Immersed Games is being awarded a Phase I Small Business Innovation Research grant from the National Science Foundation for development of a new innovation to work with Tyto Online.
The official title of the grant is, “A Group Video Game Challenge for Integrated Applied Science Learning.”
This innovation pulls from the experience of dungeons or raids in video games, where groups of players team up to defeat “bosses” in epic battles. Except in our case, student will be able to apply learning in groups to solve challenging applied problems that utilize the learning they accomplished across multiple science modules of science in order to earn group rewards.
The overall concept of this grant’s research and development work is that after students have learned science content in Tyto Online or at school, they’ll be presented with a challenge that integrates learning across their units or topics. Groups of ~5 students will travel to a location on the alien planet where the drakons, a dragon-like creature, have undergone devastation! Their population is in turmoil due to a variety of potential factors that the students must solve.
The students will use skills from multiple areas of science as they work to solve the problem together. After they are introduced to the problem, they’ll jump into problem exploration: collecting data like blood samples from the drakons, setting population devices out, and sampling water quality. They will be able to generate graphs of their data, propose hypotheses, and together figure out what they think is hurting the drakons.
Then, following an engineering practice model, they’ll move into solutions — generating possible ideas, supporting the best ones, testing them, seeing results, and determining the best possible solution for fixing the problems they identified. Solutions may include selective breeding to reduce the prevalence of the genetic predisposition, creating a vaccine, environmental changes, or other potential solutions.
We are also building this with a scalable framework so that we’ll be able to use this basis to create more challenges, in the future building it into an expansion to our back-end content authoring system to use more regularly in students’ gameplay.
Integrated STEM Learning. Students will have already individual learned the content areas utilized (cells, ecology, heredity, and evolution) in silos, with isolated instruction in each content area. One of the goals of the proposed innovation is to focus on integrated STEM learning, addressing the subjects together in a way more similar to real world problem solving (Roberts & Cantu, 2012). Integrated STEM learning has been argued for by educators who argue that it provides contextual, deeper knowledge which will help students be more competitive as they actively engage and connect their learning areas into cross-domain skills (Boy, 2013; Relan & Kimpston, 1991; Sanders, 2012).
Problem Based Learning. The proposed innovation also utilizes a problem based learning approach, which is a form of constructivist learning. In problem based learning, students are introduced to a setting, start a problem, research and set their own hypotheses, and engage in self-reflection as they work to solve problems. The benefits of problem based learning include situating learning in context, encouraging accessing of prior knowledge for high-road transfer, improving metacognitive awareness, and long-term retention (Hmelo & Evensen, 2000; Gavriel & Perkins, 1989). Students who use problem based learning are even more likely to use basic science as a tool for problem solving than students in a traditional curriculum (Hmelo & Evensen, 2000).
Cooperative Learning. Another benefit of the proposed innovation is the focus on cooperative learning. According to Terwel (2003), the general aim of cooperative learning is how to think for oneself. Some researchers, such as Gillies and Ashman (2003), argue that cooperative learning has the broadest set of diverse, positive outcomes for learners. Cooperative learning has been shown to lead to more productivity, better communication, improved motivation, and even feelings of acceptance and inclusion among group members (Gillies & Ashman, 2003).
Using the structure of video game raids for cooperative learning as an extension also encourages more acceptance of failure, as in video game raiding, failure is seem as progress as long as the raid group is able to reflect and improve strategies in their next attempts (Chen, 2009). In terms of developing 21st century skills, raids also require cooperation and communication, not just content or skill areas, which helps develop those skills further (Chen, 2009).
Interested in participating?
We will be conducting a small study towards the end of the project, around April/May, in order to analyze how well the design has worked, the student’s use of tools, etc. If you’re interested in your child participating, please fill out this form to get on our interest list!
Boy, G.A. (2013). From STEM to STEAM: Toward a human-centered education. Proceedings of the 31st European Conference on Cognitive Ergonomics; Toulouse, France, August 26-28.
Chen, M. (2009). Communication, coordination, and camaraderie in World of Warcraft. Games and Culture 4, 47-73. http://dx.doi.org/10.1177/1555412008325478
Gavriel, S., & Perkins, D.N. (1989). Rocky roads to transfer: Rethinking mechanics of a neglected phenomenon. Educational Psychologist, 24(2), 113-142.
Gillies, R.M., & Ashman, A.F. (2003). An historical review of the use of groups to promote socialization and learning. In R.M. Gillies and A.F. Ashman (Eds.), The social and intellectual outcomes of learning in groups (1-18). New York, NY: Routledge Falmer.
Hmelo, C.E., & Evensen, D.H. (2000). Problem-based learning: Gaining insights on learning interactions through multiple methods of inquiry. In. D.H. Evensen & C.E. Hmelo (Eds.), Problem-based learning: A research perspective on learning interactions (1-18). New York, NY: Routledge Falmer.
Relan, A., & Kimpston, R. (1991). Curriculum integration: A critical analysis of practical and conceptual issues. Paper presented at the Annual Meeting of the American Educational Research Association; Chicago, IL, April 3-7.
Roberts, A., & Cantu, D. (2012). Applying STEM instructional strategies to design and technology curriculum. Proceedings of the Technology Education in the 21st 29 Century (111-118); Stockholm, Sweden.
Sanders, M. (2012). Integrative STEM education as “best practice.” Presented at the 7th Biennial International Technology Education Research Conference; Queensland, Australia, Dec 8.
Hello there! I wanted to take some time to outline how we view learning within Tyto Online. The experience we currently have in the game does not have all of this in it, so I’ll be clear on what is currently in-game, what is in progress, or a feature we’re considering for the future.
This is a bit of a long post, but it’ll be a starting point for those people who want to dig in on the learning design with us!
This is the model I’ve designed to explain our learning theory:
First, the Base Game World presents a lot of really compelling elements to go from and each one is important to learning as players begin the game.
Then the user does Quests where they’re taught content more directly. As they complete Quests, they’ll be unlocking more in the Sandbox experience. Many players want to jump into the Sandbox and unlock more of it in the Quests as they play both alongside each other (although some just do all the Quests first). After the Quests are done, they’ll be able to continue playing in the Sandbox, including with Weekly Challenges to accomplish. The more activities the user completes, the more their knowledge — and their autonomy — grows, since the Sandbox is more open and exploratory.
Our first module, Ecology, has a set of ~40 Quests and a create-your-own ecosystem Sandbox for players.
As you continue to read, you may see this as an idealized version of what an edu-MMO can be, and I would agree. I don’t think we’ve successfully pulled it off yet, and our current designs and quests certainly have room for improvement. Limited resources mean we don’t get to make everything we want quite yet! But we want people to see where we’re heading with this and to give us feedback during Early Access to help us reach the potential of what this can really be.
Base Game World
Many game designers already discuss that game design and gameplay are basically a form of learning — learning the rules and systems of the game in order to progress. As I studied learning theory while working on a PhD in education, we talked about ideal learning environments and everything kept linking back to my gaming experiences, especially in social online games.
Context — the story of the game and its world provide context to help players understand what’s being learned and make mental connections more fluid. We don’t want people to ask, “Why are we learning this?” because it’s already part of the context — Non-playable characters (called NPCs, which are characters we design into the game) and you, the player, are using the information for a reason during the process of gameplay.
Identity — taking on the identity of a scientist and learner is important so children can see themselves as capable learners and part of the gameplay (shown to be very important in successfully learning science).
Motivation — reward structures in the game increase motivation to complete more learning activities (such as getting more currency to buy more clothing, leveling up, etc.).
Immersion — increases involvement between the player and the content.
Affective Involvement — deepens interaction between the player and the content and helps with retention of knowledge, as we remember things better when they’re tied to emotion.
Social Learning — communities share knowledge and increase their learning pool together; also presents opportunities for developing important social skills.
Goal Setting — goals within the game lend themselves to self-regulated goal setting, an important skill for learners.
Collaboration — playing online with others, completing tasks together, is great skill development for what people refer to as “21st Century Skills.”
Unfortunately, when most people think of educational games, they really only thing of motivation, and maybe immersion, but as you can see, there is so much more to it.
Quest to Learn
So the first part of students actually learning the content is based on Quests. We see the Quests as aligned with an “inquiry-based learning” approach, which has been shown to be very effective for learning science. As you can imagine, this basically means that you solve problems in order to be guided through the learning process — gathering needed background information, collecting information about the current situation, and learning as you solve in the context of a problem.
Right now we have a decent number of Quest mechanics that we use to do this, and will continue to build these out as we progress.
Basic Quest Mechanics
We have a lot of the basic Quest mechanics you’d expect: collecting items, talking to NPCs, going to certain locations, etc.
You’ll find a lot of our current Quests are about collecting poop, because that happens a LOT in ecology. Some of these lead you to other Quests, and others are just for helping players understand new contexts for why poop would be needed.
An example we like in the game right now: collect poop to start you off on a Food Web Quest.
An example we don’t like in the game right now: using poop to get DNA samples, but that’s where the quest ends. The idea for this quest was actually to collect DNA samples for a DNA bank, as that’s something scientists do in real life right now to make sure we have diverse sets of endangered species’ DNA , which is super cool. But we had some limitations with the Quest mechanic toolset, so right now it’s just picking up poop for that purpose. This will be improved in the future.
Also pretty simple, but if you think about it, categorization happens a LOT in learning. Is this abiotic or biotic? What type of symbiosis is exhibited? Recycling or Compost?
Here’s an example of it in action:
A lot of science standards revolve around using empirical evidence to make arguments and draw conclusions. So we designed a Detective-style Quest where the user finds evidence in the game world. Basically, the student uses their Observation skills to find evidence, or analyze graphs, or use what they learned from previous quests all in their Evidence Log.
After you’ve collected the evidence, you make an argument: and try to convince the Quest-giving NPC of whatever conclusion you’ve come to.
Analyzer > Food Web Quests
In these quests, you first collect animal poop, then figure out what bone, fur, etc. fragments were in the poop of carnivores using the “Tranquil-icer” on animals and taking a DNA sample. After you’ve figured out what animals were eaten, you’re able to make a food web to represent this.
We’re going to be updating this UI soon as we know it’s not our most polished, by far!
This was designed to be more open, so we’ll be able to re-use the Analyzer and Flow Chart Mechanics when we do more types of Quests — anything a model needs to be designed for!
“Item Action” and Spawning/Unique Tasks
This was just implemented recently, so we’re going to start using it in more quests! Basically, this mechanic lets people use items for quests that do various things.
For example, when you release flittermice for a quest where you’re testing to see if they pollinate plants, you now see them spawn and fly off! We even have a quest where we used an item to let you turn into a jackrabbit for a detective quest (you get to keep the item afterwards, of course).
Specific Heredity Quest Mechanics
Now that we’re building Heredity, there are a few new mechanics we’ve been adding, like doing a Punnet Square puzzle! There will be more information available about these soon as they go live.
Each of our Modules also has a learning Sandbox. As we mentioned, as students level up through their Questing, they will unlock more in their Sandbox. It’s an important element of the game, for learning and especially re-playability.
For Ecology, this is a create-your-own ecosystem we call the H.E.L.O., or Holographic Environmental Life Observatory. The purpose of this is to learn more about the ecosystems so that Tyto Academy may be able to better help these species. Students receive Research Points as they progress, which they use to unlock new species across the five ecosystems they can build right now.
This follows a more experimental learning model where students are learning through trial and error, and also provides opportunity for depth and self-directed problem solving. One of the powerful elements of games is that we can recreate systems and let students explore those, manipulate variables, and see the outcomes. They can do this for a nearly infinite amount of time depending on how interesting they find it. It’s creative, learning, and a reward in many ways as the act of creation is rewarding.
We first released this as a stand-alone game called Tyto Ecology, and here’s some video responses of YouTube streamers playing it:
For Heredity, the Sandbox we are building is a Drakon Breeding! Drakons are dragon-like creatures that the players are helping to repopulate and increase their genetic diversity… but of course, they also get to create a lot of awesome looking dragon-type pets in the process! This is also a full set of complex systems, including dominant/recessive genes, but also codominance, incomplete dominance, mutations, environmentally unlocked aspects, and more!
We have a LOT of work to do, and this is just the beginning. What you’re playing now is the Ecology and first Heredity Quests, with the Ecology Sandbox as well, but we have a lot of improvements to make. (We’ve also added a feature to clear quest progress so you can replay them with the updates as we go).
The first attempts for everything were slower, because instead of directly coding them in, we’ve been building back-end tools that are more scalable for us to add and build from. So expect things to continue to speed up in the next few months as we make improvements on our base mechanics and toolsets and get new content in even faster!
We are thrilled to announce that our Early Access version of Tyto Online is now live!
Tyto Online is a MMORPG where you play as an evacuee from the now uninhabitable Earth. You’re settling on the planet Ovo to study at Tyto Academy as you establish your new life. Explore and complete quests while learning real science concepts.
Because we are launching now, we also have a 20% off discount for the next week only! This brings the game to $19.99 right now. The way the pricing works — at full launch, it will have a subscription, so you’re pre-purchasing your first 3 months’ subscription, but all the early access game time until then is included. The earlier you buy, the more time you get during early access. We do expect some real bugs and issues right now, so the discount is definitely a thank you for helping us figure that out now!
What does Early Access mean?
Tyto Online is still active in development, and people who join during Early Access get to help shape the process! This means giving feedback, voting on the next features, reporting bugs, coming up with new ideas, doing live streams with the developers, and more. This also means the product itself is still going to be buggy and incomplete, so if you’re wanting a completely polished experience, you should wait for the full launch in summer/fall of 2017. Read more about our early access process here.
Links & More Info:
View the game website and buy there: http://www.tytoonline.com/
View the Steam store page: http://store.steampowered.com/app/544290
We are thrilled today to re-announce Tyto Online, the game that this company was founded to create. In Tyto Online, you explore a futuristic, alien planet as you solve problems and complete quests, learning real-world science with your friends! Enjoy the trailer of the new version of Tyto Online!