Navigating Failure in a Museum-Based Videogame: Convergent and Divergent Mechanisms of Collaboration as Potential Levers for Informal Learning About Climate Change

IF 3.3 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Science Education and Technology Pub Date : 2024-06-18 DOI:10.1007/s10956-024-10129-5
Lynne Zummo, Rebecca T. Menlove, Eliana Massey
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Abstract

The need for well-designed learning experiences about modern, anthropogenic climate change is great. In light of this need, many scholars have looked towards museums, arguing that as trusted institutions of informal learning, museums are uniquely positioned to support public engagement with contentious, impactful issues like climate change. However, while several museum exhibits have emerged over recent years, empirical research on museum-based learning experiences remains quite limited. We take a step towards advancing understanding of museum-based climate change learning through an empirical investigation at a natural history museum in the US. This study examines learners’ collaborative discourse within one exhibit about climate change, a multiplayer video game called Utah Climate Challenge (UCC). Investigating moments of failure and struggle, we analyze learners’ forms of collaboration through moment-to-moment discourse analysis. Findings demonstrate the importance of scaffolding multiple types of collaboration, as well as the potential for a collaborative, museum-based videogame to support learning of important science concepts relevant to climate change.

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在基于博物馆的视频游戏中探索失败:作为气候变化非正式学习潜在杠杆的聚合与发散合作机制
现代人类活动造成的气候变化非常需要精心设计的学习体验。有鉴于此,许多学者将目光投向了博物馆,认为博物馆作为值得信赖的非正规学习机构,在支持公众参与气候变化等有争议、有影响的问题方面具有得天独厚的优势。然而,虽然近年来出现了一些博物馆展品,但有关博物馆学习体验的实证研究仍然相当有限。我们通过对美国一家自然历史博物馆的实证调查,朝着加深对基于博物馆的气候变化学习的理解迈出了一步。本研究考察了学习者在一个有关气候变化的展览--一个名为 "犹他州气候挑战"(UCC)的多人视频游戏--中的合作对话。通过对失败和挣扎的瞬间进行调查,我们分析了学习者的协作形式。研究结果表明了为多种类型的合作提供支架的重要性,以及基于博物馆的协作式视频游戏支持学习与气候变化相关的重要科学概念的潜力。
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来源期刊
Journal of Science Education and Technology
Journal of Science Education and Technology EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
9.40
自引率
4.50%
发文量
45
审稿时长
6-12 weeks
期刊介绍: Journal of Science Education and Technology is an interdisciplinary forum for the publication of original peer-reviewed, contributed and invited research articles of the highest quality that address the intersection of science education and technology with implications for improving and enhancing science education at all levels across the world. Topics covered can be categorized as disciplinary (biology, chemistry, physics, as well as some applications of computer science and engineering, including the processes of learning, teaching and teacher development), technological (hardware, software, deigned and situated environments involving applications characterized as with, through and in), and organizational (legislation, administration, implementation and teacher enhancement). Insofar as technology plays an ever-increasing role in our understanding and development of science disciplines, in the social relationships among people, information and institutions, the journal includes it as a component of science education. The journal provides a stimulating and informative variety of research papers that expand and deepen our theoretical understanding while providing practice and policy based implications in the anticipation that such high-quality work shared among a broad coalition of individuals and groups will facilitate future efforts.
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