Jodi Asbell-Clarke

Member Profile

Full Name: 
Jodi Asbell-Clarke
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About Me (Bio): 
Jodi is the director of the Educational Gaming Environments group (EdGE) at TERC. EdGE is a team of educational researchers and developers working to understand the unique opportunities offered by various digital environments and how they can transform STEM learning. Jodi is currently the Principal Investigator of Leveling Up (DRK12/1119144) grant to build and validate assessment of implicit science learning in free-choice games played by high school learners; Taking Games to School (DRK12/1415284) , a DRK12 grant to help teachers leverage implicit learning from games; Revealing the Invisible (DIR/1417967) to use multimodal data such as eye-tracking and physiological data to explore implicit game base learning in classroom settings; and Zoombinis: Supporting and Measuring Computational Thinking, national implementation study to measure implicit game-based knowledge and understand how teachers can use that to support explicit Computational Thinking in middle schools classes.

Project titlesort iconOrganizationPI first namePI last nameAward date

Arcadia: The Next Generation—Transforming STEM Learning Through Transmedia Games

Jodi Asbell-Clarke, TERC, Inc.
09/01/2011
This project will study the design features of an experimental gaming environment called Arcadia: The Next Generation. Researchers working with a group of formal and informal educators to study the connections between scientific inquiry in Arcadia and STEM learning. The project provides a dynamic and evolving place where gamers, educators, parents, and citizen scientists can come together to share, rate, and build knowledge through a variety of fun science inquiry games.

FUN: A Finland US Network for Engagement and STEM Learning in Games

Jodi Asbell-Clarke, TERC, Inc.
10/01/2012
As part of a SAVI, researchers from the U.S. and from Finland will collaborate on investigating the relationships between engagement and learning in STEM transmedia games. The project involves two intensive, 5 day workshops to identify new measurement instruments to be integrated into each other's research and development work. The major research question is to what degree learners in the two cultures respond similarly or differently to the STEM learning games.

Leveling Up: Supporting and Measuring High School STEM Knowledge Building in Social Digital Games

Jodi Asbell-Clarke, TERC, Inc.
07/01/2011
This project designs, develops and tests a digital gaming environment for high school students that fosters and measures science learning within alternate reality games about saving Earth's ecosystems. Players work together to solve scientific challenges using a broad range of tools including a centralized web-based gaming site and social networking tools, along with handheld smart-phones, and an avatar-based massively multiplayer online environment. The game requires players to contribute to a scientific knowledge building community.

Taking Games to School: Exploratory Study to Support Game-based Teaching and Learning In High-School Science Classes

Jodi Asbell-Clarke, TERC, Inc.
07/15/2014
This project is building a set of software tools, including a tool for annotating screen recordings of activities in games, a teacher data dashboard for information about students' in-game learning, and tools to help teachers customize activities in games to better align with curricular standards. The project will find out whether these new tools can enhance teaching and/or learning. 

The Inquiry Project

Susan Doubler, TERC, Inc.
10/01/2006
This project is developing a learning progression in scientific inquiry about the nature of matter. The effort will result in a research-guided system of curriculum, assessment and professional development focusing on the transition from a macroscopic to a microscopic understanding of matter that occurs in upper elementary and middle school. The project has a close collaboration with scientists and urban schools.

Zoombinis: The Full Development Implementation Research Study of a Computational Thinking Game for Upper Elementary and Middle School Learners

Jodi Asbell-Clarke, TERC, Inc.
07/15/2015
This project leverages an existing game by embedding tools for studying patterns of students' decision-making and problem solving in the environment. This allows researchers to understand how students learn about computational thinking within a tool that bridges informal and formal learning settings to engage a wide variety of students. The project will also develop tools and resources for classroom teachers.