Digital Video Games and STEM Education

Due: January 10, 2017

Video games can enable STEM education from elementary school to post-secondary as they teach skills such as
analytical thinking, multitasking, strategizing, problem-solving, and team building. Some believe that
traditional learning has provided superficial learning through text books, while others believe that games are
best at teaching a deeper level of learning. Video games represent the kind of interactive and self-paced
learning that people see as a future guided
by technology. Keep in mind that games
cannot replace traditional teaching
methods, and games should not be the only
component. Despite games providing
opportunities for self-learning, students
also need guidance and mentorship. The
role of the teacher here is not diminished,
but becomes more challenging and
interesting in terms of scaffolding students
to learn with this technology. A promising
new frontier lies in using games-based
learning to better prepare students for
careers in STEM-related fields. You will
have an opportunity to develop a variety of 21st century skills while creating your video games, including
Programming, Math, Creative thinking, Logic, and the Engineering Design Process.

In addition to addressing a variety of STEM skills, video games also focus on:
1. Asking questions (for science) and defining problems (for engineering).
2. Developing and using models.
3. Using mathematics, information and computer technology, and computational thinking.
4. Constructing explanations (for science) and designing solutions (for engineering).
5. Engineering Design (all components).
6. Linking Engineering, Technology, Science and Society.

In this assignment, you will create a digital video game (DVG) to teach a concept in Physics, Chemistry, or
Biology, which you have selected from the grade 11 or 12 Science curriculum AND that is part of your
Curriculum Resource Website (Assignment #3). The criteria for the DVG are outlined below.
Your DVG will include the following criteria:
1. STEM Education Criteria
a. Content area, with accompanying learning objective (keep this to a minimum)
b. A minimum of three STEM disciplines (a combination of math, science, engineering,
technology)
c. The context of your game (what career connections can be made?)
d. A pluriversal approach in which other knowledges are valued equally

2. Digital Video Game Design Criteria

a. Rewards should be built into the game
b. A minimum of two levels, with increasing difficulty at each level
c. The inclusion of an avatar
Progress Report (15 marks) Due on November 15th, 2016
This assignment includes a progress report which will include Storyboarding the DVG, as well as a one page
reflection (single-spaced, 12-pitch font) including the following:
What content area did you choose?
What is the learning objective of your game?
Which STEM components are included (minimum 3)?
What is the context of game? What are the career connection(s)?
How do you intend to include a pluriversal approach?
What type of game will you develop?
What programming language will you use?
Have you included two levels of difficulty (minimum)?
What are some of the challenges encountered in storyboarding your game?
What are some of the successes you achieved?
What are some areas that you would like to improve before engaging in developing the game?

Final Assessment (35 marks) Due on January 10th, 2017

The final assessment will be based on the Rubric posted in OWL Sakai. In addition to the DVG, you will be
required to submit a two-page reflection (single-spaced, 12-pitch font) including the following:
Describe your journey from conceptualizing to playing your DVG (include all stages of development
imagining, planning, creating, improving).
What do you feel were the most challenging aspects of developing a DVG? Why?
What were your major successes in terms of developing a DVG?
Do you feel confident that your DVG has achieved the learning objective you set out to address?
How can your game be integrated into your future practice in a manner that it would contribute to
community building?
Do you feel that your DVG was beneficial for developing STEM skills? Why, and how?
In designing you DVG, what is ONE potential misconception that can either be dispelled or
perpetuated through game play? How would you address this in a future iteration of your DVG?
In this assignment, what learnings do you feel you achieved that can be translated into your future
practice?
Would you use this assignment in your future practice? Why? How and when would you incorporate
your DVG in your practice?