Science pedagogies that combine science practices and content while engaging K-12 and undergraduate students are critically important for preparing students for science careers and as citizens with high science literacy. With the biological sciences, ecological concepts are often challenging to students because they require systems thinking, the ability to understand the multiple interactions within and make decisions regarding complex systems, such as community dynamics.
One approach that combines authentic interactive experiences while challenging students to apply systems thinking is scenario-based eLearning (SBL). SBL has its foundations in situated learning theory which recognizes that true learning takes place in authentic contexts. We examine the use of SBL and collaborative design in the development of ecology games. We also evaluate the impact of an SBL game on student learning and engagement about food webs and ecological interactions.
The Air Potato Invaders game was designed collaboratively by a team of biologists, biology education researchers, teachers, and researchers in instructional technology, based on a 5E lesson plan. We used surveys to collect data on the game’s learning outcomes and engagement from 29 teachers, 56 middle school students and 20 undergraduates.
Results/Conclusions
The Air Potato Invaders game used an authentic context of the spread of the invasive species Air Potato vine, Dioscorea bulbifera, in Florida forests. The SBL approach placed players in the role of conservation biologists charged with developing of a 10-year management plan that reduced air potato populations while supporting native plant populations. As players made choices among three management methods (herbicide, cutting, and biological control with the Liliocercis cheni beetle), they received real-time graphical feedback which they interpreted to evaluate their management plan and make future management choices.
Survey data demonstrated that both teachers (93%) and students (91%) agreed that the game was helpful for learning key ecology concepts and science practices. They also agreed (teachers 77%; students 91%) that the game was enjoyable. Teachers’ suggestions for improving the interface were incorporated prior to obtaining student feedback. Real-time feedback provided assessment data about the tasks that students found most challenging, such as taking into consideration lag time needed for populations to respond to treatments. Overall, the SBL approach was successful in engaging students while encouraging and assessing learning. Future directions include addition of more complex food webs and graphical interfaces to further challenge students’ systems thinking.