The document discusses using mobile augmented reality (AR) games to foster informal learning in real-world spaces. It describes how AR games can create "bridges" between visitors and places by overlaying digital information and gameplay. The author provides examples of an environmental detective AR game used with MIT students and high school students. For the MIT students, the game exhibited some elements of gaminess like interesting decisions, but lacked clear goals and feedback. For the high school students, the game was more focused on completion than problem-solving. The author advocates designing AR games that balance structured learning and open-ended play to cultivate both fun and deeper understanding.
Judy Perry- MIT Scheller Teacher, Education Program Lab
1. virtual
bridges:
mobile
augmented
reality
games
in
informal
spaces
Serious
Play
Conference
–
Aug.
21,
2013
Judy
Perry,
MIT
STEP
Lab
Eric
Klopfer,
Director,
MIT
STEP
Lab
2. How
do
we
cra6
powerful
experiences
in
real
places?
How
do
these
experiences
foster
deep
learning?
engagement?
Photo:
PolarBearsInterna?onal.org
Photo:
Town
of
Lexington
website
3. pieces
of
informal
learning?
• Outside
“formal”
classroom
• O6en
playful
• Self-‐directed
or
facilitated
– rather
than
“teacher
led”
• Frequently
involve
parJcipant’s
choices
• Voluntary
(“I
can
leave!”)
• Ad
hoc
(aren’t
set
Jmes)
4. informal
learning?
• How
to
engage
learners
informally?
• Right
level
of
structure?
Role
of
technology?
5. it’s
not
easy…
• “Explainer”
not
always
available
• Free
exploraJon
isn’t
always
opJmal,
appealing
• Want/need
more
scaffolding…
• Physical
locaJons,
encourage
engagement
of
places
“off
the
beaten
path”
So
how
do
you
encourage
learning?
Image
courtesy
of
Red
BuIe
7. EffecJve
“bridges”
can
be
hard
to
build…
Challenge
to
build
interesJng*
bridges
*what
do
effecJve
bridges
look
like?
*how
do
organizaJon/visitors
benefit?
Share
some
of
our
experiences
8. WHAT
TOOLS
MIGHT
BE
USEFUL?
portability
social
interacJvity
context
sensiJvity
connecJvity
Individuality
mobile
9. BUT
WHAT
DOES
IT
LOOK
LIKE?
informal
learning
with
mobile
devices?
10. What
I
don’t
mean
• Flash
cards/thin
quiz
on
a
mobile
phone
• This
≠
“Read
the
sign
and
answer
a
mul?ple
choice
ques?on”
• This
IS
a
toe
in
the
water,
but…
I
think
we
can
do
a
lot
beer...
11. We
learn
from
games
all
the
?me…
• Playful,
yet
challenging
(Papert’s
“hard
fun”)
• Pace
is
typically
set
by
player
• InteresJng
choices
• Meaningful
feedback
It’s
just
good
PEDAGOGY!
12. what
games/gameplay
offer
• O6en
highly
social
• Fun,
playful
• Acceptable
to
explore
and
to
“fail”
• Able
to
try
on
idenJJes
(role-‐playing)
13. One
approach
locaJon-‐based
educaJon…augmented
reality
(AR)
“Loca?on-‐aware
digital
overlay
of
informa?on
in
a
real-‐world
context”
Learning
Real
World
Context
Games/
Sims
Typically
played
on
smart
phone
or
other
mobile
computer
(GPS)
14. AR
toolkits
• Non/Novice
Programmers
can
make
AR
games
using…
16. Gaminess
• What features are important to structure games?
– Interesting decisions (Sid Meier)
– Consequences to decisions (+/- value)
– Clearly defined goals (rules/constraints)
– Visible measurable feedback (quantifiable outcome)
– Underlying model/system (coherent system of rules)
Little Gaminess Lots of Gaminess
Scavenger Hunt
The Sims
Little Gaminess Lots of Gaminess
Movies
Dolls
Books
Scavenger Hunt
The Sims
WoW
Risk
17. AR:
Environmental
DetecJves
• First
Example
-‐
Part
of
G2T
• “Environmental
DetecJves”
– Players
briefed
about
rash
of
local
health
problems
linked
to
the
environment
– Need
to
determine
source
of
polluJon
by
drilling
sampling
wells,
interviewing
virtual
witnesses
18. AR:
Environmental
DetecJves
• First
groups
of
students
(MIT)
– Tried
to
plan
strategies
for
sampling
– Competed
with
each
other
someJmes
and
collaborated
others
– Evaluated
incoming
informaJon
– Wanted
to
come
up
with
the
best
soluJon
– Used
previous
experience
to
opJmize
in
the
face
of
constraints
• Second
group
of
students
(HS
Field
Trip)
– Tried
to
collect
as
many
points
as
they
could
– Planned
route
from
one
point
to
the
next
based
on
proximity
– Wanted
to
complete
the
experience
19. Gaminess
• For the MIT students…
– Interesting decisions "
– Consequences to decisions (+/-) þ
– Clearly defined goals þ
– Visible measurable feedback ý
– Underlying model/system ý
Little Gaminess Lots of Gaminess
Movies
Dolls
Books
Scavenger Hunt
The Sims
WoW
Risk
LiIle
Gaminess
Lots
of
Gaminess
Movies
Dolls
Books
Scavenger
Hunt
The
Sims
WoW
Risk
20. Gaminess
Little Gaminess Lots of Gaminess
Movies
Dolls
Books
Scavenger Hunt
The Sims
WoW
Risk
• For the HS students…
– Interesting decisions þ
– Consequences to decisions (+/-) ý
– Clearly defined goals ý
– Visible measurable feedback ý
– Underlying model/system ý
LiIle
Gaminess
Lots
of
Gaminess
Movies
Dolls
Books
Scavenger
Hunt
The
Sims
WoW
Risk
23. The
Joy
of
Gaming
2
Photos:
Phillip
Toledano’s
photo
essay
of
gamers
24. Ecology
of
Play
and
Work
• A
game
helps
structure
an
experience,
and
ideally
includes
open-‐ended
play
and
structure
and
support
for
learning
Work
Learning
Structure
Play
Fun
Open-ended
c/o Scot
Osterweil
25. Ecology
of
Play
and
Work
• A
game
helps
structure
that
experience
and
ideally
includes
open-‐ended
play
and
structure
and
support
for
learning
Fun/Play
Learning/Structure
26. In
games
we
willingly
submit
to
arbitrary
rules
and
structures
in
pursuit
of
mastery,
but
only
if
we
can
conJnue
to
be
playful.
Structured,
goal-‐oriented,
feedback-‐driven
can
be
fun
The Fun of Structure
27. In
games
we
willingly
submit
to
arbitrary
rules
and
structures
in
pursuit
of
mastery,
but
only
if
we
can
conJnue
to
be
playful.
Structured,
goal-‐oriented,
feedback-‐driven
can
be
fun
The Fun of Structure
28. Moving
Indoors:
Mystery
@
the
Museum
• Indoor
game
played
at
the
Boston
Museum
of
Science
• Used
802.11
for
posiJoning
• Defining
roles
to
enhance
collaboraJon
• Introducing
an
element
of
Jme
to
make
it
feel
more
like
a
game
• Solving
a
mystery
using
scienJfic
informaJon
from
the
museum
29. LocaJon
InformaJon
Click
on
items
in
the
room
to
select
them
for
viewing
or
picking
up
Click
on
people
in
the
room
to
select
them
for
interviewing
or
showing
objects
to
To
show
an
item
that
you
already
have
to
a
Virtual
Character,
click
on
the
person,
then
click
Show
and
then
choose
the
item
that
you
want
to
show.
All
screens
tell
you
what
room
you’re
currently
in
To
view
an
item
in
the
room,
click
on
the
item
and
then
click
the
View
buon.
To
pick
up
an
item
in
the
room,
click
on
the
item
and
then
click
the
Pick
Up
buon.
To
interview
a
virtual
character
click
on
the
person
and
then
click
Interview
31. Mystery
@
The
Museum
-‐
Game
Play
Parents
and
Kids
CollaboraJng
Fostering
CollaboraJon
Through
Roles
CollecJng
Virtual
Samples
Using
Contextual
Information
“[The
game]
was
fun.
This
was
the
longest
I’ve
spent
with
my
[teenage]
son
without
arguing
with
him...”
-‐parent
32. Experiment
with
collaboraJon
Audience’s
perspecJve
(expectaJons,
markeJng)
*what
do
interesJng
bridges
look
like?
33. What
is
POSIT?
• (Developing)
Public
Opinion
of
Science
using
InformaJon
Technologies
• POSIT
is
a
wireless
client-‐server
system
• Aimed
at
creaJng
authenJc
experiences
that
explore
complex
issues
in
science,
technology
and
society.
• Built
on
exisJng
AR
infrastructure
developed
in
the
STEP
Lab
to
combine
locaJon
based
“Augmented
Reality”
experiences
with
opinion
dynamics
scenarios
using
Windows
Mobile
devices.
• POSIT
seeks
to
engage
people
in
STS
issues.
34. 1st
POSIT
Game
Overview
– Briefing
-‐
PotenJal
biohazard
facility
in
Boston
– Roles
-‐
Playing
realisJc
roles
from
scienJst
to
resident
– IniPal
Opinion
-‐
Opinions
“in
role”
are
registered
– CollecPng
Data
-‐
Players
collect
informaJon
from
virtual
characters,
and
real
arJfacts/places
– Sharing
Opinions
-‐
Players
share
informaJon
that
they
have
collected
to
convince
others
of
their
[character’s]
point
of
view
– Influencing
Others
and
Changing
Opinions
-‐
Influence
key
individuals
to
sway
the
vote
– Final
Decision
-‐
voJng
Game
is
focused
around
a
single
yes/no
policy
ques?on
(fic?onalized).
E.g.,
“Should
we
build
a
biohazard
level
4
research
facility
in
our
community?”
35. POSIT
Walkthrough
• Players
are
assigned
roles
and
receive
a
briefing
– A
decision
must
be
reached
on
whether
or
not
to
build
the
research
facility.
– Every
role
has
a
story
(e.g.
out
of
work
biotech,
concerned
parent)
• Register
iniJal
opinions
• Team
up
with
allies
and
target
the
opposiJon
36. POSIT
Walkthrough
Players…
• conJnue
to
collect
informaJon,
and
change
their
own
opinions
accordingly.
• interact
with
each
other,
use
their
evidence
to
sway
players
their
way.
• constantly
monitor
the
way
the
group
is
leaning
and
target
parJcular
other
players
with
informaJon
that
they
collect.
38. POSIT
-‐
End
Game
• Players
in
the
end
vote
(based
on
their
final
opinions)
on
the
issue
at
hand.
• In
a
discussion
following
the
game,
the
facilitator
leads
a
discussion
around:
• The
real
controversy
on
which
the
game
is
based
• The
experience
of
role
playing
different
opinions,
and
how
it
relates
to
their
personal
opinion
• Evidence,
scien?fic
arguments,
and
persuasiveness
• Factors
that
caused
opinions
to
change
over
?me
• A
histogram
of
the
opinions
of
the
group
at
different
?mes
during
the
game
• This
was
a
lot!
• But
players
liked
it!
39. Deeply
engaging,
challenging
“hard
fun”
Audience’s
perspecJve
(expectaJons,
markeJng)
Experiment
with
collaboraJon
*what
do
interesJng
bridges
look
like?
40. Timelab 2100
• It is the year 2100 and Climate
Change has spun out of control
• Head back to 2012 to make small
changes to the past
• Location specific information – e.g.
– By the river - Location is now
under water
– By the bus stop – Consider
incentives to increase use
• Also includes face to face discussion
41. 41
Zoo
Scene
InvesJgators
(ZSI)
During the AR game ZSI, students…
ª Play during field trips to Columbus Zoo &
Aquarium
ª Navigate the Asia Quest area to gather
evidence mysterious nighttime intruder
ª Learn about the “illegal wildlife trade”
ª Collaborate across roles to share information
ª Observe real animals and exhibits
ª Gather virtual evidence and consult virtual
experts
43. Old
Sturbridge
Village
• Dollars
&
Sense,
an
economic
history
game
• Living
history
museum
(costumed
interpreters,
buildings,
animals,
etc.)
• Take
perspecJve
of
1830s
rural
New
England
farm
family
• Role-‐playing
game
(factory
work,
investments,
buy
property)
44. Choices,
consequences
ParJcipaJon
is
the
reward
“no
one
fails
museums”
Audience’s
perspecJve
(expectaJons,
markeJng)
Experiment
with
collaboraJon
Deeply
engaging,
challenging
“hard
fun”
Leverage
physical
environment;
ConnecJons,
contrasts
exhibits/spaces
*what
do
interesJng
bridges
look
like?
45. TO
MAKING
GAMES
Moving
beyond
playing
games…
Learning
Real
World
Context
Games/
Sims
46. CSI
(Community
Science
InvesJgators)
Making
AR
Games
1.0
Collabora?on
with
Missouri
Botanical
Garden
Funded
though
NSF
ITEST
Award
#0833663
47. iCSI
(Informal
Community
Science
InvesJgators)
3-‐year
NSF
funded
partnership
between:
Missouri
Botanical
Garden
(MO);
MIT
(MA);
Columbus
Zoo
(OH),
San
Diego
Zoo
(CA),
Red
Bue
Botanical
Gardens
(UT)
1. Engage
informal
visitors
playing
AR
games
2. Tweens/teens
making
AR
games
(summer
camps)
– Leverage
AR
games
to
promote
STEM
knowledge/
engagement,
showcase
research,
foster
community
engagement
(ciJzen
science),
develop
21st
cent.
skills.
– Create
replicable
model,
best
pracJces
&
tools
for
other
informal
learning
insJtuJons
Funded
by
NSF
ISE
Grant
#
1223407
48. Send
out
the
pioneers!
So
as
we
conJnue
to
explore
this
space:
• Best
pracJces
(game
design)
• Powerful
tools
(making
powerful
games)
• Research
findings
Fall/Winter
2013
–
TaleBlazer
will
be
available
coming
to
an
App
Store
or
Google
Play
near
you!
• If
you’re
a
“pioneer”
(esp.
Android),
please
talk
with
me…
50. Thanks!
Judy
Perry,
MIT
STEP
Lab
<jperry@mit.edu>
hp://TaleBlazer.org
hp://educaJon.mit.edu
• Many
thanks
to
Eric
Klopfer
(Director,
MIT
STEP
Lab),
Lisa
Stump
&
the
TaleBlazer
development
team
(MIT),
Josh
Sheldon
(MIT/STEP);
Renata
Pomponi
&
Drew
Buckley
(Mass
Audubon);
Rhys
Simmons
and
his
team
(OSV);
Columbus
Zoo
&
Aquarium
• Funded
in
part
by
NSF
Grants
#
0833663,
#1223407;
and
the
Columbus
Zoo
&
Aquarium.