The goal of Team STEAMineer is to teach 21st Century Skills, like collaboration, through game design by using maker-centered education. Through this goal, we hope to equip students with the skills necessary to adapt to a dynamic and variable future. Our goal stems from our partnership with the Two Bit Circus Foundation, and they will be providing feedback on what we create. Two Bit Circus Foundation effectively provides materials that allow for open-ended design by participants.  

Learning through making is more accessible because it appeals to audiences with different interests, and gives agency to students. As a team, we hope to create an activity that integrates technology into the design process while still supporting diverse outcomes.

We are a team of designers, programmers, and artists collaborating on a 15-week project at Carnegie Mellon University’s Entertainment Technology Center.

Project Trailer:

Context:

We are partnering with the Assemble Makerspace where it facilitates after school workshops for learners of all ages. We’ve been consulting the Executive Director Nina Barbuto; We are going to collaborate with Anny Chen to co-develop a curriculum for a video game summer camp.

屏幕快照 2020-03-08 下午2_51_28-1.webp
图片 1-1.webp
2.webp
  • Assemble is a nonprofit organization located in Pittsburgh. They aim to change one’s disposition, encourages creativity, and removes barriers through STEAM disciplines, which are Science, Technology, Engineering, Arts, and Math.

  • Our team shares the same values with the Assemble, which are learning through making and collaboration. And encourage problem-solving by holding open-ended and hands-on activities.

Goal

1.webp

How the final deliverable support the goal

2-1.webp

Target Audience

Kids from 3rd to 5th grade.

Research:

We explored the STEAM education strategy by conducting field research and interviewed educators in organizations. After organized and prioritized those questions, we came up with several top-priority questions that required us to research.

  • What is the goal of Maker-Centered Learning?

  • What Metrics do you use to evaluate the success of maker-education?

  • How can Maker-Centered Learning be more effective?

  • What available products do you recommend or work with?

After the exploratory research, here are the takeaways for our next step:

  • More open-ended making experience;

  • Story-driven and highly engaging learning experience;

  • Use accessible physical material;

IMG_9697_JPG-1.webp

Children's Museum

IMG_9992-1.webp

Assemble Maker Space

Screenshot (10)-1.webp

Video Chat with Birdbrain

Concept development via prototyping:

After developing prototypes and conducting internal playtest, we decided to take an approach to teach kids collaboration through playing video games with Opened Ardunio inputs.

图片 1-2.webp
图片 2.webp
图片 3.webp

Evaluation Research via Playtesting:

For each playtesting, we have to identify our goals and prepare the interview questions to make sure we can gather useful feedback for the next iteration.

Because we know little about children in this age group including their learning habits and needs. Online surveys and interviews may not be good choices for users in this age range. So we have to take the approach to understand the children through playtesting. Our concept is not directly determined after the research which towards the educators and STEAM educational Toolkits on the market. Our concept is constantly adjusted according to the feedback of playlets. Because during the process of playlets, things can not always develop in the direction we expected.

Before each playtest, I aligned the questions with our research purposes:

  • What is their capacity? -Kids capacity for making

  • How they feel facing the technology? -kids feeling towards the technology

  • How they will cooperate with others? -cooperation ability

  • Are they willing to communicate? -communication ability

  • Will they feel fun when they play the game? -gameplay experience

1.png
2.png
4.png
3.png

Strategy Refine:

Shift attention from making section to the whole learning experience.

Because of the shutdown rules, we were not allowed to conduct the playtest at Assemble Maker Space. The only thing we can do is an online playtest which is hard for our physical part. So our team decided to shift our iteration strategy to overcome this situation. This change led our team became more thoughtful about our whole experience design.

For the online playtest, we developed a web-based game gain more playtest data of the game which shared the same feature with the Ardunio game but controlled by the keyboard. We did several playtest with families and kids virtually through zoom.

- User scenario change: Kids & Caregivers at home during the quarantine.

- Multiplayer or single player: depends on the age and capability of the kids.

- Pre-fabricated Arduino core: leave the room for kids to assemble and decorate the controller.

- Target audience: Ideally ages 9-12, but open to 6-13 based on playtesting availability

Remote Playtest and Iteration:

Learning through making and playing.

Part 1 : Keyboard Version

Part 3 : Test Controllers

Part 2 : Build Controllers

Part 4 : Play the Game

Final Deliverable

The whole learning experience is divided into three parts. Kids can get familiar with the game when they use the keyboard and mouse to play the game; then kids feel free to explore the Arduino and sensor when making the controller. At last, kids can challenge themselves by play repeatedly while figuring the most effective controller construct way.

3.webp

Improvement of learning experience

Faced with new things, children always have a strong desire to explore. When they just get the Arduino sensor, they are eager to understand how the components work, how to interact, and the impact on the game. Therefore, we provided the test section as the opportunity to explore and try. Kids can assign different sensors with different functions, testing the usability of the controller in different combinations. Ideally, Kids can figure out the most efficient and easy-to-use sensor combination. During this process, the kids learned the STEAM knowledge and problem-solving ability.

4.webp

Importance of storytelling

Create the motivation of making controller through storytelling.

In order to make the whole learning experience more engaging and interesting, The story could be a meaningful motivation for kids to make their own controllers.

屏幕快照 2020-04-23 下午8_58_16.webp

This is a story about the submarine caption and five magic sailors. The story background is about saving the under see city Atlantis.

8.webp
light.webp
sound.webp
button.webp

Created some "WOW" moments by showing the character in the submarine during gameplay.

Screen Shot 2020-09-14 at 5.34.55 AM.png

Impact Measurement

I implement the Unity Analytics in our playtest version. During our online playtest we gathered​ data through surveys and Unity Analytics. By analyzing those data, our team is able to find the direction of iteration.

9.webp
IMG_3144.png
IMG_3142.png
IMG_3143.png
10.webp
IMG_3145.png

(Data from Unity Analytics)

屏幕快照 2020-04-23 下午9_45_07.webp
屏幕快照 2020-04-23 下午9_45_23.webp
屏幕快照 2020-04-23 下午9_46_05.webp
屏幕快照 2020-04-23 下午9_45_36.webp

(Data from online playtest survey)

Instructions

Kid’s Instruction Guide designed to support exploration

with open-ended prompts

STEAMineer pg_2.png
STEAMineer pg_1.png

Facilitator Instruction Guide designed with clear instructions so facilitators can support students

View the full version