Level Up!: Video Game Design in Art Museum Programming for Youth - - PowerPoint PPT Presentation

Level Up!: Video Game Design in Art Museum Programming for Youth

#NAEALevelUp

• Mark German, President, E-Line Learning, E-Line Media, @stemchallenge
• Juliet Pusateri, Assistant Curator of Education, Experiential Learning for Children & Families,

Carnegie Museum of Art

• Carolyn Keogh, Associate, School and Youth Programs, Guggenheim Museum, @cfkeogh
• Allison Mishkin, STEM Challenge Research and Program Manager, Joan Ganz Cooney

Center, @AFineMishkin Moderator: Rebecca Mir, Associate Manager, Digital Media and Online Learning, Guggenheim Museum, @mirseum

Challenge Overview Video

3 3 www.stemchallenge.org

View at Pi3sburgh Regional Spotlight

Challenge Concept

• Game design compe<<on for middle and high

school students as individuals or teams.

• Design and make original, playable games, or

wriDen game designs about any subject.

• Games can be created using any game plaForm

and judges will select winners.

• Winners receive cash prizes, dona<ons to

suppor<ng organiza<ons, and in-kind prizes.

• Provide online resources and facilitate 40+ game

design workshops for youth, educators, and families across the country, including a PiDsburgh regional spotlight.

4 4 www.stemchallenge.org

Why Game Design?

5 www.stemchallenge.org

Art and Game Design

6 6 www.stemchallenge.org

Research Goals

• Three Areas of Analysis: Reach, Mo<va<onal

Impact, Educa<onal Impact.

• Mixed-Methods Research: Interviews, surveys,

par<cipant observa<on.

• Research Team: Interviewers and observers at 50%
• f workshops, survey administered at 100% of

workshops.

• Research Design: Case study approach to iden<fy

curriculum’s impact when delivered across seXngs.

20 20 www.stemchallenge.org

Overall Results

21 21 www.stemchallenge.org

• Enhanced game knowledge
• Highly applicable skills outside of

workshop context

• Changed students’ aXtudes towards

museums

• ADracted underrepresented STEM

audiences

Venue Level Impacts

22 22 www.stemchallenge.org

General Trends

• Enhanced excitement about STEM

Events

• Facility to support STEM and game

design learning

• ADracted new (and now returning

audiences)

• Strong impacts on future

programming decisions

• Sustainability for future game design

ini<a<ves

Teamwork Skills

23 23 www.stemchallenge.org

• Results

– Greater apprecia<on for and ability to work in teams.

• Mechanisms

– Excitement for workshop concept translated to collabora<on.

• Evidence

– 3 student response cards emphasized the friends they made and the games that their friends designed. – No observed difficul<es working together even though all students worked with students they had not met before.

Systems Thinking

24 24 www.stemchallenge.org

• Results

– Deeper understanding of systems thinking.

• Mechanisms

– Extended metaphor: Games and Museum Systems. – Physical experience with learning concept.

• Evidence

– Deeper use of vocabulary during group conversa<ons. – More complex games emerged from museum workshops.

IteraLve Design and CreaLng for an Audience

25 25 www.stemchallenge.org

• Results

– Understanding and excitement for the itera<ve design process.

• Mechanisms

– Workshop structure emphasizes itera<ve process.

• Evidence

– Venue tour emphasizes connec<ons between design choices and ar<st ra<onale. – Student Feedback emphasized both concepts.

Level Up!: Video Game Design in Art Museum Programming for Youth

#NAEALevelUp

• Mark German, markgerman@elinemedia.com
• Juliet Pusateri, pusaterij@cmoa.org
• Carolyn Keogh, ckeogh@guggenheim.org, @cfkeogh
• Allison Mishkin, allison.mishkin@sesame.org, @AFineMishkin
• Rebecca Mir, rmir@guggenheim.org, @mirseum