This development and research project designs, develops, and tests a digital game-based learning environment for supporting, assessing and analyzing middle school students' conceptual knowledge in learning physics, specifically Newtonian mechanics. This research integrates work from prior findings to develop a new methodology to engage students in deep learning while diagnosing and scaffolding the learning of Newtonian mechanics.
This project is focusing on the redesign of popular commercial video games to support students’ understanding of Newtonian mechanics. In support of this goal, SURGE develops and implements design principles for game-based learning environments, integrating research on conceptual change, cognitive processing-based design, and socio-cognitive scripting. These enhanced games bridge the gap between student learning in non-formal game environments and the formalized knowledge structures learned in school by leveraging and integrating the strengths of each.