Exploration

Unknown

Adventure

White Paper
Creating Digital Design Challenges

SimChallenge
TM

Design. Build. Explore.

 SimChallenge
Design. Build. Explore.

Acknowledgments

While I crafted this work from the perspective of

the Department of Defense, I wanted to create a
solution that had broad appeal to a consortia of
interests. I was very fortunate to have been able to
draw upon leading minds across a number of disci-
plines and agencies. The result is a synthesis of
insights and conversations with educators, gamers,
students, engineers, scientists and politicians.

I am deeply grateful to William H. Davis, founder of

America's Army Future Applications, engineer,
artist, space exploration enthusiast, and twenty-
three year veteran of DoD simulations. Bill was the
intellectual bridge between the worlds of modeling
and simulation and video games. His guidance was
invaluable. To Dr. Shelley Canright for being an
incredible leader during my tenure at the NASA
Sponsored Classroom of the Future. As one of
NASA's leading minds in education, Shelley
afforded me the opportunity to work on NASA's
education mission, participate in NASA's Centen-
nial Challenge Workshop and understand how
NASA creates research consortia. As Director of the
National Academies Government-University-
SOLAR SAIL VESSEL Industry Research Roundtable, Dr. Merrilea Mayo's
candor and forthright appraisals of ideas shaped
the direction of my work. I am forever indebted for
the opportunity of a lifetime. I presented a science
and engineering game idea to an esteemed audi-
ence at the National Academies. Until Sharon Welch
of NASA Langley's Innovation Institute enlightened
me, the phrase "simulation-based education" was
unknown. Thanks for some great conversations
regarding gaming and including me in the Hamp-
ton Serious Games Group. To Keith Thompson for
helping me understand the science, technology,
engineering and mathematics (STEM) education
needs of the DoD. Prior to his presentation, I saw
STEM education as the domain of the science agen-
cies, not realizing the vastness of the DoD labora-
tory system. To Joseph Saulter and Nichol Bradford
for helping me understand the power of diversity
and how investments in our at-risk youth generate
returns for all of us.
 SimChallenge
Design. Build. Explore.

Summar y

Our nation faces a critical challenge: we must grow

the ranks of scientists and engineers to remain at
the international forefront of scientific discovery.
This white paper sets forth the concept of using
digital design challenges to advance science, tech-
nology, engineering and mathematics (STEM)
education. Today, scientific challenges are ushering
in a new era of innovation. SimChallenge is the
educational version of DARPA's Grand Challenge,
NASA's Centennial Challenge, X Prize and other
national challenges. Transforming STEM education
requires us to integrate systems, tools and practices
to create a new educational experience.

By combining the competitive advantage of video

game, simulation and modeling technologies with
the magic of entertainment, digital design chal-
lenges offer students the platform to work on
team-based, cutting-edge engineering and scien-
tific projects. SimChallenge is a learning system
that couples the use of real-world engineering
tools, such as Pro/Engineer and Matlab, with a novel
Mini-Game Architecture. Using these tools,
students design and build engineered solutions.
SOLAR SAIL VESSEL Then they "play" with their creations. Each themati-
cally linked Mini-Game is a unique, synthetic "prov-
ing" ground: a small laboratory where students can
take risks and explore possible outcomes.

Imagine countless challenges being built across

various entertainment themes that embrace the
realism of authentic science as well as the fantasy
of science fiction. Entertainment themes include
Moon, Mars & Beyond, Deep Ocean Quest, Human
Machine, Amazon Rainforest, U.S Military Power and
Defend America. While working on a challenge,
students "become" astrophysicists, biomedical
engineers, nanotechnologists, etc. In essence, the
"professions" become models for education
(Shaffer 2004). "Authentic Professionalism" is our
cornerstone concept, which underpins all chal-
lenge activities (Gee 2006). Ultimately, it is our goal
to create a new breed of scientist and engineer for
the nation.
SimC h a l l e n g e

Contents

Objective 1
Situation 1
Opportunity 2
Solution 4
| Business Model 4
| Underlying Magic 5
| Marketing & Distribution 6
| Financing Strategy 7
| Growth Strategy 7
Conclusion 8

Appendices

A: Leveraging the Convergence of Simulation and Video Game Technologies 10

B: SimChallenge Theme Descriptions 11
C: SimChallenge Themes and Critical DoD Sciences and Engineering Matrix 12
D: SimChallenge Mini-Game Modular Architecture 13
E: SimChallenge Web-based System 14
G: SimChallenge Career Development Model 15
F: SimChallenge Program Evaluation 16
H: SimChallenge Consortium Organizational Model 17
I: SimChallenge Consortium Members Working List 18

Bibliography 20

Author

Todd J. Borghesani, Esq.

Copyright © 2006 by Todd J. Borghesani

All rights reserved, including the right of reproduction
in whole or in part in any form. SimChallenge is a trademark
of Todd J. Borghesani.

September 30, 2006

SimChallenge

OBJECTIVE
We seek to advance the learning and career development of science, technology, engineering
and mathematics domains (STEM) using a vanguard educational solution that combines real-
world simulation tools with video game technologies. Specifically, our purpose is to create digital
design challenges where students design and build models and simulations and then "play" and
"compete" with their creations in thematically linked, adventure mini-games. Our short-term goals
include the development of a prototype based on the theme of space exploration as well as the
analysis of the technical and business framework. Our growth and product development
strategies embrace a consortium approach, which is open to other agencies, industry and
universities with the DoD as the coordinating agency.

SITUATION
The bedrock of America’s competitiveness is a well-educated and skilled workforce. America's
economic strength and global leadership depend in large measure upon our Nation’s ability to
generate and harness the latest in scientific and technological developments and to apply these
developments to real world applications. Increasingly, worldwide socioeconomic trends and
educational developments will challenge the preeminence of the United States in science,
technology and engineering; and challenge its economic strength. Because other nations also
recognize the importance of a highly skilled workforce for sustained economic growth, there is
fierce international competition.

The pace of change and international competition is exemplified by the rise of China and how it
now challenges America and the world as the next superpower. China today is visible
everywhere: in the news, in the economic pressures battering America, in the workplace, and in
every trip to the store. China has more speakers of English as a second language than America
has native English speakers. It has more than 300 biotech firms. There are 186 MBA programs in
China. General Motors expects the Chinese automobile market to be bigger than the U.S. market
by 2025. Some 74 million Chinese families can now afford to buy cars. What could happen when
China will be able to manufacture nearly everything—computers, cars, jumbo jets, and
pharmaceuticals—that the United States and Europe can, at perhaps half the cost?

The rapid upward spiral of student achievement in foreign countries—like China—only

exacerbates our downward spiral in domestic STEM achievement. In the United States
approximately 50% of prospective engineers are “weeded out” in large lecture courses their very
first year in college. The work of Seymour and Hewett shows that this “weeding out” is not on the
basis of ability (GPAs of those who stay and leave the discipline are the same), but on the basis
of student’s willingness to “put up with” the unpalatable pedagogical experience of those first year
lecture classes. Hence, students are leaving because they are not engaged in the content. We

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are losing the international STEM workforce battle because we are failing to inspire, educate and
lead our greatest strategic asset: our Nation's youth.

U.S. industries and our federal agencies with science agendas are suffering, and the DoD is no
exception. The attrition in DoD labs alone is estimated at 13,000 science and engineering
departures within the next 10 years. The number of "clearable" students pursuing defense-related
"critical skills" degrees is small and declining. Yet, the projected U.S. demand for scientists and
engineers will be up 10% by 2010. Across the DoD, there are approximately 200,000 workers
engaged in science and engineering jobs. This represents 45% of the total DoD workforce, but in
some disciplines it is as high as 80% of total employment. Today, 40% of those individuals are
eligible for retirement. In a 1999-2002 NSF study on government employed scientists and
engineers (across all agencies and their major occupational groups) the DoD employed over 43%
of the total scientists and engineers. Out of all the federal agencies, the DoD has the most to lose
through attrition of future science workers during college coupled with aging of current
employees.

To meet these coming scientific and technological challenges, STEM education will require
transformation from elementary school through post-graduate training. Convergence of previously
separate scientific disciplines and fields of engineering cannot take place without the emergence
of a new workforce that understands multiple fields in depth and can intelligently integrate them.
We must implement new multidisciplinary programs and organizations that leverage advanced
learning technologies–simulation and video game technologies–to provide rigorous, multifaceted
STEM education.

Simulation tools are, in effect, the "calculators" of next-generation engineers and scientists. The
use of simulation-based engineering and science must become a discipline, an engineering tool,
and a life-long learning endeavor. At the end of the 20th Century we witnessed the convergence
of natural and physical sciences. This convergence of scientific domains refers to the synergistic
combination of four major provinces of science and technology, each of which is currently
progressing at a rapid rate: nanoscience and nanotechnology; biotechnology and biomedicine,
including genetic engineering; information technology, including advanced computing; and
cognitive science. To succeed as scientists and engineers of the next generation, students must
acquire substantial depth in computational and applied mathematics, as well as in their specific
engineering or scientific disciplines. Graduate students, moreover, must be able to build
foundations that allow them to access quantum and molecular science; statistical and continuum
mechanics; biological science and chemistry; applied and computational mathematics; computer
science and scientific computing; and imaging, geometry, and visualization.

However, as of today, sophisticated simulation tools have not been introduced into STEM
education in an engaging and systematic manner. Moreover, traditional science teaching at the
undergraduate level continues to focus on rote learning instruction and is firmly limited to its own
disciplinary domain. Future scientists will need to understand more than their first discipline (like
their first language) and be able to use interdisciplinary inquiry and discourse to understand
complex systems, communicate these ideas to their peers, and deduce testable hypotheses. We
not only must grow the ranks of scientists and engineers to remain at the international forefront of
scientific discovery, we must create a new breed of scientist and engineer.

OPPORTUNITY
Further emphasizing the need for STEM education transformation, the President has proposed
doubling over the next 10 years the budgets of key science agencies, including NSF, as part of
his new American Competitiveness Initiative (ACI). Supporting the ACI, on March 10, 2006, top

2
officials from the National Science Foundation (NSF), National Aeronautics and Space
Administration (NASA), National Oceanic and Atmospheric Administration (NOAA), and the
Department of Energy (DoE) outlined their efforts in testimony before the House Science
Committee. This historic hearing marked the first time each of the science education agencies
appeared together before Congress. These key science agencies have formed the Academic
Competitiveness Council to foster inter-agency cooperation. It is now recognized that inter-
agency cooperation is necessary to catalyze this critical educational transformation.

We are at a unique place in history where we have the advanced learning technologies to support
"convergent" or multidisciplinary STEM education. As an advanced learning technology, it is
video game technologies that offer the most promise for reaching, engaging and instructing our
future scientists and engineers; our convergent thinkers. Video games are the prevalent and
expanding means of entertainment for young people. There is little doubt that in the last thirty
years, video games have become one of the most pervasive forms of entertainment, both in the
Unites States and throughout the world. One in every four American households owned a Sony
Playstation by 2000. Moreover, early games such as Pokemon, Pac-Man and The Mario Brothers
have evolved as cultural phenomena. And more recent games, such as Halo 2, made over $120
million on their first day of release, exceeding major motion pictures' first day sales. For this
reason, educators have begun to take seriously the notion that video games have the potential to
reach and engage unprecedented numbers of learners, particularly with the advent of the
Internet.

The convergence of education and gaming technologies represents an evolution of learning.

Games teach by encouraging competition, experimentation, exploration, and innovation.
Moreover, Squire and Jenkins argue that games contain rules that constrain action, force players
to make choices and experience the consequences of those actions, and can be an effective
vehicle to encourage learners to form hypotheses and then test them against actual outcomes in
the simulated world. Video games foster critical thinking by requiring players to solve problems. In
addition, games that involve multiple players have the potential to foster communities, where
knowledge is constructed and shared among members. In team-based video games learning
efficiency is measurably improved. Games also typically include natural provisions for clear goals,
challenge and feedback, all features that are typically associated with effective instructional
design.

Interestingly, there is a strong connection between video game technologies and simulation tools,
which have a natural technical synergy. Today, the serious games market–the use of game
technologies for purposes beyond pure entertainment–is the locus of this convergence (See
Appendix A). As such, because of their incredibly high appeal to our youth, video games offer the
bridge between simulation and modeling tools, and their use to advance STEM education and
simulation-based engineering and science. The combination of these technologies provides a
rich, new and scalable educational environment in which students from middle school through
undergraduate can collaborate on interdisciplinary engineering and science teams.

While these advanced learning technologies exist, how may we deploy them in a team-based
educational setting? Nothing inspires teamwork like a great challenge. From cars and math to
faster genome sequencing, more fuel-efficient automobiles and a new lunar lander, today
challenges are sparking creativity. For instance, the $10M privately funded X-Prize went to Burt
Rutan, the designer of the first practical suborbital tourist spacecraft. When Peter Diamandis
awarded the $10 Million Ansari X Prize to the SpaceShipOne crew in 2004, he did more than
build excitement about private space travel. He reignited one of the most potent tools for fostering
innovation and philanthropy: the challenge. Now, a variety of privately sponsored national
engineering and scientific challenges with sizeable cash prizes are in the offing.

• DARPA's Grand Challenge sponsored DoD to build an autonomous vehicle that can cross
130 miles of desert. Stanford University, the winner, was awarded $2 million.
• Centennial Challenges sponsored by NASA to create better space technologies, from

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 vehicles to space gloves. Each prize offers $250,000.
• Grand Challenges in Global Health sponsored by the Bill & Melinda Gates Foundation for
new research in medicine $436.6 million.
• Millennium Prize Problems sponsored by the Clay Mathematics Institute for solving math
problems such as the Reimann hypothesis. Each prize is $1 million.
• Methuselah Mouse Prize sponsored by Methuselah Foundation for new technologies for anti-
aging. Each prize is $3 million.
• America's Space Prize sponsored by Robert Bigelow for a five-person Reusable Rocket that
can orbit earth and dock with a Space Station. The prize is $50 million.
• House Bill HR 5143, H-Prize Act of 2006, for technological breakthroughs to transition to a
hydrogen economy. The prize scales up to $100 million.
• eCybermission sponsored by U.S Army is a web-based science, math and technology
competition for 6th, 7th, 8th and 9th grade teams. $3000 EE Savings Bonds are awarded for
regional 1st and 2nd place winners.

These challenges were created to inspire innovation across science and engineering. Yet, there
are only limited science and engineering education challenges, and none of them leverage
simulation, modeling and video game technologies to scale into a national phenomenon. While
other worthy efforts are taking place, they are addressing too few people and are not strategically
integrated across the critical engineering and science disciplines. Now is the time to create a
solution that facilitates this unprecedented federal cooperation while systematically addressing
the crisis-level shortfall of American student achievement in STEM education.

SOLUTION
The DoD is the ideal steward to advance a national STEM education and workforce development
Challenge effort because national defense needs touch on all areas of STEM education.
Moreover, the growing shortfall in our national science and engineering talent pool directly affects
our defense capabilities. Additionally, the DoD is our foremost pioneer in the use of
simulation/modeling tools and video game technologies. As such, the DoD is well suited to face
this national threat and lead a federal multi-agency (National Academies, NSF, NASA, NIH, DoE
and NOAA) approach for advanced STEM education and career development.

Using "SimChallenge" as the unifying concept, we seek to establish a technical, political and
funding framework for the systematic inclusion of simulation tools and video game technologies
into the DoD STEM education and workforce development Initiatives. The term of art
"SimChallenge" emphasizes the STEM basis for this educational endeavor, its link to simulation-
based engineering and science, and acts as the "brand" for the effort. Having prioritized STEM
education initiatives, the Department of Defense (DoD), through the Director of Defense
Research and Engineering (DDR&E), may offer a series of digital design challenges as a way to
begin addressing the STEM education problem on a national scale.

Business Model

As noted above, there is ample precedence for the use of the "challenge business model," which
couples prize incentives with defined objectives to inspire people to find solutions to difficult
problems. To achieve the SimChallenge Business Model we synergize two successful solutions
being offered for DoD STEM education and DoD U.S Army outreach, education and training.
First, we leverage and expand on the "physical design kit" challenge model of the DoD Materials
World Modules (MWM) Program by creating a "digital design kit." Second, we combine this digital

4
design kit with key game design aspects of the U.S. Army's wildly successful "America's Army,
The Official Army Game."

The Materials World Module Program addresses the question: How can we as educators provide
the skills–in science, math, and technology–that our students need to understand the materials
they use and the impact materials have on society? Modules for biodegradable materials,
biosensors, ceramics, composites, infrastructure materials, materials and environment, material
design, polymers, smart sensors, and sports materials supplement existing high school
curriculum, fostering inquiry skills as students cooperatively design, implement, and evaluate
creative solutions to real-world design challenges.

The modules have been field-tested by thousands of Middle and High School students. MWM is
designed to meet the goals and standards of the National Council of Teachers of Mathematics,
American Association for the Advancement of Science Project 2061, and the National Research
Council. The DoD is deploying MWM to all Middle and High Schools in Maryland during Fall
2006 and New Mexico will follow the subsequent year.

The America's Army game offers the conceptual model for our development. Using thematically
linked content the game places the player in a multi-player military context of "being a Soldier."
The America's Army Game "Platform" has placed the Army recruiting program in the enviable
position of a direct beneficiary of technology advances created by the demand for video game
entertainment. Over the last four years, it has become the hub for a community of interest in the
U.S Army. As one of the four or five most popular online PC action games in the world, America's
Army has drawn a very loyal following and player base that has doubled each year. Currently,
there are over 6 million registered users who assume various roles and receive education on
military careers.

Each SimChallenge is designed to conjoin content, careers and context using a variety of
"themes." SimChallenge uniquely combines the use of real world simulation and modeling tools—
such as Pro/Engineer and Matlab—with thematically linked adventure "mini-games." With themes
focused on Space Exploration, Life Sciences, Earth Sciences, Homeland Security and the U.S.
Military we can create a set of thematically linked educational challenges that cover all the DoD
Critical STEM Domains (See Appendices B & C). Additionally, these themes offer other federal
agencies, institutions and corporations wishing to take part in the DoD SimChallenge effort a
focused way to address their STEM education agendas, while working within our organizational
and community framework.

Underlying Magic

A SimChallenge consists of two major components: thematically linked adventure mini-game(s)

and their related simulation and modeling tools. Each SimChallenge is, at its core, played as a
team-based game requiring team members to select a role and solve the engineering and/or
scientific objectives associated with that role. This combination of roles and engineering and/or
scientific objectives offers extensive re-playability. Each interdisciplinary team of students design
and build their ideas using real-world simulation tools such as PTC's Pro/Engineer and
Mathwork's Matlab. Teams complete a series of hands-on, inquiry-based activities. Then they
bring their creations to life in a game-based environment: the adventure mini-game. Students
simulate the work of scientists (through activities that foster inquiry) and engineers (through
activities that emphasize design).

The cornerstone of the experience is the thematically linked adventure mini-game. It is this part
that offers the key differentiator from other design challenges and creates the brand loyalty that
will be necessary to achieve widespread adoption and a measurable difference in STEM
education achievement. Imagine mini-games with digital adventure environments that are visually

5
rich and highly interactive, where students must use their engineered creations to unravel the
mysteries and puzzles of scientific phenomena. Similar to the physical proving grounds used by
NASA or the test tracks of Daimler Chrysler these adventure mini-games offer environments
modeled after our solar system, the human body, the Amazon's rainforest, deep ocean, and
amazing military hardware in theaters of war.

The collection of SimChallenges runs on a modular mini-game architecture (See Appendices D &
E). Team members log into their project space to use the SimChallenge "Kit" assets. Assets are
simulation tools, mini-game(s), authentic scientific data, engineered models, sample software
code, texture maps, wikipedia, etc. The project space is designed as a cross between a project
based learning interface and the U.S. Army's America's Army Community website. It offers a
browser-based, digital place where teams collaboratively work through the engineering design
process, recording their work in journals, and getting advice from an industry coach as well as
their science teacher. Applying MySpace-like functionality, students create their social network,
linking to other teams/individuals of interest, sharing ideas and designs. Using a project based
learning approach embodied in an engineering design process each SimChallenge "theme" offers
authentic scientific and engineering problems across numerous scientific and engineering
domains.

SimChallenges act as inspirational tools designed to attract interest in specific science and
engineering careers–segueing student interest into simulation and real-world learning adventures
(See Appendix F). Additionally, they offer scalable, design-based, curriculum-mapped content. In
Middle School, simulation design tools are embedded in the mini-game itself. Students design,
build, and "play to learn" science and engineering in adventures mapped to the above-mentioned
themes. In High School, SimChallenges couple the use of real-world simulation tools with the
adventure mini-game. Student teams solve "authentic" science and engineering problems (e.g.
students build key parts of the Mars Reconnaissance Orbiter). Scaling the complexity of the
SimChallenge further, undergraduates work on digital design challenges to create new
knowledge (e.g. design a real Mars space suit) and test the design in a mini-game with more
complex game mechanics, physics, etc. As SimChallenges scale up through higher education the
educational scaffolding is increasingly removed. Through solid program evaluation we can
understand how to continually evolve the effort (See Appendix G).

Marketing & Distribution

The objective of a brand awareness and marketing strategy is to provide the least friction towards
large-scale adoption for at-home and in-classroom use. SimChallenges may be marketed three
ways. Schools can use them as standalone "kits" either as a substitute for, or adjunct to, lecture-
based instruction. Students can use them at home, in a similar fashion to when we of past
generations used to build and play with plastic and balsa wood models. Then there is the "Official
SimChallenge League" where a school fields a student team to compete at school, city, state and
national levels for cash and prizes. The League is modeled after popular video gaming leagues,
such as the Global Gaming League.

Each SimChallenge can be promoted similar to video games, where pre-released visual designs
and imaginative writing (trailers) builds the excitement for the upcoming kit. Back stories for a
SimChallenge are crafted to set the stage for a unique and exciting adventure into the unknown.
The back story may be created using a comic book-like interface and acts like an "episode" within
the overarching Theme, giving context to the use of the tools and adventure mini-game. The back
story is accessible to everyone via the Web.

To foster a national SimChallenge Community we will host the SimChallenge Conference. The
conference will focus on using video game technologies, simulation and modeling tools for the
advancement of STEM education and workforce development. Professional Development

6
workshops will be offered for teachers. Students will be spotlighted as our next generation
scientists and publicly rewarded. There will be onsite corporate-sponsored (e.g. WIRED, X Prize
and Lockheed Martin) SimChallenges for middle school, high school and undergraduates. These
are time-delimited challenges, similar to tournament chess. Additionally, the conference will act
as a national forum for the research-based advancement of SimChallenges. The SimChallenge
Conference may be a conference within the growing family of Serious Games conferences such
as the Games for Health, Games for Social Change, Serious Games Australia, Japan and the
Serious Games Europe Conferences.

Distribution of SimChallenges may be achieved through the same online channels as video
games. We can achieve a high level of awareness through the constituencies of educational,
engineering and scientific associations to reach a target audience of parents, students, teachers,
and school district administrators. Parent and teacher workshops can be conducted in key cities
across the United States serving as outreach and professional development.

Financing Strategy

Initially, we seek to develop a DoD Program Objective Memorandum (POM) wedge. The POM
will establish the core funding for this endeavor. We will use the POM for specific developments
in Materials Science, synergizing with Material World Modules and other DoD-identified critical
education/technology areas. Additionally, we will use these funds to develop the formal
organizational and technical structure for the effort. Moreover, this funding will provide the
impetus for coordinated, official and accepted developments for specific statewide educational
simulation and game-based learning programs. Finally, SimChallenge funding will demonstrate to
other agencies DoD’s commitment to STEM education and workforce development.

To make the effort sustainable, we envision a more extensive funding strategy that leverages the
DoD investment with funding from other government agencies, educational institutions, scientific
and engineering establishments, academia and numerous industry partners. With development
costs of each SimChallenge ranging from an estimated 50K to 250K, additional funding may be
acquired from other federal sources and corporate sponsorships. Additionally, with the
incorporation of commercial properties some SimChallenges may be sold. The licensing of assets
to private developers may generate revenue, as well. Increasingly, the effort achieves economies
of scale by reusing and repurposing digital assets, sharing technology licenses (e.g. game engine
licensing), and co-marketing.

Growth Strategy

Using an interplay of cross-sector partnerships, we envision developing the SimChallenge

Consortium with the DoD as a key player and coordinating force (See Appendix H). The DoD is
the only federal agency that has the mission, funding and long-term commitment to address
STEM education and workforce development in a comprehensive manner, nationwide. Founders
of this initiative may be DoD, NASA, the National Academies (GUIRR & CASEE) and PTC.
Consortium members would come from government, industry and academia. The Consortium is
designed to manage the ongoing development of SimChallenges, conduct industry and
government liaison work, sponsor academic research and program evaluation, and host
SimChallenge Conferences. The founding members, key agencies and organizations are listed in
Appendix I.

The Consortium is the owner of the SimChallenge suite of intellectual properties. Central to these
properties will be the SimChallenge model, built around game technology, simulation/modeling
tools and real-world activities. A comprehensive IP strategy is necessary because we do not seek

7
to tie ourselves to a single game or simulation technology. We will rely on appropriate
technologies and leverage each of their strengths to achieve the necessary learning outcomes,
game aesthetics and mechanics. We envision granting rights to participating private developers
for the repurposing of licensed assets in non-competing commercial ventures or for commercial
"tie-in" efforts. Regarding the latter, in cases where the DoD may elect to leverage the imprimatur
of a popular commercial game, DoD rights will be more limited and will have to be negotiated
individually.

CONCLUSION
There is a general perception that now is the time for a coordinated effort involving government,
industry and academia to advance video game and simulation/modeling technologies for learning.
By applying resources to video game technologies, we achieve a gateway into
simulation/modeling technologies and real-world/hands-on science and engineering activities,
reaping several benefits. We use a technology whose overall advancements are funded by the
public’s appetite for video games. Game technologies synergize naturally with the various high-
tech initiatives needed to invigorate interest in STEM education and careers. Using digital media,
we gain a large development-to-deployment cost ratio benefit over traditional methods and there
are significant opportunities for leveraging costs and repurposing assets. Finally, a unique
sponsorship and development model may attract our "creative class" of developers as well as
investors.

Games are part of our social and cultural environment: children grow up playing video games and
continue the practice throughout college. Although the appeal of games is “fun,” there are deeper
elements that may provide a new tool for educators. For students who are experiential learners,
social and multi-taskers, games provide a fresh approach and motivation to their studies.
SimChallenge leverages this social phenomenon and lays the foundation to inspire, educate and
create the next generation of engineers, entrepreneurs, educators, innovators and scientists.

8
SimC h a l l e n g e

Appendices

A: Leveraging the Convergence of Video Game & Simulation Technologies 10

B: SimChallenge Theme Descriptions 11
C: SimChallenge Themes and Critical DoD STEM Domains Matrix 12
D: SimChallenge Mini-Game Modular Architecture 13
E: SimChallenge Web-based System 14
F: SimChallenge Career Development Model 15
G: SimChallenge Program Evaluation 16
H: SimChallenge Consortium Organizational Model 17
I: SimChallenge Consortium Members Working List 18
Appendix A
Leveraging the Convergence of Video Game & Simulation/Modeling Technologies

DOL
Department of Labor
$54 Billion Budget

DHS
Department of Homeland Security
$41 Billion Budget

National Aeronautics & NASA

Space Administration
$16 Billion Budget
SimChallenge

NOAA
National Oceanic &
Atmospheric Administration Entertainment Video
$3.6 Billion Budget Games Market
DOE Serious $13 Billion
Department of Energy Games Market
$20 Billion Budget $50 Million

NIH
National Institute of Health
$28 Billion Budget

ACI
American Competitiveness
Initiative
$134 Billion Budget
DOD
Department of Defense
$500 Billion Budget

Understanding The Serious Games Market

Serious Games are video games that are intended to not only entertain users, but also have additional purposes such as
education and training. The fact that Serious Games are meant to be entertaining encourages re-use. Serious Games can be
of any genre. The potential of games to engage is often an important aspect of the choice to use games as a teaching tool.
While the largest users of Serious Games are the U.S. government and medical professionals, other commercial and educa-
tional sectors are beginning to investigate the benefits and are actively seeking their own development initiatives.

Long before the term "Serious Game" came into wide use with the launch of the Serious Games Initiative in 2000 by the
Woodrow Wilson International Center for Scholars in Washington D.C., games were being developed for non-
entertainment purposes. The continued failure of the "edu-tainment" space to prove profitable, plus the growing technical
sophistication of games to provide realistic settings and multi-player experiences led to a re-examination of the concept of
“video games for learning” in the late 1990s. During this time, a number of scholars began to examine the utility of video
games for other purposes, including early work by Henry Jenkins at MIT, and books such as Janet Murray's "Hamlet on the
Holodeck." These works, among others, contributed to the growing interest in applying video games to new purposes.
(Adapted from Serious Games Wikipedia)

10
Appendix B
Our product development strategy is designed to support inter-agency and cross-industry cooperation by
SimChallenge using a series of thematically linked adventure mini-games and their simulation tools. Federal agencies and
Theme Descriptions their related industry sectors can support the overall effort or support a theme that serves their specialized
needs. Themes are designed to bring STEM learning and careers to life in an immersive and highly interac-
tive, team-based environment.

MOON, MARS & BEYOND Lead Humankind into Space.

The destination of humankind is space. If we are to survive and grow as a species we must explore beyond
the comfortable cradle of earth. You and your team of elite astronauts will lead NASA's new human and
robotic exploration efforts. On the moon you will search for water ice and set up a helium-3 extraction
system. On Mars you will explore for life while working with future nanotechnology-based space technolo-
gies. Beyond, you will mine asteroids and search Jupiter's moon, Europa, for life.

HUMAN MACHINE Unravel the Mysteries of Life.

From the encoding of DNA to the complexity of cellular life, our bodies hold mysteries yet to be unraveled.
Research in biology, chemistry, physics and neuroscience contain unmistakable hints about how we can
cure almost any disease and fix any human deficiency. You and your team of advanced medical researchers
and biotechnology engineers will solve today's medical problems with tomorrow's biotechnology
advancements. You will use "miracle" drugs and treatments to eliminate cancer, diabetes, AIDS and
Alzheimer's. Only your accurate diagnosis, design and intervention will save your patients' lives.

DEEP OCEAN QUEST Adventure into Unexplored Depths.

The ocean is a vast, expansive puzzle. An alien world where 95% of its depths remain unexplored. You are on
the verge of making the most stunning discovery in the history of humankind. You and your team of
scientists and engineers are specialists in neurology, marine biology, flight simulation, evolution, and deep-
sea geology. Together you setoff for the bottom of the ocean using robotic vehicles and advanced deep
ocean technologies. In your quest for answers, you encounter a host of fascinating and dangerous marine
animals and undersea phenomena.

AMAZON RAINFOREST Save the Human Race.

As the tropical wilderness of the Amazon is destroyed previously unknown viruses that have lived
undetected for eons have entered the human population. Thought to originate from a remote jungle cave
festering with a lethal virus, the world faces a pandemic that threatens to wipe out the population. As the
death toll rises across America, you and your team must enter the Amazon and find the cure. You must
navigate through the dangers of poisonous species and the geography, acquiring insight into the ecosys-
tem, ecology and botany of the rainforest. Your goal is to uncover the elusive pharmacological substance
which can save the human race.

U.S. MILITARY POWER You are the Tip of the Spear.

Our military laboratories have produced technologies that have made use the most powerful nation on
earth. As new superpowers arise and global balance teeters, future technologies will protect our interests.
You and your team of elite scientists and engineers operate under the cloak of DARPA—our most top secret
military laboratory. You will face missions that require the reverse engineering of Chinese subs, Russian
tanks as well as our own battleships. Your team will design future combat medical vehicles, armed robotic
vehicles, unmanned reconnaissance and surveillance aircraft, and other classified technologies. You will test
them in authentic, simulated theaters of war. The lives of our marines, soldiers, sailors and pilots depend on
your ingenuity.

DEFEND AMERICA Freedom has a Price.

We face the most elusive and dangerous enemy yet: terrorism. Driven by ideology alien to our way of life,
terrorists threaten our cities and our families. Their array of weapons and tactics is evolving; and to fight
them we must out think them. You and your team work for the Department of Homeland Security's Science
and Technology Directorate. You will design, develop and explore advanced solutions across agricultural,
chemical, biological, nuclear and radiological, explosive and cyber terrorism to detect and prevent the
inevitable: the next attack.

11
Appendix C
SimChallenge Themes & Critical DoD STEM Domains Matrix

Each of our SimChallenge Themes is designed to cover numerous critical science and engineering domains, and in turn
cover a wide array of STEM learning subject matter. Each theme is a tapestry woven together with fascinating "science
fiction-like" storytelling, thematically linked adventure mini-games, simulation/modeling design, national STEM standards,
as well as learning and career development content (Appendix F).

Aeronautical and Astronautical Engineering

Biosciences

Chemical Engineering

Chemistry

Clinical Medicine

Civil Engineering

Cognitive, Neural, and Behavioral Sciences

Computer and Computational Sciences

Ecology & Environment

Electrical Engineering

Geosciences

Immunology

Materials Science and Engineering

Mathematics

Mechanical Engineering

Microbiology

Molecular Biology & Genetics

Naval Architecture and Ocean Engineering

Nanotechnology
Neuroscience
Oceanography

Pharmacology

Plant & Animal Science

Physics

Space & Planetary Sciences

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12
Appendix D
SimChallenge Mini-Game Architecture

Real-World Simulation Tools

Adventure Mini-Game

Embedded Simulation Tools

Adventure Mini-Game

Mini-Game Challenge Types

Career Middle School High School Undergraduate

Complexity Levels 1 2 3 4

Challenge Team
Roboticist

Astrophysicist

Geologist

Medical Officer

Electrical Engineer

SimChallenge Web-based System

Understanding The SimChallenge Mini-Game Architecture

The Mini-Game Modular Architecture is a career-driven, thematically linked, game framework comprised of discrete “mini-
games.” A Web-based System (Appendix E) acts as the gateway to each of the mini-games, linking them together through
each team's project-based learning "project space."

Mini-games are self-contained, 3D interactive, adventure microworlds that offer a first person player experience. Each
design kit and its mini-game can be downloaded and played “on-demand” by students. The characteristics that define a
mini-game are the time it takes to play, complexity of game mechanics or rules of play; and complexity of dynamics or game
experience. Mini-games can be both single player and online multiplayer.

Mini-games are friendly to an iterative and episodic development approach. Each are linked to a SimChallenge Theme and
has its own back story and challenges (Appendix B). When mini-games are taken together, they form the Theme's overarch-
ing story, communicating a wide range of STEM related learning content and careers opportunities (Appendix F) across
numerous critical DoD STEM domains (Appendix C).

13
Appendix E
SimChallenge Web-based System

Interface layer
Project & Portfolio Management Mini-Games | Browsers | Simulation Tools

User Control Layer

Content Management Students | Teachers | Parents

System Intelligence Layer

Challenge System Engine (Inquiry Question Driven) SCORM Standards

Modular Applications Layer

Project Based Learning System

Live Scientist Feed Reservation System

Mini-Games Engine (s) API

Social Network

Multimedia Asset, Tools & Best Practices Wiki

Game-based Assessment Engine

Online Competition Engine

Career & Skill Exploration System

Program Evaluation System

Online Payment System

National STEM Standards
Distributed Database Layer
Learning Data Repository

Understanding The SimChallenge Web-based System

The central component of the Web-based system is the project-based learning interface. It offers student [team] project
and career portfolio management features while providing different levels of content management (authorship permis-
sions) for students, parents and teachers. Each SimChallenge is designed as an inquiry-driven adventure, and as such, a
student's performance assessment will be based on that learning paradigm and the applicable national science standards.
All data is SCORM compliant so that it may be sharable and reusable.

Each of the supporting applications provides key features accessed via the project-based learning interface. The Live Scien-
tist Feed offers a human link to real scientists for student/scientist audio video conversations. The Mini-Game Application
Programming Interface (API) allows for numerous game engines to run within the Mini-Game Modular Architecture
(Appendix D). A Social Network application provides student teams with the ability to link to other students who share
common interests. Each team has access to a library of assets, tools and best practices. When the Official SimChallenge
League hosts a national challenge the competition engine manages the "ladder," allowing players to move through school,
city, state and national levels, winning prizes and gaining national acclaim as they go. As students and teachers use the
system, key program evaluation data is stored for real-time retrieval and periodic evaluations. While some SimChallenge
Kits may be freely available others may be purchased via the online payment system built into the interface.

14
Appendix F
SimChallenge Career Development Model

Experience Requirements

Training
Experience
Licensing

Worker Requirements Occupation Requirements

Basic Skills Generalized Work Activities
Cross-Functional Skills Work Context
General Knowledge Organizational Context
Education

DoD Critical Skills

STEM Career

Occupation Specific
Worker Characteristics
Occupational Knowledge,
Abilities Skills, Tasks
Interest and Worker Values Armed Services Vocational
Worker Styles Apptitude Battery

Occupational Characteristics

Labor Market Information

Occupational Outlook
Wages

Applying The SimChallenge Career Development Model

When playing a SimChallenge a student selects a role, which has the incumbent skills and associated career characteristics.
The student may continue to build that career across numerous SimChallenges. In effect, careers are a persistent part of the
student's portfolio. Achievement in each of the SimChallenges is stored in the Web-based System (Appendix D) providing
a logical framework for the pursuit of one or several of the critical STEM careers across the STEM domains (Appendix C).

The Career Development Model provides a framework that identifies the most important types of information about STEM
Careers and integrates them into a theoretically and empirically sound system. It embodies a view that reflects the charac-
ter of STEM careers. The Model allows career information to be applied across careers, sectors or industries, and within
careers.

The Model was derived from the work of the National O*NET Consortium. The Consortium was organized to develop the
Occupational Information Network and its related products for the U.S. Department of Labor, Employment and Training
Administration. The O*NET Consortium develops the database every state uses for its workforce development and career
information system efforts.

15
Appendix G
Framework for SimChallenge Program Evaluation
The SimChallenge Program Evaluation provides a crucial link between standards and accountability measures. Clearly,
knowing how effective the SimChallenge Program is, and for whom and under what conditions it is effective, represents a
valuable and irreplaceable source of information to decision makers, whether they are classroom teachers, parents, district
curriculum specialists, school boards, state adoption boards, curriculum writers and evaluators, or national policymakers.
The Evaluation Framework has three major components that will be examined as part of its ongoing evaluation: (1) the
program materials and design principles; (2) the quality, extent, and means of implementation; and (3) the quality, breadth,
type, and distribution of student learning outcomes over time.

Articulation of SimChallenge Theory

Program Components Secondary Components

SimChallenge Content Systemic Factors
PBL Design Elements Intervention Strategies
Unanticipated Influences

Implementation Components
Resources
Processes
Contextual Influences

Student Outcomes
Multiple Assessments
Usage Patterns
Attitudes

Methodogical Choices(s)

Content Comparative
Analysis Case Study
Analysis

Quasi-
Experimental Experimental

Critical Decisions

Comparative Analysis
Type of Design Case Study
Content Analysis
Method for Compatibility Across Groups Define the Case
Clarity & Comprehensiveness Appropriate Unit of Analysis Backed Claims
Accuracy, Depth & Balance Document Implementation Components Based upon Replicable Design
Engagement, Timeliness & Support for Selection of Disaggregation of Outcome Explicit Underlying Mechanism During
Diversity Measures Implementation
Statistical Tests
Constraints to Generalizability

Prepared Reports
Ensured Evaluator Independence
Synthesis and Accumulation of Evidence

16
Appendix H
DoD
SimChallenge Consortium Organizational Model
University Partners

Industry Partners

Federal Partners

Leadership

DoD Basic Research ARDEC Management

Center Board

Center Director

Industry Advisory Board

Deputy Director

Entertainmentl Board

Academic Board

Program Evaluator

Programs

SimChallenge Research SimChallenge Development SimChallenge Outreach

Projects
Career Exploration

Program Evaluation

Inquiry Assesment

Technologies

Curricular Content

Official League

Conference
Platform | System

Simulation Tools

Workshops
Mini-Games & Assets

17
Appendix I
SimChallenge Consortium Members Working List
Consortium Members Celera Genomics Aborygen
Genetech Accelyrus
Academia GE Medical Apple
Guidant COMSOL
Cornell University, High Performance Johnson & Johnson Dell Computer Corporation
Computing Center Imclone EMC
MIT Medtronics Google
National Academies, GUIRR Millennium Pharmaceuticals Hewlett-Packard
National Academies, CASEE IBM Corporation
Old Dominion University Education Intel
Southern Methodist University, Guildhall Lenova
University of Wisconsin, Academic ADL ACT Mathematica
Universities Space Research Association American Education Corporation MathWorks
Virginia Modeling, Analysis, Simulation CoSN Microsoft
Center Houghton Mifflin Oracle
Bill & Melinda Gates Foundation PTC
Government Kauffman Foundation SIIA
International Society for Technology in
Chicago Public Schools Education Petroleum & Energy
City of Baltimore Leapfrog Enterprises Inc.
Department of Defense McGraw Hill Publishing American Petroleum Institute
Department of Education Pearson Education Amoco Production Company
Department of Energy RiverDeep Interactive Learning Conoco Inc.
Department of Homeland Security Scientific Learning Corporation ExxonMobil
Department of Labor Thompson Publishing Pennzoil Exploration & Production
Hampton, VA School System Shell Western Inc.
Maryland School System Entertainment
NASA Langley Research Center Pharmaceutical
National Institute of Health Entertainment Arts
National Oceanic and Atmospheric Adminis- Entertainment Software Association Abbott Laboratories
tration Game Developer’s Association Bristol-Myers Squibb
New Mexico School System Lucas Arts GlaxoWellcome
Midway Merk & Co.
Industries & Key Players Microsoft Game Studio Novartis
North America Simulation & Gaming Smithkline Beecham
Aerospace & Defense Association
Serious Games Initiative Telecommunications
Ball Aerospace Vivendi Universal Games
Boeing AT&T
California Space Authority Environment Cisco
Florida Space Authority JDS Uniphase
Lockheed Martin American Ecology Corporation Nortel
National Institute of Aerospace Aqua America Inc. Verizon
National Space Society California Water Service Co. Cingular
Northrup Grumman Stericycle Inc.
Orbital Sciences Waste Connections Inc.
Raytheon Waste Management Inc.
The Planetary Society
United Space Alliance Chemical
X Prize Foundation
Dupont
Automotive & Transportation Dow Chemical

Daimler Chrysler Engineering

Ford Motor Company
General Motors ASCE
Johnson Controls
Biotechnology & Medical Devices Siemens

Boston Scientific Information Technology

18
SimC h a l l e n g e

Biblio graphy 20
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