1. 1. Learning Through Design with ARIS A pre-study into how learning happens through making mobile media David J. Gagnon Breanne Litts John Martin Jim Mathews Rachelle Vang @arisgames @djgagnon @fielddaylab
2. 2. screenshots from Juans game 2012 Global Game Jam
3. 3. screenshots from Juans game
4. 4. ARIS GGJ 2011 Madison, WI
5. 5. ARIS GGJ 2011 Spain
6. 6. ARIS GGJ 2011 Albuquerque, NM
7. 7. Teaching Game Design Institute of Play: Mobile Quest
8. 8. Youth Mobile Exhibit Design Sci Girls, California Academy of Science
9. 9. Iteration 0 Student Projects Folklore 100: Bucky 101, Food Cart Trail
10. 10. Theory or it didnt happen!
11. 11. Multiliteracies New London Group
12. 12. Meta-representational Competencies diSessa, A. (2004). Metarepresentational competence: Native competence and targets for instruction. Cognition and Instruction, 22, 293331.
13. 13. Situated Cognition Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press. doi:10.1017/ CBO9780511815355.
14. 14. Representational Trajectories Halverson, E. R. (2011). Digital art- making as a representational process. Journal of the Learning Sciences.
15. 15. Tool Content Design
16. 16. ARIS Game as an Representational Form Concentrate on Narrative
17. 17. Situated Documentary in ARIS Locative Media
18. 18. Situated Documentary in ARIS Locative Media
19. 19. iPod shue Up to 240 songs. A million different ways. Starting at $99.
20. 20. iPod shue Up to 240 songs. A million different ways. Starting at $99.
21. 21. iPod shue Up to 240 songs. A million different ways. Starting at $99.
22. 22. iPod shue Up to 240 songs. A million different ways. Starting at $99.
23. 23. iPod shue Up to 240 songs. A million different ways. Starting at $99.
24. 24. ARIS Game as a Media Production Tool
25. 25. ARIS Authoring Tool Scenes and Triggers
26. 26. ARIS Authoring Tool Conversations
27. 27. ARIS Authoring Tool Logic
28. 28. ARIS Authoring Tool Prompts and Goals
29. 29. ARIS Authoring Tool Media Management
30. 30. High Level Overview Instructional Context 4 Distinct University Courses in 2013 and 2014 Mostly Undergrads 20-40 students in each class ~6 weeks, ~2 hours a week in class Data Collected Weekly Surveys Observational Data Final ARIS Projects Final Written Report (Weekly Design Journals)
31. 31. Iteration 1 CI209: Digital Literacies
32. 32. Narrative Design Process and Aids
33. 33. ARIS Objects Mapping Story to Mobile
34. 34. ARIS Objects Mapping Story to Mobile
35. 35. ARIS Objects Mapping Story to Mobile
36. 36. ARIS Objects Mapping Story to Mobile
37. 37. Player Roles Who are they? What are they trying to accomplish? Observer Newspaper Writer Time- Traveling Historian Fictional Active Role A Secret Agent Non-Fictional Active Role Miner from 1850
38. 38. Crafting the Structure Example
39. 39. Linear Story Structure Each player has the same experience Beginning Story Element Story Element End
40. 40. Side-Quest Story Structure Each player has the same primary experience Beginning Story Element Story Element End Side Quest Side Quest Side Quest Side Quest
41. 41. Branching Story Structure Players make choices that lead to consequences Beginning Story Element Story Element End 1 Story Element End 2 Story Element
42. 42. Open Story Structure Players explore based on curiosity Orientation Story Element Story Element Story Element Story Element Story Element Story Element
43. 43. Iteration 1: Digital Literacies 1 65432 7
44. 44. Iteration 2 Stories, Maps, Media: Designing Wisconsin Experiences
45. 45. Iteration 2: Stories Maps Media 1 65432 7
46. 46. Iteration 2: Stories Maps Media 1 65432 7
47. 47. Iteration 3: Digital Literacies 2014 1 65432 7
48. 48. Iteration 4: English 550 1 65432 7
49. 49. Iteration 4: English 550 1 65432 7
50. 50. Formative Observations
51. 51. Design Phases
52. 52. Phase 1: Idea Formation When we were given time to brainstorm ideas I had many different ideas but one stood out to me that would work great for ARIS. (student 1, final design doc) After the first day [learning about ARIS] I needed to change how I approached this project. (student 5, final design doc)
53. 53. Phase 2: Vision Scoping Transformation I slowly transformed my idea into something that utilized what ARIS had to offer. (student 1, final design doc) I had the most trouble transferring my ideas into ARIS. (student 2, final design doc) Over the course of this assignment I had to change my plan many times. (student 18, final design doc) Troubleshooting usually led me to taking an alternative route, so creative problem-solving was key. (student 14, final design doc)
54. 54. Phase 2: Vision Scoping Understanding In order to make my idea come to life it was crucial for us to fully understand what the tools are good for and how they work together to create something meaningful. (student 7, final design doc) Understanding those affordances [of ARIS] streamlined the storyboarding process, allowing me to focus on what to include rather than worrying how I could include the elements I wanted. (student 13, final design doc)
55. 55. Phase 2: Vision Scoping Disappointment I struggled to come to terms with the fact that I would have to simplify my game design and implement a more structured and linear design. (student 7, final design doc) I realized that ARIS did not have the affordances necessary for me to communicated my desired design...Each time an idea didnt work, I was forced to compromise and reinterpret my design into something much simpler. (student 8, final design doc)
56. 56. Phase 2: Vision Scoping Mistakes It is through doing and making mistakes that we have come to better understand ARIS. (student 15 & 16, final design doc) By making mistakes or no knowing how to do something, we are not only forced to learn more about the tools we are using, but we begin to reflect on ways to better our own learning processes. (student 8, final design doc) This class and specifically this project have shown me that it takes doing and making mistakes and failing to really learn...I often make plans bigger than I can handle, but that doesnt make my final results a failure just because my idea started off too big. (student 18, final design doc)
57. 57. Phase 3: Achieving the Goal Were excited about the outcome of our project (student 15 & 16, final design doc) I feel our groups final product was almost exactly how I envisioned it to be from the beginning. (student 19, final design doc) After hearing and reading feedback from other players about my project, I think that it was successful (student 10, final design doc) I was a bit disappointed with the final version of my game. (student 9, final design doc) I am proud with the end result of my game. (student 7, final design doc) Even though my final ARIS project wasnt what I had imagined it would be, I learned a lot through the process. (student 6, final design doc)
58. 58. Learning while the ARIS project provided to be more difficult [than] the other assignments for this class, I feel as if I learned the most during this process (student 6, final design doc).
59. 59. Comparing Confidence Slight Improvement? 2.5 3.125 3.75 4.375 5 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Confidence Iteration 4 Iteration 3 Iteration 2 Iteration 1 Linear (Iteration 4)
60. 60. Moment(s) of Reconciliation Good or Bad? We had to completely start over. Our design was going to be impossible to create (in ARIS)
61. 61. A dance between CDT Iteration 2
62. 62. With Games, Iteration is Key Critiques, Throw-Away Projects
63. 63. Spread Technical, Design and Content Training over the whole project Resist the desire to do them sequentially
64. 64. Provide a diversity of design tools Learners {hate | love} paper cards, paper storyboards
65. 65. Next Steps Focus on historical thinking Focus on case studies Instrument the cognitive trajectories in Content, Design and Technology
66. 66. OCTOBER 24-25, 2015