Steve Croker

Gaming science: the “Gamification” of scientific thinking

Science is critically important for advancing economics, health, and social well-being in the twenty-first century. A scientifically literate workforce is one that is well-suited to meet the challenges of an information economy. However, scientific thinking skills do not routinely develop and must be scaffolded via educational and cultural tools. In this paper we outline a rationale for why we believe that video games have the potential to be exploited for gain in science education. The premise we entertain is that several classes of video games can be viewed as a type of cultural tool that is capable of supporting three key elements of scientific literacy: content knowledge, process skills, and understanding the nature of science. We argue that there are three classes of mechanisms through which video games can support scientific thinking. First, there are a number of motivational scaffolds, such as feedback, rewards, and flow states that engage students relative to traditional cultural learning tools. Second, there are a number of cognitive scaffolds, such as simulations and embedded reasoning skills that compensate for the limitations of the individual cognitive system. Third, fully developed scientific thinking requires metacognition, and video games provide metacognitive scaffolding in the form of constrained learning and identity adoption. We conclude by outlining a series of recommendations for integrating games and game elements in science education and provide suggestions for evaluating their effectiveness.

The Emergence of Scientific Reasoning

Scientific reasoning encompasses the reasoning and problem-solving skills involved in generating, testing and revising hypotheses or theories, and in the case of fully developed skills, reflecting on the process of knowledge acquisition and knowledge change that results from such inquiry activities. Science, as a cultural institution, represents a “hallmark intellectual achievement of the human species” and these achievements are driven by both individual reasoning and collaborative cognition (Feist, 2006, p. ix).

A Prospective Cognition Analysis of Scientific Thinking and the Implications for Teaching and Learning Science

With increased focus on the importance of teaching and learning in the science, technology, engineering, and mathematics disciplines, both educational researchers and cognitive psychologists have been tackling the issues of how best to teach science concepts and scientific thinking skills. As a cultural activity, the practice of science by professional scientists is inherently prospective. Recent calls to make science education more “authentic” necessitate an analysis of the prospective, cumulative, and collaborative nature of science learning and science teaching. We analyze scientific thinking through the lens of prospective cognition by focusing on the anticipatory, social, situated, and multiscale aspects of engaging in science. We then address some of the implications for science education that result from our analysis.

Visual Processing Speeds in Children

The aim of this study was to investigate visual processing speeds in children. A rapid serial visual presentation (RSVP) task with schematic faces as stimuli was given to ninety-nine 6–10-year-old children as well as a short form of the WISC-III. Participants were asked to determine whether a happy face stimulus was embedded in a stream of distracter stimuli. Presentation time was gradually reduced from 500 ms per stimulus to 100 ms per stimulus, in 50 ms steps. The data revealed that (i) RSVP speed increases with age, (ii) children aged 8 years and over can discriminate stimuli presented every 100 ms—the speed typically used with RSVP procedures in adult and adolescent populations, and (iii) RSVP speed is significantly correlated with digit span and object assembly. In consequence, the RSVP paradigm presented here is appropriate for use in further investigations of processes of temporal attention within this cohort.

Attentional bias towards threatening and neutral facial expressions in high trait anxious children

Research suggests anxious children display increased attentional biases for threat-related stimuli. However, findings based upon spatial domain research are equivocal. Moreover, few studies allow for the independent analysis of trials containing neutral (i.e., potentially ambiguous) faces. Here, we report two temporal attentional blink experiments with high trait anxious (HTA) and low trait anxious (LTA) children. In an emotive experiment, we manipulated the valence of the second target (T2: threatening/positive/neutral). Results revealed that HTA, relative to LTA, children demonstrated better performance on neutral trials. Additionally, HTA children demonstrated a threat-superiority effect whereas LTA children demonstrated an emotion-superiority effect. In a non-emotive control experiment, no differences between HTA and LTA children were observed. Results suggest trait anxiety is associated with an attentional bias for threat in children. Additionally, the neutral face finding suggests HTA children bias attention towards ambiguity. These findings could have important implications for current anxiety disorder research and treatments.