{"id":2198,"date":"2018-03-07T11:19:31","date_gmt":"2018-03-07T19:19:31","guid":{"rendered":"http:\/\/realitynext.net\/?p=2198"},"modified":"2021-12-21T20:03:56","modified_gmt":"2021-12-22T03:03:56","slug":"realitynext-goes-to-college","status":"publish","type":"post","link":"https:\/\/realitynext.net\/realitynext-goes-to-college\/","title":{"rendered":"RealityNext goes to college"},"content":{"rendered":"\n
We know that kids in middle school and high school have a great time going through our story-game making workshops. But we didn\u2019t know how the methodology would transfer to people in different age groups and demographics. So on March 3, we tried something new: we got together with the Virtual Reality Association at the University of Washington and held a workshop for college students.<\/p>
We found the experience enlightening for a number of reasons. First, the level of discourse hit a level we hadn\u2019t seen in previous workshops. Second, it was clear that several students had spent time thinking about and studying our subject matter in the past. We based this workshop on previous carbon cycle workshops, but adjusted to focus on climate change to add further depth. \u201cHaving people with a strong background in climate change truly helped us make a credible experience,\u201d said one participant. Third, the resulting story showed a depth of experience you won\u2019t find among 9th graders, even if mermaids and racecars never entered this day\u2019s conversation.<\/p>
As we have in previous workshops, we used the following criteria for qualitative testing:<\/p>
Can project-based experiences of virtual story-game making provide for full engagement of multiple intelligences and enhance team workflow management and creativity?<\/strong><\/p> Based on responses from our participants, we were able to successfully fulfill these criteria. As one student noted, \u201cCollaboration and teamwork were an incredibly important step to create an educational experience. Glad the team supported each other all the way through.\u201d Another student, however, had mixed feelings when the group hit stumbling blocks, which we expect to happen through the process. \u201cCollaboration of ideas was both help and a hindrance,\u201d he told us.<\/p> Can project-based experiences of story-game making stimulate subject comprehension as well as critical thinking?<\/strong><\/p> Prior to the workshop, we believed that discussion about the subject matter would be more in-depth than asking students to work on building up their research skills, as we have done in the past. The ensuing discussions and multiple directions the story took, all related to different aspects of climate change, showed the sophistication of the discourse. \u201cThe story-making component took us most of the time but that was the step that really defined our scope of the project,\u201d was one response.<\/p> Can students turn subjects into games and produce an interactive product that can be experienced by their friends and family as an audience?<\/strong><\/p> Yes, as the final story-game will show once the technical phase is complete. But getting to that point went more slowly than with younger groups. \u201cWe hit on an idea that resonated eventually,\u201d said one participant, though another noted that a lot of their challenges related to how that resonance would affect future game players.<\/p> Would the activity be considered education or entertainment for the participant?<\/strong><\/p> All but one saw story-game making as useful for education, \u201cso long as you keep it relatable and evoke emotion,\u201d as one student said. The one holdout actually wanted to see more choices in the process to make the experience more educational.<\/p> Comparatively speaking, we found a great number of similarities between the two age groups of participants. For example:<\/p> But we also saw some crucial differences with the college students. For them, the process was:<\/p> As we compared the direction of the workshop to our methodology, we saw some divergence as well:<\/p> Overall, we were excited about the enthusiasm of these students and the creativity and effort they put into completing their story-game.<\/p> We want to extend a special thank you to our partners in this effort: The Virtual Reality Association at the University of Washington, Motion Shadow for providing the motion capture tracking equipment and digitally recording the performances, and the CoMotion Maker Lab at the University of Washington for providing the VR headsets.<\/p> <\/div>\n<\/div>\n\n We know that kids in middle school and high school have a great time going through our story-game making workshops. But we didn\u2019t know how the methodology would transfer to people in different age groups and demographics. So on March 3, we tried something new: we got together with the Virtual Reality Association at the University of Washington and held a workshop for college students.<\/p> We found the experience enlightening for a number of reasons. First, the level of discourse hit a level we hadn\u2019t seen in previous workshops. Second, it was clear that several students had spent time thinking about and studying our subject matter in the past. We based this workshop on previous carbon cycle workshops, but adjusted to focus on climate change to add further depth. \u201cHaving people with a strong background in climate change truly helped us make a credible experience,\u201d said one participant. Third, the resulting story showed a depth of experience you won\u2019t find among 9th graders, even if mermaids and racecars never entered this day\u2019s conversation.<\/p> As we have in previous workshops, we used the following criteria for qualitative testing:<\/p> Can project-based experiences of virtual story-game making provide for full engagement of multiple intelligences and enhance team workflow management and creativity?<\/strong><\/p> Based on responses from our participants, we were able to successfully fulfill these criteria. As one student noted, \u201cCollaboration and teamwork were an incredibly important step to create an educational experience. Glad the team supported each other all the way through.\u201d Another student, however, had mixed feelings when the group hit stumbling blocks, which we expect to happen through the process. \u201cCollaboration of ideas was both help and a hindrance,\u201d he told us.<\/p> Can project-based experiences of story-game making stimulate subject comprehension as well as critical thinking?<\/strong><\/p> Prior to the workshop, we believed that discussion about the subject matter would be more in-depth than asking students to work on building up their research skills, as we have done in the past. The ensuing discussions and multiple directions the story took, all related to different aspects of climate change, showed the sophistication of the discourse. \u201cThe story-making component took us most of the time but that was the step that really defined our scope of the project,\u201d was one response.<\/p> Can students turn subjects into games and produce an interactive product that can be experienced by their friends and family as an audience?<\/strong><\/p> Yes, as the final story-game will show once the technical phase is complete. But getting to that point went more slowly than with younger groups. \u201cWe hit on an idea that resonated eventually,\u201d said one participant, though another noted that a lot of their challenges related to how that resonance would affect future game players.<\/p> Would the activity be considered education or entertainment for the participant?<\/strong><\/p> All but one saw story-game making as useful for education, \u201cso long as you keep it relatable and evoke emotion,\u201d as one student said. The one holdout actually wanted to see more choices in the process to make the experience more educational.<\/p> Comparatively speaking, we found a great number of similarities between the two age groups of participants. For example:<\/p> But we also saw some crucial differences with the college students. For them, the process was:<\/p> As we compared the direction of the workshop to our methodology, we saw some divergence as well:<\/p> Overall, we were excited about the enthusiasm of these students and the creativity and effort they put into completing their story-game.<\/p> We want to extend a special thank you to our partners in this effort: The Virtual Reality Association at the University of Washington, Motion Shadow for providing the motion capture tracking equipment and digitally recording the performances, and the CoMotion Maker Lab at the University of Washington for providing the VR headsets.<\/p> <\/div>\n<\/div>\n\t <\/div>\n\t \t<\/div>\n\t\t <\/div>\n\t \n\t<\/div>\n\t\n\t<\/div>\n","protected":false},"excerpt":{"rendered":" We know that kids in middle school and high school have a great time going through our story-game making workshops. But we didn\u2019t know how the methodology would transfer to people in different age groups and demographics. So on March 3, we tried something new: we got together with the Virtual Reality Association at the […]<\/p>\n","protected":false},"author":2,"featured_media":2213,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_coblocks_attr":"","_coblocks_dimensions":"","_coblocks_responsive_height":"","_coblocks_accordion_ie_support":"","footnotes":""},"categories":[2,3],"tags":[25,42,49,51,53],"builder_content":" We know that kids in middle school and high school have a great time going through our story-game making workshops. But we didn\u2019t know how the methodology would transfer to people in different age groups and demographics. So on March 3, we tried something new: we got together with the Virtual Reality Association at the University of Washington and held a workshop for college students.<\/p> We found the experience enlightening for a number of reasons. First, the level of discourse hit a level we hadn\u2019t seen in previous workshops. Second, it was clear that several students had spent time thinking about and studying our subject matter in the past. We based this workshop on previous carbon cycle workshops, but adjusted to focus on climate change to add further depth. \u201cHaving people with a strong background in climate change truly helped us make a credible experience,\u201d said one participant. Third, the resulting story showed a depth of experience you won\u2019t find among 9th graders, even if mermaids and racecars never entered this day\u2019s conversation.<\/p> As we have in previous workshops, we used the following criteria for qualitative testing:<\/p> Can project-based experiences of virtual story-game making provide for full engagement of multiple intelligences and enhance team workflow management and creativity?<\/strong><\/p> Based on responses from our participants, we were able to successfully fulfill these criteria. As one student noted, \u201cCollaboration and teamwork were an incredibly important step to create an educational experience. Glad the team supported each other all the way through.\u201d Another student, however, had mixed feelings when the group hit stumbling blocks, which we expect to happen through the process. \u201cCollaboration of ideas was both help and a hindrance,\u201d he told us.<\/p> Can project-based experiences of story-game making stimulate subject comprehension as well as critical thinking?<\/strong><\/p> Prior to the workshop, we believed that discussion about the subject matter would be more in-depth than asking students to work on building up their research skills, as we have done in the past. The ensuing discussions and multiple directions the story took, all related to different aspects of climate change, showed the sophistication of the discourse. \u201cThe story-making component took us most of the time but that was the step that really defined our scope of the project,\u201d was one response.<\/p> Can students turn subjects into games and produce an interactive product that can be experienced by their friends and family as an audience?<\/strong><\/p> Yes, as the final story-game will show once the technical phase is complete. But getting to that point went more slowly than with younger groups. \u201cWe hit on an idea that resonated eventually,\u201d said one participant, though another noted that a lot of their challenges related to how that resonance would affect future game players.<\/p> Would the activity be considered education or entertainment for the participant?<\/strong><\/p> All but one saw story-game making as useful for education, \u201cso long as you keep it relatable and evoke emotion,\u201d as one student said. The one holdout actually wanted to see more choices in the process to make the experience more educational.<\/p> Comparatively speaking, we found a great number of similarities between the two age groups of participants. For example:<\/p> But we also saw some crucial differences with the college students. For them, the process was:<\/p> As we compared the direction of the workshop to our methodology, we saw some divergence as well:<\/p> Overall, we were excited about the enthusiasm of these students and the creativity and effort they put into completing their story-game.<\/p> We want to extend a special thank you to our partners in this effort: The Virtual Reality Association at the University of Washington, Motion Shadow for providing the motion capture tracking equipment and digitally recording the performances, and the CoMotion Maker Lab at the University of Washington for providing the VR headsets.<\/p>\n We know that kids in middle school and high school have a great time going through our story-game making workshops. But we didn\u2019t know how the methodology would transfer to people in different age groups and demographics. So on March 3, we tried something new: we got together with the Virtual Reality Association at the University of Washington and held a workshop for college students.<\/p> We found the experience enlightening for a number of reasons. First, the level of discourse hit a level we hadn\u2019t seen in previous workshops. Second, it was clear that several students had spent time thinking about and studying our subject matter in the past. We based this workshop on previous carbon cycle workshops, but adjusted to focus on climate change to add further depth. \u201cHaving people with a strong background in climate change truly helped us make a credible experience,\u201d said one participant. Third, the resulting story showed a depth of experience you won\u2019t find among 9th graders, even if mermaids and racecars never entered this day\u2019s conversation.<\/p> As we have in previous workshops, we used the following criteria for qualitative testing:<\/p> Can project-based experiences of virtual story-game making provide for full engagement of multiple intelligences and enhance team workflow management and creativity?<\/strong><\/p> Based on responses from our participants, we were able to successfully fulfill these criteria. As one student noted, \u201cCollaboration and teamwork were an incredibly important step to create an educational experience. Glad the team supported each other all the way through.\u201d Another student, however, had mixed feelings when the group hit stumbling blocks, which we expect to happen through the process. \u201cCollaboration of ideas was both help and a hindrance,\u201d he told us.<\/p> Can project-based experiences of story-game making stimulate subject comprehension as well as critical thinking?<\/strong><\/p> Prior to the workshop, we believed that discussion about the subject matter would be more in-depth than asking students to work on building up their research skills, as we have done in the past. The ensuing discussions and multiple directions the story took, all related to different aspects of climate change, showed the sophistication of the discourse. \u201cThe story-making component took us most of the time but that was the step that really defined our scope of the project,\u201d was one response.<\/p> Can students turn subjects into games and produce an interactive product that can be experienced by their friends and family as an audience?<\/strong><\/p> Yes, as the final story-game will show once the technical phase is complete. But getting to that point went more slowly than with younger groups. \u201cWe hit on an idea that resonated eventually,\u201d said one participant, though another noted that a lot of their challenges related to how that resonance would affect future game players.<\/p> Would the activity be considered education or entertainment for the participant?<\/strong><\/p> All but one saw story-game making as useful for education, \u201cso long as you keep it relatable and evoke emotion,\u201d as one student said. The one holdout actually wanted to see more choices in the process to make the experience more educational.<\/p> Comparatively speaking, we found a great number of similarities between the two age groups of participants. For example:<\/p> But we also saw some crucial differences with the college students. For them, the process was:<\/p> As we compared the direction of the workshop to our methodology, we saw some divergence as well:<\/p> Overall, we were excited about the enthusiasm of these students and the creativity and effort they put into completing their story-game.<\/p> We want to extend a special thank you to our partners in this effort: The Virtual Reality Association at the University of Washington, Motion Shadow for providing the motion capture tracking equipment and digitally recording the performances, and the CoMotion Maker Lab at the University of Washington for providing the VR headsets.<\/p>","_links":{"self":[{"href":"https:\/\/realitynext.net\/wp-json\/wp\/v2\/posts\/2198"}],"collection":[{"href":"https:\/\/realitynext.net\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/realitynext.net\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/realitynext.net\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/realitynext.net\/wp-json\/wp\/v2\/comments?post=2198"}],"version-history":[{"count":2,"href":"https:\/\/realitynext.net\/wp-json\/wp\/v2\/posts\/2198\/revisions"}],"predecessor-version":[{"id":2726,"href":"https:\/\/realitynext.net\/wp-json\/wp\/v2\/posts\/2198\/revisions\/2726"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/realitynext.net\/wp-json\/"}],"wp:attachment":[{"href":"https:\/\/realitynext.net\/wp-json\/wp\/v2\/media?parent=2198"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/realitynext.net\/wp-json\/wp\/v2\/categories?post=2198"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/realitynext.net\/wp-json\/wp\/v2\/tags?post=2198"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}Comparisons to Previous Workshops<\/h3>
Comparisons to Our Methodology<\/h3>
Conclusions<\/h3>
Qualitative Data<\/h3>
Comparisons to Previous Workshops<\/h3>
Comparisons to Our Methodology<\/h3>
Conclusions<\/h3>
Qualitative Data<\/h3>
Comparisons to Previous Workshops<\/h3>
Comparisons to Our Methodology<\/h3>
Conclusions<\/h3>
Qualitative Data<\/h3>
Comparisons to Previous Workshops<\/h3>
Comparisons to Our Methodology<\/h3>
Conclusions<\/h3>