A Fresh Look At Our Newest NGSS-based Game
The Redshift Space Race is a game linked directly to specific NGSS middle school science standards related to Earth’s Place in the Universe. These standards (MS-ESS1-1 to MS-ESS1-4) are reflected in the virtual game materials (e.g., game cards, board layout, etc.) in terms of Disciplinary Core Ideas (DCI), Science and Engineering Practices (SEP) and Cross Cutting Concepts (CCC).
The Concept
The goal of Redshift is to not only have players engage in an exciting and fun race through our solar system, but to develop and apply their skills and knowledge in space science along the way. They can answer questions and create strategies by collecting cards and coins, making decisions, problem solving, and applying theories, laws, and knowledge. Playing RedShift results in players gaining a vast array of new knowledge related to space technology, the solar system, and the universe. But more importantly, it also gives players the ability to apply this knowledge in problem solving and strategy scenarios.
The Assessments
Another important aspect of Redshift are the online assessments which directly connects NGSS to the game. A wide variety of assessments based on the game are developed by Assessment Specialists and Subject Matter Experts to provide a snapshot of student learning. These assessments are tightly aligned with the NGSS which can be easily accessed anytime online. They usually consist of 15 questions and provide feedback on student performance well as flagging potential areas of strengths and weaknesses within the standards. Some assessments may be specific to one standard while others may cover a variety of standards in the Earth’s Place in the Universe cluster.
Redshift Space Race is a great way to supplement instruction on NGSS which has been guiding most state curriculums for over a decade. Not only do players learn about space, but they have fun while doing it!
The Prototype
Redshift was first developed as a prototype board game but is now moving towards a virtual
presence in the US market space. The prototype is shown below:
The Timing
New research suggests that games are more than just a way for students to enjoy time outside of school–they are becoming an important springboard for student learning:
It is well-known that students really enjoy games or activities beyond the normal classroom interaction. Gee (2003) encapsulated that good learning is also being reflected through games. Johnson (2006) praises games for their ability to help us “find order and meaning in the world and make decisions that create order.” Additionally, Squire and Jenkins (2003) also promote games for good learning because they “encourage collaboration among players and thus provide a context for peer-to-peer teaching and for the emergence of learning communities.
The International Journal of Scientific and Research Publications, Volume 6, Issue 10, October 2016
Some researchers have emphasized that games are not simply a new option for promoting student learning–they are essential to the future of education itself:
The key to creating a scientifically literate workforce is to make changes to science education (National Research Council, 2010). We suggest that one way to engineer modern science education to be able to fill the needs of a twenty-first century citizenry and workforce is to game the education system by incorporating the lessons that we have learned about the effectiveness of video games to produce behavioral and cognitive change (McGonigal, 2011).
Researchers of The Department of Lifespan Development and Educational Science, Kent State University, Kent, OH, USA.
In our view, there’s never been a better time to incorporate games into student learning. And that’s why we created the Redshift Space Race.
It’s time to fly!
~ DGC
