Bringing stories into the classroom
We have spent a lot of time this summer thinking about what goes on in classrooms when students log off of Quest Atlantis….how do the stories and experiences that kids have in the game come into the classroom? We’re especially interested in the whole-class conversations that take place around the content that kids are learning; how, for example, does a class discuss what it means to write persuasively when they are working on the Modern Prometheus unit? Or how to teachers make sure that students really understand why the mean tells you something different from the median when working on the Ander City unit? It’s important that these conversations and experiences take place not only in the game, but outside as well–and teachers are really good at helping kids to make that connection.
This summer we are analyzing the classroom conversations that we’ve recorded in multiple classrooms around the United States, with the goal of understanding how game narratives can impact whole-class discussions. Our goal is to better understand how technology is integrated into classrooms. We’ve already observed lots of inspiring examples from teachers–here are a few tips that seem to make whole-class discussions especially effective:
Stay immersed in the narrative: It’s easy to pull back from the story to emphasize the important things that you want students to know and understand. We’ve found that when teachers discuss concepts while continuing to be immersed in the storyline, students’ interest and engagement is strengthened.
Stage a debate: Almost all the activities in Quest Atlantis involve some kind of unresolved issue. Frequently, those issues allow for more than one reasonable perspective. Capitalize on this tension and ask students to defend their perspectives–it’s amazing how impassioned students can get!
Target the big ideas: Allegiance to characters or interest in sub-
plots can captivate students’ attention, true, but they are also the key to supporting students to grapple with important concepts. For example, in Taiga, students might find that they have sympathy for one particular group–like the indigenous farmers. Unfortunately, sympathy isn’t terribly persuasive; they need to be able to understand how other groups are contributing to the fish decline if they REALLY want to protect the farmers. So understanding the role of erosion on water quality, for example, is going to be key to effectively defending their position. Without deeply understanding the concepts, students may be ready to take action, but they will lack the tools they need to be effective.
As an academically gifted coordinator, my use of QA with students is a little different than that of classroom teachers. However, I have found that student engagement with the stories, tasks, and characters is substantive and thought-provoking, making my very limited time with them lively and full of open-ended questioning and discussions.
One of the biggest things I have learned is student engagement through the activities. I found that through Quests, missions, and tasks students are able to create an understanding that allows critical higher level thinking. Through the use of the narrative piece they are allowed to be creative in their thinking process because the narrative piece forces them to be part of the result, or solution. Students have a better understanding because the topic relevant to them and how they can affect the world in which they live. There are choices in the tasks that students can select from, and then in turn will put more effort because they were allowed choice. More importantly, it seems that there is the “Enduring understanding.” Students will definitely be engaged, and even lower level students will rise to the occasion and remember what they have learned. Teachers can now be the facilitator instead of running the classroom. One of my classrooms is already like that. I just need to be the Guide on the Side. QA provides higher level thinking and problem solving. Also, I believe that time constraints would not be the issue like now.
Students can learn many different strategies for solving real life problems. Transformational play allows the students to express ideas, work collaboratively with peers and apply real life decision making to problems.
I have learned that Quest Atlantis is an educational tool that engages students in the learning process. It also values social responsibility and teaches this through quests. It is an all encompassing program that is an alternative to traditional teaching methods.
Quest Atlantis is an excellent way for my students to become enveloped in a world which is engaging and challenging at the same time. It is important for me as a teacher to understand Transformational play and how it allows the students to apply real-life decision making to their quest.
sTUDENTS LEARN IN DIFFERENT WAYS. THIS IS A GREAT WAY TO d9FFERENTIATE IN THE CLASSROOM. sTUDENTS WILL BE ABLE TO COLLOBORATE, EXPRESS IDEAS, AND ADVANCE AT THEIR OWN LEVEL. wONDERFUL TOOL IN THE CLASSROOM
QA is not just a game, it is an anistructional tool. With the teacher as a guide, the students may use play to learn everything from math skills to social skills. The teacher uses the narrative and curriculum to guide the students through various missions. This format is high interest and a great way for students to interact with the curriculum rather than simply sitting and passively taking in information.
QA is really a trendsetter in how Virtual Worlds can be used for powerful learning for adults and children. I enjoyed learning how this interface works and interacts. It can be a great motivator and learning tool for students. There is great variety of topics and skills for students to choose and learn from. I also like how students that are working diligently are rewarded with individualized new quests.
I learned a great deal about how to use Quest Atlantis effectively
I am interested in trying QA in my classroom and experiencing it with my students.
Working in QA is just like my class. I do a lot of project based learning in my classroom and I am the facilitator to their project. I keep them on the right path. I do the same in QA.
Using the narrative really allows the student to experience learning in a very real way. It allows them to commit to what they are learning and become more invested. Without the narrative, I feel students lose interest. If there is no interest, then very little learning takes place.
I am very interested see how the use of QA will affect the learning of my students.
Thanks for giving us this opportunity!
I have learned my students can learn all different kinds of new skills and feel like they are having fun at the same time. I also learned that I can monitor what they are doing and guide them if they need help. I think it is a great tool to use in helping them learn new things.
I’ve learned about the QA environment, and am eager (a bit anxious) to pilot it with students soon. I’m trying to anticipate some of the technical and managerial issues I may encounter. I have some points of reference (I am the technology integrationist). But I’m looking ahead and wondering how I might support other teachers not as comfortable with such radical changes. QA is a shift away from what teachers are used to- not only in practice (using virtual environments), but pedagogy (Transformational Play as a framework).
Hi Jonathan,
We do offer quite a bit of support through our Professional Development missions, workshops and facilitated discussions to do just that, help teachers to feel more comfortable as they begin to use the program. Our initial PD workshops, a required first step for all interested in using the program, help introduce teachers to the idea of how to use a virtual world in their everyday practice, as well as engates them in the pedagogy of Transformational Play. Through facilitated discussions with other teachers in the QA community of practice, discussion forums, and additional interactive PD missions, we hope to help those unfamiliar with inquiry-based learning and/or transformational play, develop a greater understanding and appreciation of the philosophies and find ways to successfully integrate them into their practice.
When schools have a number of teachers participating, a great way to support those QA teachers is to hold a facilitated discussion every other month or so to discuss challenges, questions or share insights from using the program. This can be a very valuable exercise, esp. for schools/teachers that have never used an innovative program such as this one before.
Great questions, Jonathan! You are right that this can be a departure for some classrooms, but upon seeing how this trip to virtual world motivates students and discovering what wonderful opportunities for dialogue and instruction it offers to teachers, many teachers find it’s a journey worth making.
I have found that not only have my students become addicted to problem solving through QA, I too have the same fever!! It is hard to “Log out” when your avatar is in the middle of solving a serious problem!! My class is reading, working together,using high-level thinking skills and enjoying themselves. Exciting!
I can realy see how Quest Atlantis harnesses the students’ love of a gaming format to engage them actively in more meaningful learning experiences. It is a clever integration of entertainment with a significant reliance on higher order thinking to solve problems that focus on social activism. The balance of learning and playing is clever but what I really value is something that I feel has been lost in a lot of the curriculum and that is an emphasis of social responsibility. Involvement with this learning environment empowers students to firmly believe they can have an opinion on global issues and even take an active role to come up with solutions. The focus on the subjective experience will enrich class discussions as no two students will have an identical experience.
I am looking forward to trying QA this year with my students. I can’t wait to give them a learning experience in a virtual world. It will provide problem solving skills in a safe environment where they can take risks.
I often engage my students in discussions about current topics and they respond well. On the more obscure or less familiar topics like Ancient Egypt or Sparta, they only know what they saw on TV or a video. This is a way to engage them in a novel way in a project about topics that relate to history.
I think QA can help my students be actively engaged in their own learning. It is self-rewarding. I am very anxious and a little nervous to try to implement this into my curriculum.