Power Coral Reefs
Johnny Cho
Yiqi Wei (Gia)
1.1. Game logline
“Power Coral Reefs” is an AR simulation game that improves energy literacy and promotes behavioral changes of middle school and high school students.
1.2. Gameplay synopsis
Uniqueness: please see “2.6 Feature Comparison”
Mechanics: please see “2.3 Learning goal>learning theories”
Setting: real-world environment
Look and feel: The game is like pokemon go, but it has more meaningful lesson, not only for entertainment.
2. Needs Assessment
2.1 context
The game is played in the mobile display as AR technology. Thus, it is moveable to go anywhere to bring the phone. The taken place will be usually home, office or school. If people want to use our game as an educational purpose, they can incorporate with science curriculum that teacher can teach the student the correlation between CO2 and coral reefs bleaching. Otherwise, most of place would be home and office.
2.2 target learners
Our game targets at middle school and high school students.
According to National Science Education Standards (1996), environmental education is considered as one of the eight "Science Content" standards in K-12 school curriculum.
National Science Teachers Association also advocates for the inclusion of environmental literacy in the nation’s pre-K to K-16 education because teaching environmental knowledge is a great way to impact on students’ environmental-friendly decisions and cultivate their citizenship (NSTA ,2003). Similar to environmental education, energy literacy is also supported in school curriculum for the following reasons:
a) Energy literacy is by nature interdisciplinary. The U.S. Department of Energy states that an understanding of energy issues involves many other concepts about economics, politics, psychology, sociology, technology and engineering, which overlaps National Science Education Standards (Harpegamer, 2009). Learning energy issues, as much as environmental issues, provides a contextual learning opportunity for multiple disciplines aligned with the Standards.
b) Despite interdisciplinary knowledge, understanding energy literacy also requires 21st century skills and themes including problem solving, critical thinking, social responsibility and civic engagement. Those skills are promoted as a foundation of educational system to prepare students for 21st century life and challenges (Partnership for 21st Century Skills, 2007).
While environmental education and energy literacy are supported in a broad age range that expands from Pre-K to K-16, our game will target at middle school and high school students considering two factors: a) some energy and environment knowledge this game integrates will not be taught until learners begin their secondary education, which may result in a failure at knowledge transfer and behavioral change, and b) the fact that our game is an AR game may present as a technical challenge to younger kids.
2.3 Learning goal
The educational objective of our game is to promote a multilayered understanding of energy conservation on day-to-day life, which encompasses more than just knowledge aspect of energy literacy, but behavioral change as well. Specifically, learning goals are:
1. Improve energy literacy. It is expected that after the gameplay, secondary school students will learn specific knowledge about energy saving that can be applied to real life.
2. Raise environmental conservation awareness and make known the nonlinear, dynamic, intertwined nature of environmental issues (the relations between energy saving, global warming and coral bleaching).
3. Moving awareness into action by changing students’ energy use behaviors to some degree.
Learning theories
In order to successfully meet three learning goals, our game is designed with the following mechanics:
1. Feedback: Providing continuous and real-time feedback in games has always been a key mechanism in that it can track players’ progress, indicate the path to improvement, and promote a sense of competence without mitigating the complexity of game challenges (Malone,1981; Gee, 2005). However, feedback is not only a good learning and game design principle, a meaningful inclusion of it is also proven to be effective in reducing energy consumption and developing energy saving behaviors (Orland et al., 2014). Drawing from the design of “Energy Chickens”, our game provides frequent feedback in response to players energy use tasks in several ways. For example, a game element, the CO2 gauge will change color from red, yellow, to green each time players accomplish a task, as an indication of reducing CO2 emission. Growing coral reefs and attracting fish also serves as a positive feedback that rewards players for saving energy. Moreover, players will also receive information feedback even if they fail--tips about how to save energy properly (embedded energy knowledge) will pop up as hints to inform them and help them improve next time.
2. Social interaction: Vygotsky’s perspective on play is that it closely relates to social interaction, and learning also occurs with it (Vygotsky, 1978). Two successful games elaborated in “Top Performers” also value the social element of gameplay experience. Based on the research, our game also builds a sense of community by allowing players to connect their accounts to Facebook or other social media in order to view, compare their performance with friends who also play this game.
3. Embed knowledge regarding energy saving and environmental science into the game: knowledge is often considered as a prerequisite to behavioral changes. Studies show that among three types of knowledge, declarative knowledge and effectiveness knowledge are the most effective to impact on conservation behaviors (Frick et al., 2004). Put it simply, people are more likely to change their conservation behaviors if a) they have explicit knowledge facts about conservation and b) they are fully aware of the influence or effectiveness of their own behaviors. Our game addresses this theory in the following ways:
a) our game design incorporates declarative knowledge and make it explicit. For example, we choose corals rather than other random animals as a form of rewards for scientific reasons, and this reason is explained explicitly in the game introduction (see 4.2 gameplay description > step 2: storyline introduction of the game). The game rule that players can only get fish when they grow enough coral reefs is also intentionally designed to inform players of symbiosis relationship between fish and coral reefs. In this way, players will then realize the importance of coral reefs.
b) using AR technology, our game simulates a realistic environment where players can visualize the direct impact of their behaviors by growing coral reefs as a reward for energy saving, which contributes to knowledge transfer and behavioral changes.
2.4 Problem statement
This game tries to address two problems:
1. Promote energy literacy in secondary education
Studies show that American middle school and high school students are ill-informed of general energy-related knowledge (DeWaters & Powers, 2008; DeWaters & Powers, 2011). According to a survey that measures energy-related knowledge, attitudes and behaviors of 955 New York State middle school and high school students, a lack of knowledge about energy conservation (especially home energy use pattern) is indicated while their attitudes towards energy issues and behaviors are slightly better (DeWaters & Powers, 2008). Similar results in student performance were found in a later study that surveys 3708 secondary students in New York State, indicating energy education is inadequate in school curriculum (DeWaters & Powers, 2011).
2. Call attention to environmental issues and empower students to be responsible citizens
As we progress through the 21st century, the scale of human impact on the environment has been increasingly unprecedented and significant. A controversial environmental issue that is often neglected today is global warming. It is scientifically proven that greenhouse gas emissions, especially carbon dioxide (CO2) emission from burning fossil fuels have been warming the planet, causing imbalance in natural processes and severe environmental problems since the mid-20th century (Energy Information Administration, 2017). One example is coral bleaching. It happens when CO2 is dissolved in the water, the temperatures of the sea increases. As a result, the algae (cells living in corals’ tissues that provides them food and give them color) will leave the coral. Without the algae, the coral loses its source of food and turn completely white and dead. About half of corals are already gone over last 30 years mostly due to coral bleaching; Without significant changes, more than 90 percent of them will die by 2050 (Burke et al., 2011).
Despite many urgent environmental issues we humans face today, there is a strikingly small number of games that directly addresses environmental issues on the market. Still, there are some successful games worth discussing, such as “Energy chickens,” “EnerCities,” and “World Without Oil.” “Energy chickens” and “EnerCities” will be discussed in 2.5 Top Performers. World Without Oil (WWO) is an alternate reality game that targets at energy issues and sparks meaningful conversation about oil shortage. Its collaborative gameplay experience built up a community where members were highly engaged in reflective and critical thinking about a future without oil, which contributes to its educational value. Though WWO successfully addressed our learning goal, it was also criticized for its lack of “collaborative storyline with a trail of puzzles to solve” (Connolly et al., 2011). Therefore, we aim to incorporate this feature in our game to make it more authentic.
2.5 Top Performers
According to my research, there are two serious games that successfully promote energy awareness and indicate some level of energy use behavioral changes:
1. Energy Chickens
Energy Chickens is a serious game that simulates the electricity management of office environment with the use of monitors that collect energy use data of plug load devices. Players maintain the health of virtual chickens that represent office appliances by reducing their energy consumption. A study that measured the effectiveness of the game reports positive attitudes and behavioral changes in terms of energy consumption in the office setting (Orland et al., 2014). Its educational value is attributed to the game mechanics:
a) Feedback
Virtual chickens are designed to reflect players’ actual energy consumption data, serving as a real-time feedback. This strategy is an effective mechanism commonly used to persuade people into reducing energy use based on “behavioral sciences, and human-computer interface design” (Orland et al., 2014). Players are more likely to change behaviors if they are responsible for the direct consequences of wasting energy--in this case, the consequence is chickens will turn green and look sick. But if players use energy wisely, chickens will grow and lay eggs.
b) social play:
Energy Chickens allows players to view and compare their performance with other users in the same office. The sense of comparison, competition and the direct connection to real-world settings bring up the social aspect of the game, which is another effective way to measure players’ energy use pattern.
2. EnerCities
EnerCities is a 3D serious game that aims to increase energy conservation awareness in the household environment in European countries. The mission of players is to build and manage a sustainable city: “the gamer needs to balance People, Planet and Profit while supplying the growing city with sufficient electricity, implementing energy conservation and CO2 emission measures and minimizing fossil fuel use. Each player’s decision influences the scores for people, planet and profit. When done well, players receive more potential city space to expand their city and to utilise extra available game options. The game allows players to execute several strategies and see the results of their actions on the long term. The duration of the game is approximately 15-45 minutes, depending on the player’s strategies.” (De Vries & Knol, 2011)
EnerCities is by no doubt an effective game in educating teenagers about sustainability, renewable energy and energy conservation, and the energy awareness and positive attitudes to energy saving at home also increased after the gameplay (De Vries & Knol, 2011). What is rare is that the game is also entertaining and appealing to students. Part of the reason is the game used 3D technology to design animated graphics that enables more interactivity compared to browser-based 2D games. Another reason is, again, the social play aspect. The game allows player to play the game on Facebook, sharing experiences and comparing scores with Facebook friends.
2.6 Feature Comparison
Despite success of EnerCities and Energy Chickens, they either have no or little energy knowledge embedded (some students reported that they don’t learn anything new because knowledge in the game is too simple and generic), targeting at either adults or no specific age group. However, the idea of our game is to incorporate content knowledge that overlaps national science standards for secondary school students grounded on two beliefs: a) knowledge, accompanied with the awareness, will serve students well to take actions as responsible citizens, and b) energy awareness and values are largely formed during a young age (DeWaters & Powers, 2011). In addition, our game even take one step forward by enabling players to visualize and measure the direct consequences of their behaviors, which helps students to change behaviors and understand complex environment systems.
3. Platform & System
3.1 Platform
We created simulation game based on the augmented technology. First, augmented reality-based learning which is an uprising technology in the field of education (Billinghurst & Duenser, 2012) very crucial. Besides according to them, "augmented reality (AR) is one of the emerging technologies applied to teaching," that ensures a continuous link between the student's physical and digital environment. According to Johnson et al. (2016), augmented reality (AR) is identified as a technology that brings new opportunities for learning and offers compelling applications for higher education; AR is particularly expected to empower students in science to engage in learning deeply.
There have been several studies on the use of augmented reality in teaching science studies. One such study is the Akçayır and Akçayır (2017) which examines its merits and its associated challenges. In most of these studies, K-12 students are used as the AR learners. Out of the total SSCI-indexed journals, 51 percent of the selected K-12 students and only 29 percent were university students. Based on cognitive developmental stages by Piaget, early adolescents and elementary students must always use their sight, hearing or other aspects of senses in order to learn (Martin & Loomis, 2013). Visual features characterize AR, which improves the learning capabilities of students at this stage. This may explain why K-12 students are the most preferred sample groups. Besides children in the contemporary society spends most of their time engaged in digital games. Augmented reality thus forms one of the best teaching methodologies that can easily engage students as opposed to the traditional methods. The concept of AR has also been utilized in subjects from the Kindergarten level and positive learning outcomes realized by researchers (Han, Jo, Hyun, & So, 2015).
Increasing the use of AR in science education is imperative to research the relation between AR and science education. Dunleavy, Dede, and Mitchell (2009) found in the experiment of situated science learning that AR skills could engross students in an immersive perspective so that the learners can interact and communicate with their peers. Also, Linn (2003) highlighted visualization to help spatial understanding, customizable environments as trends of AR use in science learning. Throughout scholarly research and practical market, it seems that AR technology has many positive elements when used in science education. Thus, we select to AR technology as a platform.
3.2 Control Scheme
Our control scheme is mobile based learning. Players need to use mobile or tablet PC to play the game. Once they started our game application, they can start to scan the spot where the energy is wasting. When they check the place, if they conduct the behavior and scan again to confirm the change, they can get the points. For example, if there is light on in your house, the player can open the mobile and play the application, Power Coral Reefs. Using mobile as the controller has autonomy as a benefit. You can freely move around the find the spot where is the energy wasting.
3.3 System requirements
The system is compatible with mobile. And just in case someone who does not have a mobile phone, they can use tablet PC to play the game. The constraints this simulation game have is to augmented reality accuracy. The AR is required to bring the images or video from the computer server, but if the angel or camera quality is not clear to capture the trigger image, it cannot bring out the overlay images. Thus, even though people find the place to get the point, they may need to find the perfect angel or spot in order to bring the overlay the images.
4. Gameplay
4.1 Overview
The purpose of this simulation game is to change the behavior and perception of the environment by using augmented reality technology. One of the benefits of using AR in the simulation is reflecting a real environment. Thus, the AR game can help to change the player’s behavior while they play the game.
Game overview video link: https://www.youtube.com/watch?v=No51Go6c97A
4.2 Gameplay description
In “Power Coral Reefs,” players grow virtual coral reefs by accomplishing energy saving tasks of various difficulty levels. The following instruction will give players a sense of how the game functions:
(1) Step 1: sign up for Power Coral Reef
To sign up for the game, you'll need to use your Facebook account or other social media accounts in order to find friends who are also playing this game. When you start game tasks, your score will be recorded and listed in a set of rankings that are constantly updated with your friends' scores.
(2) Step 2: storyline introduction of the game
Since there is much hidden environmental knowledge embedded in the game, you will watch a storyline introduction given by environmental science professor Kafai, which covers the background of the game and explains hidden environmental knowledge, so that you will be aware of the game’s educational purpose and link game elements to environmental science during the game play (figure xx).
The following is a detailed script of the introduction:
Hello! I am Professor Kafai. Did you know that the United States is one of the world’s “leaders” in energy waste? Of all the energy we produce, 69 percent is wasted in 2016! That means 227 million dollars have been wasted! Worse, wasting energy isn't just bad for economy—it’s detrimental to our home planet. Energy waste doesn’t just cause global warming and pollution, but it threatens the well-being of every life form on the earth, including you and me.
Now, the damage of energy waste to the ecosystem is seen in oceans. The rainforests of the sea--beautiful and fragile creatures called coral reefs are dying of global warming. We have already lost half of corals over last 30 years; Without significant changes, more than 90 percent of them will die by 2050.
The rainforests of the sea--beautiful and fragile creatures called coral reefs are dying from coral bleaching. Have you wondered why? When carbon dioxide, produced from the burning of fossil fuels is dissolved in the water, the temperatures of the sea increases. As a result, the algae (cells living in corals’ tissues that provides them food and give them color) will leave corals because they can’t stand the heat. Without the algae, the coral loses its source of food and turn completely white. This is called coral bleaching. We have already lost half of corals over last 30 years; Without significant changes, more than 90 percent of them will die by 2050.
I have spent my whole life saving coral reefs, but one person can make little difference. Will you join me to help protect these lovely creatures? You can start making a real impact simply by saving energy on your day-to-day life! A world of adventures and hopes awaits! Let’s go!
(3) Step 3: accomplish energy saving tasks in a real-world environment
After watching the storyline, you will finally be able to enter the main area of the game: a real-world environment that you are physically present in, for example, it can be your home, a classroom, or an office. There are 20 game levels in total. At each level, your mission is to find a certain amount of places and ways to save energy within a limited time frame. The difficulty degree and the amount of tasks will gradually increase as the level goes up. For example, you may only need to find five home appliances (lights, laptop, refrigerator, outlet, dishwasher) to save energy with the simple action of turning them off or down within 10 minutes at level 1; at level 2, you will need to find six appliances and make a slightly harder decision about energy saving (e.g. instead of just turning down air conditioner, you have to decide what degrees to set in daytime and at night); at level 3, you will encounter less known ways of saving energy such as reduce and recycle waste, moreover, you will make a smart decision on what and how to recycle. With each task completed, a CO2 gauge will slowly change color from red (indicates a high level of CO2), yellow (medium level), to green (low level). When the color changes to green, it means you have successfully completed all the tasks. You will also be rewarded with points for each successful energy saving task. Easy tasks are worth less points while harder tasks are worth more points. If you accomplish all the tasks, you can earn a level up and unlock the coral reefs farm; if you fail, tips about how to save energy properly (energy saving knowledge) will pop up as hints for you to improve when you try it again.
(4) Step 4: grow coral reefs
As mentioned above, you will need to get access to coral reefs farm by earning a level up. At the same time, you can use points you have so far to exchange for different kinds of corals to grow. There is a wide range of corals to choose from, such as Staghorn Coral, Pillar Coral, Table Coral, Brain Coral, Tube Coral, etc. Different kinds of corals require different points: higher points are needed to exchange for rarer corals. Here is the fun part: how you grow your coral reefs actually matters not just because it determines how beautiful your farm will look, but it also determines what type of fish and how many of them will be attracted to your farm. The more diverse the coral reefs you grow, the higher chances you have to attract more unexpected fish. Also, in order to attract a certain type of fish you want, you will have to figure out what kind of corals and how many points you need, and then how many tasks you have to accomplish.
4.3 Procedures and Controls
4.3.1 Interfaces
The interface is using a mobile camera and reflecting the real environment. The appearance looks like the figure xx below. On the mobile screen, the simulation game will be an overlay in order to show the score and status of coral reefs. Thus, the interface connects with real environment and virtual environment.
4.3.2 Rules
The rule is simple. The more they get points, the more they can enjoy to decorate coral reefs and save coral reefs.
4.3.3 Modes (Scoring/winning conditions)
The game has a single and multiplayer mode. The purpose of a single mode is having points as much as they can because after they collect the points, they can see the ranking as comparing other players’ ranking. Also, they can use the points to purchase the decoration items.
Another one is a multiplayer mode. In multiplayer mode, the players can select another two modes: speed and mission mode. Speed mode has a time limitation. Within a certain period time, the more than two players start to battle to win. The winner will be determined as someone who has the points most. The creative mode is no time restriction, but the players should complete the different mission each time. Each mission has different points. Thus, whoever completes the mission first, they will get the higher points based on the mission.
4.4 Other features
The game provides the sharing feature to SNS including Facebook, Instagram. The players can share their beautiful coral reefs to the public. They can compete or boast their content. Sharing button makes easy to share the coral reefs to the SNS. Also, there is a feature to study about coral reefs and participate the campaign to save actual coral reefs. Thus, on the application, there is one link page to get the information of coral reefs and campaign for saving coral reefs.
4.5 Levels
On the top-right corner, there is a gauge to represent a CO2 level. The game is the more we can save the energy, the less CO2 level we can see. Thus, we created by color: Red is a danger, yellow is normal, and green is safe. There are three points you need to achieve in the first level. Once you reached out the green color, then, you will have level up. If you have level up, they can get more chance to decorate the coral reefs. The higher levels they go, the harder to fill out the gauge. For example, level two needs to require to have five points to level up, and level three is required ten points. The gauge will indicate how much the players need to go further to reach the green color.
4.5 Flowchart
This is the flowchart of the game. Mainly, the AR game consists of two parts: (1) simulation and (2) decoration coral reefs. Until the introduction and selecting mode, the players will have the same path. Then, when the game plays, the players will have more autonomy of controlling the game features.
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