Red Horizon
2023
Team
Carlos Salom, Nikhil Dhanwatey,
Nirkhunan Kuppuram,
Vani Bhatnagar
Education
Discipline
Game Design
Strategy
Facilitation
In our first semester at SDM Parsons (Strategic Design & Management), Carlos, Nikhil, Vani, and I came together to discuss our obsession with science taught in school. We reminisced about the fact that science school was really activity-based up until the mid-2010s. When the advent of online learning took over the classrooms, the idea of making every classroom a ‘smart’ classroom took the fun away from hands-on learning that was a part of our school days. With the onset of COVID-19, all classes moved to the digital space, and kids were devoid of learning science by experimenting, which laid the basis for our project of gamifying science education. As we moved to the US from Colombia and India, we realized that STEM education was given the most importance here, and yet there was a lot of stereotype attached to it.
Results
Inspired by Science and the attached concept of STEM education in the US we wanted to explore the realities of what science education looked like and how can we make it more accessible and palatable. The idea behind the project was to make the experience more memorable and the process of learning fun. This led us to researching about the current phenomena around STEM science education that revealed us with facts like requirements of:
Improved Engagement: Students displayed heightened interest in STEM concepts through interactive gameplay.
Skill Development: Players developed critical thinking, problem-solving, and teamwork skills by navigating scientific challenges.
Scalability Potential: The game's adaptable framework demonstrates promise for use across various subjects and educational contexts.
Research
Upon completing the research, we began by picking out main insights that we wanted to convey through this activity.
Intimidating subjects, lack of representation, uninspiring methods.
- Students found STEM subjects intimidating, discouraging participation.
- A lack of diverse role models limited student aspirations in scientific fields.
- Traditional teaching methods failed to capture and sustain students’ interest.
All icons from noun project
Opportunities with Gamification:
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Gamified elements fostered intrinsic motivation and deeper knowledge retention.
- Collaboration and problem-solving mirrored real-world scientific research dynamics.
- Interactive learning created immersive, memorable educational experiences.
Stakeholder Insights:
- Educators needed tools aligning with curriculum standards to integrate into classrooms.
- Parents valued educational activities that supported skill-building and engagement.
- Students preferred interactive, story-driven methods over traditional lectures.
Ideation
We explored various interactive methods like quizzes, debates, case studies and concluded that roleplaying would allow the dynamics we want to create.
Roleplaying would allow the group members to experience a new situation and reflect on their own knoweldge and learnings at the same time when they rely on their soft skills of teamwork.
Facilitation
The game was designed as a learning activity for the group to experience the how science education can be morphed into a fun and interactive play expeirence in which they could read and learn more, solidifying the knowledge gained.
12
35 mins
The participants were divided in teams of 3 to take up various roles that would entail a Mars mission that could be a part of astronomical learning towards STEM education. The goal was to bring back fun into the classroom and make sure there is dialog happening before decision making and the decisions being made are scientifically accurate based on the learning material.
Here's a detailed breakdown of the game:
Setting: The game takes place on Mars, immersing players in a simulated fictional Mars mission.
Narrative: Players are introduced to the mission's objectives, which involve establishing ahuman colony on Mars. They take on the roles of astronauts with different specialisations, suchas biology, engineering, and geology, each with unique skills crucial for the mission's success.
Gameplay: Players work collaboratively in teams to navigate various Martian locations, each presenting specific challenges. These challenges require players to utilise their acquired scientific knowledge and critical thinking skills to solve problems, conduct experiments, andmake informed decisions.
Learning Objectives: Through engaging gameplay, "Red Horizon" aims to:
- Foster understanding of core scientific concepts in various domains, such as biology,physics,and geology.
- Develop critical thinking and problem-solving skills through the application of scientific knowledge in solving simulated scenarios.
- Encourage collaboration and teamwork as players work together to achieve common goals within their teams.
- Enhance communication skills as players strategise and discuss approaches to overcome challenges.
Reflections
"Red Horizon" demonstrated the transformative potential of gamification in STEM education, highlighting its ability to reignite student interest and foster essential 21st-century skills. Challenges such as integrating gamified tools into traditional classrooms and ensuring accessibility remain, but the success of this initiative paves the way for broader applications. Future iterations aim to expand the game’s scope, establish strategic partnerships, and explore hybrid learning models.