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Other evaluation
reports about our work:
WolfQuest Summative Evaluation Report. This evaluation of the WolfQuest learning game, conducted by the Institute for Learning Innovation, found the game to be highly effective in achieving its goals, providing a rich and rewarding learning experience for players.
A
Rolling Evaluation Gathers No Moss. Continuous,
formative evaluation with rapid revisions was key to the
successful development of Kids Design Network (KDN) by the
DuPage Children's Museum and eduweb. Paper presented at
Museums & the Web 2003.
At eduweb, our goal is to develop the most engaging and effective
online learning experiences possible. To this end, we engage in
research to better understand learning theory, learner preferences and engagement,
and educational outcomes.
Learning in the Wild:
What WolfQuest taught developers and game players
David T. Schaller, eduweb
Kate Haley Goldman, Institute for Learning Innovation
Grant Spickelmier, Minnesota Zoo
Steven Allison-Bunnell, Eduweb
Jessica Koepfler, Institute for Learning Innovation
Summative evaluation of our WolfQuest wildlife simulation game finds that players report knowledge gain, stronger emotional attachment to wolves, and significant behavioral outcomes, with large percentages of players following their game sessions with other wolf-related activities, including such further explorations of wolves on the internet, in books and on television. This paper details these evaluation results from the summative evaluation, discusses the theory behind the project, and reflects on our experience developing the game.
The Name of the Game
Susan Edwards, J. Paul Getty Museum
David T. Schaller, eduweb
This chapter from The Digital Museum: A Think Guide
discusses ways that digital learning games offer museums new opportunities to engage youth and adult audiences in compelling and meaningful ways. Read an excerpt and order the book!
In creating educational experiences, developers often target audience segments based on demographic groups. However, we all know that people vary in other
significant ways. Particularly with regard to learning styles, one size does not fit all. This paper presents research findings from our study, funded by the
National Science Foundation, of the effect of learning style on user preferences for different types of online learning activities, ranging from deductive puzzles
to open-ended creative design.
What are key characteristics and challenges of an effective learning game? Adapted from a presentation at the
Web Designs for Interactive Learning conference in Ithaca, June 2005.
Learning Styles and On-line Interactives
David T. Schaller and Steven Allison-Bunnell, eduweb
Minda Borun, Franklin Institute Science Museum
Learning styles may give us insight into the diverse ways that people view and interact with on-line learning interactives. This paper provides an introduction to our NSF-funded research study.
This chapter from E-Learning and Virtual Science Centers
proposes a series of strategies for reconceptualizing science center exhibits online, in order
to take online users
deeper into the scientific concepts underlying the physical phenomena on exhibit in the physical
galleries.
Macromedia Flash as a useful tool that allows greater interactivity
and multimedia compared to HTML pages, but how does it affect
usability and user engagement? This paper reports on a comparative
evaluation of Flash and HTML versions of a single Web site,
focusing on user goals, behavior, and responses.
Why do people visit a museum web site, and how do these motivations
affect their experience with the site and the learning or meaning-making
that may happen as a result of their visit? This paper builds
on past research by analyzing an online survey of visitors to
four museum Web sites.
Transplanting learning theory from the classroom or museum
environment to the Web poses unique challenges. In this paper,
we review several theories of learning and explore ways that
we have tried to incorporate them into our development and design
process for interactive Web sites.
Developing effective public education sites for the World Wide
Web requires an understanding of both learning theory and what
appeals to learners. How can Web developers create sound educational
activities that attract and appeal to a broad audience? Do adults
prefer different types of online learning experiences than children?
Read the report!
The theory and research underlying our "How do you like
to learn?" study.
Based on a paper for the National Association of Interpretation
2001 Conference.
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