to Reveal the Invisible. The collaborative partnership created tools and methods to transform how learning can be measured, including a strong focus on the physics game Impulse.
2017 Research on Computation Thinking and the Game Zoombinis
https://multiplex.videohall.com/presentations/903.html
How does students’ learning of computational thinking (CT) bridge formal and informal learning via classroom implementation of the game Zoombinis? EdGE research involved educational data mining techniques to assess students’ learning in conjunction with pre-post CT assessments (external to the game), teacher interviews, classroom observations, and case studies of classroom use.
2017 SportsLab: A Sport Research and Product Design Challenge
https://multiplex.videohall.com/presentations/901.html
How does a game- and project-based design challenge engage learners and potentially inspire STEM career paths? SportsLab tested a collaborative interactive environment where participants became part of a sport research and product design team, discovering, learning, and trying out skills necessary for success in real world careers related to sport research and shoe design.
2016 Zoombinis
https://multiplex.videohall.com/presentations/671.html
How can the game Zoombinis be best used in education? EdGE conducted research with grade 3-8 teachers and students to better understand and help maximize the positive impacts of this awesome game.