Proceedings of the Fourth Annual Teachers College Educational ...

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Augmenting The Arrival: Students’ Mobile Device-Enabled Narratives Ty Hollett, Vanderbilt University, Peabody College, 230 Appleton Place, Nashville, TN, 37203 Email: Tyler.S.Hollett@vanderbilt.edu Abstract: In this presentation, I question: how might mobile-devices augment learners’ reading of a graphic novel? This presentation describes a pilot study investigating the use of iPod touches by five students in a digital media/reading immersion course. As part of a larger unit, students read the image-only graphic novel, The Arrival. While doing so, they recorded their inferences, thoughts, and connections using their iPod’s Audioboo app. Preliminary findings suggest that when using Audioboo to record their responses to the book, learners focused on individual images rather than the page as a whole. By doing so, learners did not generate a coherent narrative but rather generated descriptions of individual pictures. Future research should investigate how learners make sense of visual texts, particularly graphic novels as well as the role of mobile technology and its support of literacy learning. 23
Promoting Healthy Eating Habits Through Monster Appetite Maria Hwang, Pantiphar Chantes, Grant Tedaldi, Ann Louie R. Lomboy, Teachers College, Columbia University, 525 W. 120 th street, New York, NY Email: mlh2169@columbia.edu, pdc2114@columbia.edu, grt2106@columbia.edu, all2110@columbia.edu Abstract: The obesity epidemic is one of America’s largest public health challenges, one that creates disparities among race, ethnicity, region and income (Communities Putting Prevention to Work; Fund for Public Health in NY). Currently there are over 12 million obese American children and adolescents (Trust for America’s Health, 2010). Intrigued by the increase in childhood obesity, Monster Appetite is a game that potentially remediates some aspects of the concern by promoting awareness of the content of food consumed by children. Through play, children learn about caloric amount in various food items that a child may select and intake daily. Through constant decision making and competitive game play, the hope is that children will start thinking more about their food choices and be able to make better decisions. By improving this knowledge through applied practice, children may become more cognizant about their food choices and capable of building healthier eating and exercise habits. Monster Appetite’s goal in promoting awareness is unique in such that players actually have to select meals they feel contain the most calories so that their monster avatar can grow to the next level through the highest caloric intake. Unlike most games that promote nutritional awareness by focusing on what is best based on nutritional values, Monster Appetite employs reverse psychology and humor, where players can eventually learn about food calories but by selecting what they feel is the highest caloric meal. By playing the game multiple times, players will eventually have a greater knowledge of which food items contain the least to the most calories as it becomes advantageous for their game play. In designing Monster Appetite (see Figure 1), the most critical aspect considered was the player’s overall game experience and how the rules and mechanical aspects of the game affected it. Designing a game that lessened cognitive overload during game play was an important factor that was taken into consideration. In order to expose players to as many different foods as possible, the game involves players selecting three meals a day in a span of seven days per round. The food items have been selected based on what school aged children are most likely to select to eat, where multiple grocery choices can have large variation on calories and have the high risk of causing obesity (Zinczenko & Goulding, 2008). The mechanic of selecting a meal is a fast action activity where each player rapidly selects the meal card based on seeing a picture of an item. The learning of the food items’ calories, end of day caloric calculations and execution of the actions from the game tokens are done at the end of each day as opposed to in between meals. Game tokens can impact the player negatively or positively: for example, doing yoga causes a player to lose calories, but a bonus meal card gives a player additional calories for the total daily intake, which will help the player’s monster grow more rapidly. These effects of the tokens are based off real research of exercise and behavioral habits (Costikyan, 2006). By implementing rules, supported by the use of simple game pieces such as the tokens, dice, calculators and game actions involving fast hand and eye coordination movements, Monster Appetite creates a fun way of learning nutritional awareness. The design creates an environment for players where the game play does not produce cognitive overload, but allows players to have fun through fast-pace, easy-to-follow rules and means of learning about foods they recognize, and are likely to consume. Figures and Tables 24
Page 1 and 2: Proceedings of the Fourth Annual Te
Page 3 and 4: Table of Contents Math Strategies i
Page 5 and 6: Harnessing the Power of Emotionally
Page 7 and 8: Think Facts introduces four charact
Page 9 and 10: Guidelines for an Online Networking
Page 11 and 12: Mode S = Synchronous A=Asynchronous
Page 13 and 14: Investigating Potential Factors to
Page 15 and 16: Investigating the Effects of Choice
Page 17 and 18: Videogames in Institutional Practic
Page 19 and 20: Youth in the Digital Age: Digital M
Page 21 and 22: Augmenting The Arrival: Students’
Page 23 and 24: Connected to Word Problems: Improvi
Page 25 and 26: ased approach. Future research may
Page 27: MOOCs, Open Education, and Implicat
Page 31 and 32: Figure 2: Monster Appetite in actio
Page 33 and 34: This year, the first participant gr
Page 35 and 36: Figure 2: The Aesthetigraph represe
Page 37 and 38: Digital Modeling Artifacts as Geome
Page 39 and 40: Using Weblogs to Increase Language
Page 41 and 42: Total 3 Advanced Performance Level
Page 43 and 44: “Media Literacy in Action: Using
Page 45 and 46: Learning Science Systems with Graph
Page 47 and 48: Liu, L., & Hmelo-Silver, C. E. (200
Page 49 and 50: Applying Physics to the Real World:
Page 51 and 52: Credibility of Culturally Situated
Page 53 and 54: notion that similarity with the use
Page 55 and 56: Duncan, H., Tan, J. (2012). A Visua
Page 57 and 58: Online Learning Environments in Hig
Page 59 and 60: Exploration of concepts to facilita
Page 61 and 62: Exploring the Intersection of Forma
Page 63 and 64: Barab, S. & Squire, K. (2004). Desi
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Page 67 and 68: #phdchat: a community of practice o
Page 69 and 70: A Difficult Balance: Regulating Cyb
Page 71 and 72: References Bethel School District v
Page 73 and 74: that children’s photographs were
Page 75 and 76: A variety of data sources were coll
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Design of computer assisted tools f
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Figure 2: Interactive functions of
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User Experiences with Avatar Custom
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Design Patterns for Promoting Self-
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Cooperative Inquiry in Designing Te
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Implications Our work with CI exten
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References Allen, E., & Seaman, J.
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