Fall

08
Spring
10

Concrete Jungle: Urban Ecology

Online
Jessica Ebel & Trudy Pachón
Concrete Jungle: A game-based ecology program that immerses students
into real-world
science situations and challenges them to actively construct their own
knowledge about today’s environmental issues.

Educational Technology 544: Instructional Design

San Diego State University
Table of Contents

Executive Briefing.................................................................1
Introduction.........................................................................2
Analysis...............................................................................3
Audience Analysis.......................................................................3
Environment Analysis..................................................................4
Content Analysis.........................................................................5
Scope and Sequence.............................................................................. 5
Concrete Jungle Prototype...........................................................6
Content Map......................................................................... 7
Scope and Sequence...................................................................8
Concrete Jungle Prototype...........................................................8
Objectives & Test Items........................................................9
Objectives & Test Items Matrix..................................................10
Implementation Guidance....................................................14
Evaluation Framework.........................................................15
Key Evaluation Questions..........................................................15
Evaluation Instrumentation & Data Collection.............................16
Evaluation Question & Procedure Matrix.................................................16
Prototype Design Specification............................................19
Sources..............................................................................51
Executive Briefing
Throughout the last decade, there has been increasing debate over
environmental issues and how human activities impact the world around us.
The papers and the evening news are filled with stories on climate change,
global population increase, resource consumption, and pollution. Some
scientists and researchers continue to gather evidence to support or debunk
environmental concerns, while others search for the best solutions to
environmental problems. With all of the conflicting information out there,
those who are not scientists may find it overwhelming to sift through it all
when trying to make the best ecological decisions in our everyday lives. To
make matters worse, ecology is a field full of scientific principles and
complex concepts that can be difficult to explain and understand in depth.
Nevertheless, these environmental problems will not go away and it is critical
that future generations develop the skills necessary to deal with what lies
ahead.

Unfortunately, in a world overflowing with evidence of scientific and

technological advancement, it is difficult to believe that a majority of U.S.
citizens are scientifically illiterate. However, it is also hard to refute the data
collected by researchers like Jon D. Miller, who has been studying what
Americans know about science for the past thirty years. According to Miller,
only 20 to 25 percent of Americans are “scientifically savvy and alert” when
asked about current science issues (Dean, 2005). The statistics are quite
embarrassing. When American adults are surveyed, “fewer than a third can
identify DNA as a key to heredity”, “only 10 percent know what radiation is”,
and “one adult American in five thinks the Sun revolves around the Earth, an
idea science had abandoned by the 17th century” (Dean, 2005).

One might question whether such knowledge is important. Why does it

matter? These days, we live in a democracy where people vote on science-
related matters whether they know anything about them or not. At some
point, our country will need to make decisions about environmental topics
such as global warming, stem cell research, oil drilling in Alaska, acid rain,
and nuclear power. Unfortunately for most American citizens, their “inability
to understand basic scientific concepts undermines their ability to take part
in the democratic process” (Dean, 2005).

Clearly, it is crucial that people of any nation possess an understanding of

basic science concepts, so that they can understand scientific debate and
make sound decisions. What could possibly have caused cause such a
widespread knowledge deficit? It has been noted that for half of the
population, formal exposure to science will only take place in grades seven
through twelve (Mayer, 1990). Most Americans do not graduate from
college, and it seems that high school science courses are simply
inadequate.

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Concrete Jungle is a unique online product, designed to revitalize the tenth
grade science curriculum by inviting students to explore science concepts
through real-world simulations and game-based activities. In Concrete
Jungle, the students take on the role of City Mayor. After learning about the
key aspects of environmental science during on-the-job training modules,
students will attempt to solve some of San Diego’s biggest environmental
problems. These scenarios will address a wide variety of topics, from air
pollution to energy policies. Although textbooks and lectures can be helpful,
students need opportunities to become actively engaged while learning
about science, especially students who have already begun to lose interest
in academics. Rather than take a passive backseat in the classroom,
students will be immersed into a content rich gaming environment, where
they can confront problems as they exist in the real world. Instead of having
to memorize facts, students will be able to use the tools and resources in the
game to help them make ecologically sound decisions, just like in real life.

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Introduction

Through the use of game-based environments, instructional designers can

bridge gaps between the classroom and the world outside. That is exactly
what Concrete Jungle is designed to do. Complex scenarios, environmental
case studies, and realistic simulations will allow students to learn science
concepts in context. Students will be able to immediately apply new
understandings within the educational environment. James Gee is a leader
in the field of game-based learning. He believes that "every game realizes
that the words are best learned just in time and on demand. You should get
verbal information close to when you are going to be able to see how it
works in the world, so that you have some experience to connect to give it
real meaning. Colleges still give information out of context of demand- big
blocks of information that students can’t tie to experience, or when they get
the experience, it is far detached from when they got the words” (Foreman,
2004). This idea accurately pinpoints one of the major shortcomings of
public education. In today’s world, students want to know WHY they need
information, and they want to be able to apply learning NOW, not five or ten
years from now.

According to Patricia Deubel, another expert in the field, video game use “is
supported by constructivist theory, which calls for active engagement and
experiential learning” (2006). Concrete Jungle provides an environment
where students can learn through problem-based role playing scenarios,
simulations, and project construction. These types of deeply engaging
environments are where “a player learns to think critically about the
simulation while at the same time gaining embedded knowledge through
interacting with the environment.” This also allows them to “take on new
identities, solve problems through trial and error, and gain expertise or
literacy” (Annetta, 2008). Games provide learners the opportunity to learn
by doing and experience situations first hand.

This design document provides an overview of the Concrete Jungle product,

beginning with a detailed analysis on the needs of our intended audience:
continuation high school students. A framework of the content is provided in
our content map and further details are clearly described in the objectives
section. Strategies for assessment, as well as evaluation are also outlined in
this document.

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Audience Analysis

Continuation high schools serve students who are not able to graduate on time
through a comprehensive high school program. Drop out rates in the United States
have reached epidemic levels, so this problem is becoming increasingly important.

Usually, students in continuation school programs are credit deficient, often

accumulating only a few credits after years of high school. All continuation high
school students are “at-risk” of dropping out of school without a high school
diploma. High school drop out and continuation school attendance can be traced
back to a many causes, but some of the more common are:

 lack of tutoring/teacher help

 large noisy classes
 feeling that school is boring or irrelevant
 chronic absences
 undiagnosed learning disabilities
 low self esteem
 pregnancy/parental responsibilities/family responsibilities
 behavior and/or motivation problems
 drug use/incarceration
 lack of role models

Because these students have had little success in high school, their confidence and
motivation are extremely low, particularly for subjects they view as being “hard”.
They generally do not enjoy school and have a tendency to feel that “school is not
for me”. However, they have not dropped out yet and have some desire to
graduate. The students have little tolerance for information presented in ways that
they do not understand. They will very easily give up on content they feel is “too
hard”. However, once they begin to feel some success with content, many will
become more enthusiastic about learning.

Continuation school students can become successful at learning if they are given
learning opportunities that consider their abilities and interests. The majority of
continuation students have characteristics which should be considered when
developing learning experiences for them. Some of the more significant are:

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  an interest in music
 a desire to express themselves artistically
 proficiency or interest in video games
 an interest in highly interactive learning materials with little text
 active social lives which may include dating

Also to consider, most of the students have little experience outside of their own
neighborhoods, and do not have a concept of the world “outside”. They view
environmental issues in terms of how they will affect their neighborhoods and
themselves, but can also be interested in certain global issues. Many of the
students are interested in animal issues.

Most students who will be using Concrete Jungle (CJS) will be seeing the content for
the first time, since they have taken only biology and did not receive credit for the
class. The strengths of the CJS urban ecology program are:

 relevant, interesting content

 references to things that are familiar
 scaffolding and activities that reward students
 many opportunities for success
 confidence building opportunities
 art and music incorporation
 video game qualities
 highly visual content
 limited text

Environment Analysis

Performance and learning will occur in the same place. The classroom. The
setting in the continuation high school is usually a maximum of twenty
students in any one class. Some things to consider about the classroom are:

 students sporadically have access to computer carts, depending on

teacher motivation and availability of carts
 twenty laptop computers are available at one time per cart, some will
not work
 computers are connected through wireless internet
 battery life is often limited, so modules should be completed in a short
time
 computers may be old models with slow connection speeds
 students may not have headphones to support audio content

Any consideration of technology is subject to change within a school. It may

be upgraded or deteriorate depending on the site, funding decisions, and
politics. Classrooms in San Diego City Schools are scheduled to have
technology upgrades using funds from Proposition S. Science classrooms
may have access to more technology in some sites. And finally, students

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may have access in public libraries, friends and relatives and other campus
sites.

It is crucial to think about how students will use what they learn after they
leave the aforementioned learning environment. In Concrete Jungle: Urban
Ecology Online, students will explore environmental issues and address how
environmental concerns are directly linked to human population growth and
activities. Students will be encouraged to develop informed opinions based
upon critical evaluation of multimedia materials, interaction within the
modules, of their personal experiences, and of their vision of the world they
would like to live in. This increased understanding of the world around them
will hopefully transfer from manipulating a simulated environment into
students’ day to day lives. These daily personal choices, such as using cloth
grocery bags or recycling, may seem insignificant, but their importance
multiplies exponentially when you think about our population as a whole. In
turn, students will also be better prepared to make thoughtful, informed
decisions about the environment when they make bigger life choices, such
as selecting a hybrid car or high efficiency washing machine. Finally, it is our
hope that the Concrete Jungle program will make an even bigger impact
when it comes to public policy. The United States should be a leader, a
shining example for the rest of the world to follow when it comes to our
environment. Right now, the statistics on our country’s scientific illiteracy
may seem very grim. It is our hope that high quality educational materials
like Concrete Jungle will inspire the next generation of voters and leaders to
promote lasting change in the way that Americans manage and protect our
fragile environment.

Content Analysis

This course will be designed for students who have not found success in the typical
science classroom. A textbook and testing format will not grab the interest of
these students or motivate them to care about the environment. Therefore, it is
critical that the topics be relevant to the students and include ways in which
environmental problems can directly affect their lives. This course will zero in on
life in the urban environment, with a special emphasis on issues pertaining to
Southern California. In addition, our unique approach will focus on the bigger
picture and include only the details that are crucial to understanding the basic
concepts, which allows students to focus on what really matters (Mayer, 1990). In
understanding these concepts as a whole, students will be able to make every day
decisions that are better for the environment. Students taking the course will relate
what they learn in the modules to their own experiences and apply that
understanding when developing their own solutions to environmental issues.

The scope and sequence of the unit is described below. After that is a detailed
breakdown of Unit 3, which places special emphasis on urban ecology. The
Concrete Jungle prototype will include lesson modules from that section.

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Scope and Sequence
1. An Introduction to Urban Ecology: Welcome to the Concrete Jungle
 Current issues overview: Problems and Solutions

2. Our Atmosphere
 Biogeochemical cycles (water, carbon, nitrogen, phosphorus, sulfur)
 Global Climate Change

3. Sustaining Life
 Energy and how it relates to food production and supply (vegetation- biomass,
production, energy flow)
 Ecosystems (populations, communities, food chains, webs, pyramids, productivity,
symbiosis, trophic levels)
 San Diego’s Major Biomes

4. Crowded Planet
 Human Population Dynamics (distribution, growth, demography, carrying capacity)
 Overpopulation and Urbanization

5. Energy
 Sources of energy (renewable and nonrenewable)
 Consumption and conservation
 Advantages and disadvantages of fossil fuels, solar, hydro, wind, geothermal, biofuel,
and solar-hydrogen)

6. Soil and Agriculture

 Soil types and the demands of agriculture to create food
 Erosion
 Mining and mineral resources

7. Water
 Importance of water, fresh/salt, water supply, consumption
 Flooding and drought
 Water pollution, wastewater treatment, quality control and purification

8. The Future
 Endangered species and extinction (role of humans)
 Preservation of Land and Sea
 Sustainable Living as a reality: More Problems and Solutions, energy, recycling,
technology

Concrete Jungle Prototype

Unit 3: Sustaining Life in San Diego

1.0 Energy Flow
1.1 Types of Organisms in the Urban Environment
Producers
Consumers
Decomposers

1.2 Trophic Levels

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 Autotrophs
Heterotrophs

1.3 Urban Energy Pyramids

2.0 Ecosystems
2.1 Overview
Classification

2.2 Making Connections

Urban Food Chains
Urban Food Webs
Symbiosis in the City

2.3 Limiting Factors in an Urban Environment

Biotic and Abiotic
Carrying Capacity
Competition and Scarcity

3.0 San Diego’s Major Biomes

3.1 Terrestrial Biomes
Urban Life
Desert
Chaparral and Scrub
Temperate Deciduous Forest
Temperate Coniferous Forest

3.3 Aquatic Biomes

Freshwater Habitats
Tide Pools
Marine Habitats

4.0 Reference
Vocabulary

Content Map

The following content maps visually represent the core ecology concepts
that will be covered in the Concrete Jungle coursework. Figure 1 illustrates
the full scope and sequence of the project, while Figure 2 zeroes in on Unit 3:
Sustaining Life in San Diego. In selecting the content, the designers
analyzed the current science curriculum content of several local high
schools. Researchers also consulted the California State Science Standards,
the Advanced Placement Environmental Science program, and several syllabi
for introductory college courses in Environmental Studies. After reviewing

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the literature, the designers selected the material that would be most
relevant to continuation high school students living in urban areas.

Concrete Jungle is designed to support independent learning through the use

of a simulated environment. The rationale for this design choice can be
found in the Introduction on page one. The program is organized to
accommodate learning, as the units are presented in order and each new
topic builds upon prior learning. Each individual unit is comprised of one or
more lessons with accompanying practice activities and a mini-assessment
in the form of a simulation. Each lesson also has vocabulary attached to it,
to allow the learners easy access to words they may not be familiar with, but
are needed to understand the unit. The lesson presentation and practice
sessions will serve as a “briefing” to prepare the learner for the assessment.
After the student has mastered the content at the factual and conceptual
level, he or she will be ready to apply this knowledge to a new scenario in
the assessment. The assessment comes in the form of a simulation and is
the common thread which links all of the units together. At the end of each
module, the student, acting as City Mayor, will be immersed into scenarios
that represent real-life environmental problems associated with that unit.
Students will be asked to make eco-friendly improvements to San Diego
based on what they have just learned in each unit. Depending on
performance, the learner may be asked to review previous components of
the lesson. However, students that master the simulation will be rewarded
when they get to design their own “green” cities in the next level.
Throughout the course of the unit, the assessments will continue to build on
each other until the student has created his or her own sustainable city,
which can then be compared to a self-assessment rubric at the end of the
course.

As shown in Figure 2, the portion to be prototyped is Section 2.2: Making

Connections. Instructional objectives and matched test items will ensure
that students actually learn the content and can apply what they have
learned to new situations.

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| Page 10
Objectives & Test Items
Clear and measurable instructional objectives are a crucial element of the design process. The intended outcomes for Unit 3 of
CJS and strategies for measurement are outlined in the matrix below. Each terminal objective will be supported by a series of
enabling objectives, which the learner must master first. In the matrix, the instructional and practice methods are directly stated
for each objective. Assessment strategies are also listed for each, setting up a framework that ensures successful outcomes by
directly linking objectives with assessment. For our actual prototype, we created the content for lessons 2.21 and 2.22, which
are highlighted in green. The modules will introduce several ecology concepts through an inquiry simulation on owl pellets and a
food chain activity.

A key design feature is the use of simulation as assessment. While each objective will be assessed individually via a quiz with
feedback or similar activity, there is also a comprehensive Unit Assessment at the end of each major unit. These assessments
allow the learner to demonstrate learning in a role-playing situation. As Mayor, the student will be given a real-life scenario that
prompts them to solve problems, make improvements, or conduct investigations that directly deal with the environmental issues
in San Diego. The problems the students encounter will require them to apply each of the concepts addressed within the
individual modules of the unit in the context of a new situation.

Students that have difficulty during the simulation assessment may be directed back to a previous lesson to reinforce and
reteach concepts. Those that are successful will be able to “level-up”. A major premise of the game is the idea that successful
“Mayors” will be asked by the President of the United States to design their own green cities, using the EcoPoints they have
earned throughout the game. Those that are ready will be able to apply what they have learned in a different way. Instead of
attempting to fix current environmental problems, the students will be encouraged to think outside of the box. This level of the
simulation would guide them into creating an urban environment from scratch: one that is more in tune with the natural
environment. By removing the restrictions that already exist as a result of human activity, students will be allowed to explore
creative and innovative approaches to environmental city design, and perhaps develop future solutions to environmental
problems.

In order to decrease cognitive load and make the task of designing a whole city less daunting, this assessment project will also be
broken down into smaller parts or units. The city design possibilities at the end of each unit will only relate to the most recent
content covered. For example, at the end of the Unit 2: Our Atmosphere, students could be presented with the option to design a
mass transit system to cut down on air pollution. In a simulation such as this, the city designer would have the resources to
invest in expensive infrastructure, such as a light rail from the very beginning. Here is another example from Unit 5: Energy.
After learning about the advantages and disadvantages of various energy sources, students would be given the necessary
building tools to make adjustments to the city they are creating, say by selecting between coal and nuclear power plants or
upgrading to solar panels. In this manner, the students will make design changes bit by bit, and by the end of the program will
have created their own versions of what a green city could be.

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The students will be assessed in a variety of ways. Concrete Jungle will evaluate and record scores for all responses on the
multiple choice activities. However, although this project is designed as a stand alone program, it is still crucial to engage higher
order thinking skills, especially synthesis and evaluation. The city building simulation prompts students to do just that by making
design decisions and repackaging new knowledge in a different way. In addition to multiple choice responses, students will also
need to supply short answer responses from time to time. Although these answers may be difficult to evaluate without an
instructor, they would allow the students to think critically about what they are doing. The most important piece would be a self-
reflective evaluation at the end of the program, where students compare their progress with a set of rubrics or criteria, to actively
reflect on what they have accomplished: what they did well, what they would improve upon or change, and their strengths and
weaknesses as “Mayor” of San Diego.

Objectives & Test Items Matrix for Unit Three: Sustaining Life in San Diego

ID Objective Catego Instructio Practic Assessm Assessment Item

ry nal e ent Type (TO only)
Methods Metho
ds
1.0 ENERGY FLOW:
1.1 Learner will be able to match three Apply Interactive Click to Interactiv Drag each animal onto
urban organisms with their levels in a Concep Direct Match e the correct level in the
food chain. Trophic groups are t Instruction Simulatio food chain in the
producers, consumers and decomposers. . n Concrete Jungle
Multipl
Simulation (CJS).
Each e
screen will Choice
give a level
in the food
chain and
give urban
with
examples.
1.2 Learner will be able to identify the Apply Scenario. Click to Interactiv Pull the label of
trophic level of four urban organisms Concep Video clip Match e autotroph or
correctly by labeling them as an t of an urban True Simulatio heterotroph onto each
autotroph or heterotroph. environme and n urban organism in the

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ID Objective Catego Instructio Practic Assessm Assessment Item
ry nal e ent Type (TO only)
Methods Metho
ds
nt with False CJS.
explanatio
ns of the
terms
autotroph
and
heterotrop
h.
1.3 Learner will be able to choose correctly Apply Interactive Enter Interactiv Choose three
the number of energy units each Concep Direct correct e organisms in the CJS
organism needs to use at each pyramid t Instruction numbe Simulatio and correctly pull the
level. Each rs in a n numerical energy units
screen will pyrami onto the organism.
describe d Energy units will be
how 10, 100 and 1000.
energy is
lost in the
energy
pyramid.

2.0 ECOSYSTEMS:
2.1 Given a set of images, the learner will be Interactiv In the Concrete Jungle
able to correctly match the image which e Simulation, the learner
each of the following concepts: Simulatio will be asked to
individual organism, habitat, population, n correctly classify
community, ecosystem, and biome. organisms and
different groups that
2.1 From memory, the learner will be able to Recall Interactive Exampl Select all
appear in the game.
1 identify five organisms that live in the San Facts Direct es and that apply
The student will also
Diego area. Non-
Instruction need to determine
Exampl

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ID Objective Catego Instructio Practic Assessm Assessment Item
ry nal e ent Type (TO only)
Methods Metho
ds
es whether or not certain
animals belong in the
2.1 When prompted with pictures of animals in Apply Examples Select Scenario
location they are found
2 urban and natural settings, the learner will be Concept and Non- all that
according to what they
able to click on the adaptations of five examples apply
have learned about
organisms that make them well-suited for the
San Diego’s
habitat in which they live.
ecosystems and
2.1 From a list of five possibilities, the learner will Apply Interactive Multiple Multiple biomes.
3 be able to recognize the main fact that Concept Direct Choice Choice
distinguishes a population from a community. with
Instruction
Feedbac
k
2.1 The learner will be able to give one example Recall Diagram Multiple Multiple
4 of a community in San Diego that includes at Fact Choice Choice
least three distinct populations. with
Feedbac
k
2.1 The learner will be able to identify the main Recall Diagram Multiple Multiple
5 difference between a community and an Concept Choice Choice
ecosystem. with
Feedbac
k
2.1 Given a map of San Diego, the learner will be Recall Map Multiple Multiple
6 able to locate at least three different biomes. Fact Choice Choice
with
Feedbac
k

2.2 Given a case study, the learner will be Interactiv For this assessment,
able to choose the best five solutions e the learner will
that San Diego should implement to Simulatio correctly drag energy

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ID Objective Catego Instructio Practic Assessm Assessment Item
ry nal e ent Type (TO only)
Methods Metho
ds
protect its urban wildlife populations. n arrows into the
simulation to show
2.2 Given the contents of a virtual owl pellet, the Apply Demonstrati Simulati Quiz
energy
1 student will be able to dissect it, count the Procedur on on
number of organisms consumed, and identify flow. The learner will
e
them with a comparison chart. label symbiotic
relationships that
2.2 Given a concept map tool with a set of urban Apply Interactive Scenari Analogy appear in the game.
2 creature pictures, the learner will create one Principle Direct os During the simulation,
urban food chain. learners will choose
Instruction
the activities that have
2.2 Given a series of three scenarios, the learner Apply Concept Concept Concept the lowest ecological
3 will correctly predict what would happen if a Process Map Map Map footprint.
given organism was removed from a food
chain.
2.2 The learner will be able to identify each of the Apply Interactive Drag Analogy
4 following symbiotic relationships: mutualism, Concept Direct and
commensalism, and parasitism. Drop
Instruction
2.2 The learner will identify two pros and two cons Apply Charts and Click True/False
5 of seven human activites that can effect urban Principle Graphs and
wildlife. Learn
2.3 Given a Concrete Jungle scenario, the Interactiv During the CJS session,
learner will be able to compare the e the learner will need to
limiting factors that uniquely affected Simulatio assess the health of
each of three populations. n various populations
based on scenarios
2.3 Out of eight examples, the learner will be able Recall Interactive Sorting Matching
and events that arise
1 to categorize biotic and abiotic factors. Concept Direct throughout the game.
Instruction The learner will
occasionally need to
2.3 Given three mini-case studies, the learner will Apply Video Scenari Scenario
make decisions as
2 be able to select five elements that urban Concept o
Mayor to maintain
creatures must compete for and how Practice
balance within the
competition can directly effect population

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ID Objective Catego Instructio Practic Assessm Assessment Item
ry nal e ent Type (TO only)
Methods Metho
ds
growth. environment.
2.3 Given a series of charts, the learner will Apply Interactive Exampl Scenario
3 correctly enter data on birth rates and death Process Direct es
rates to decide whether or not a population
Instruction
has reached carrying capacity and select two
possible problem solutions from a list.

3.0 SAN DIEGO’S BIOMES:

3.1 For each of San Diego’s five terrestrial Apply Example Scenari Interactiv During the CJ
biomes, the learner will be able to Principl and Non- o e simulation the learner
diagnose one threat caused by humans es Examples Practic Simulatio will go on a tour of
and choose one solution. Direct e n various terrestrial
Instruction areas where each will
have a dilemma to
solve caused by human
actions.

3.2 For each of three of San Diego’s aquatic Apply Example Scenari Interactiv During the CJ
biomes, the learner will be able to Principl and Non- o e simulation the learner
diagnose one threat caused by humans es Examples Practic Simulatio will go on a tour of
and choose one solution. Interactive e n various aquatic areas
where each will have a
Direct
dilemma to solve
Instruction caused by human
actions.

4.0 VOCABULARY: Given 15 multiple choice Recall Drill and Virtual Multiple At the end of the unit,
questions and 15 matching questions, Facts Practice Flash- Choice/ the learner will
the learner will be able to select the cards Matching complete an online
correct definitions for 85% of the test covering 30 key
Concrete Jungle Vocabulary terms. vocabulary words with
85% accuracy.

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ID Objective Catego Instructio Practic Assessm Assessment Item
ry nal e ent Type (TO only)
Methods Metho
ds

5.0 SIMULATION UNIT ASSESSMENT: Given Apply The Scenari Interactiv Throughout the
10 environmental scenarios, the learner, Principl Instruction os and e simulation, the learner
acting as City Mayor, will make city es al Methods Case Simulatio will accrue EcoPoints.
planning decisions that yield the most for the Studies n At the end of the unit
benefits for the residents and wildlife of final the learner will
Concrete Jungle. assessmen compare records of
t their decisions with a
accumulate rubric to determine
as the areas of strength and
learner weakness.
progresses
through Review and Challenge-
each depending on
section. performance.

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Implementation Guidance

The CJS program could be used as a supplemental product to and could

easily be integrated into several standards based core curricula in the high
school science series. This program can be used to supplement biology,
earth science, environmental science, or integrated science courses. It
covers an ecology unit and delivers the ecology standards to students in a
fun, interactive way.

If implemented as part of the school-wide curriculum, the CJS should be

integrated into an environment where the students have access to a learning
facilitator to guide them and monitor progress on the material. We envision
the CJS as being part of a multimedia science classroom in either a learning
lab or a classroom equipped with computers. Self-motivated students may
access the material from home as well. CJS contains approximately 100
hours of instruction. Teachers will decide on which units fit into their
instructional goals and time limitations. The CJS can be tailored to specific
needs by turning on and off units, simulations, and assessments. The
facilitator has access to each student’s progress and can adjust the program
for individual students, classes, or for all students. Students should have
time set aside each day to work on the CJS, preferably one hour per day.
Students will experience better learning outcomes with consistent use of the
program over a period of weeks.

Although this product was designed to stand alone as an instructional tool,

teachers and learning facilitators using it may wish to create learning
experiences outside the program to reinforce the material presented in the
CJS. Independent projects, classroom experiments, community projects and
field trips can all benefit students and should be considered, if time and
resources allow. The simulation experiences built into the program can be
expanded upon in real-life scenarios. The facilitator guide provides detailed
supplemental laboratory and classroom material

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Evaluation Framework
The success of Concrete Jungle can be evaluated in several ways. At the
lower level of evaluation, researchers can study the reactions and
satisfaction of the students who participated in the program. One major
benefit of computer-based instruction is the fact that the learning
management system can record and analyze data for each individual
student. At the knowledge level, the Concrete Jungle database can collect
results from the pretest, module quizzes, Unit tests, and posttest to help
evaluators determine whether or not content was mastered. Concrete
Jungle’s LMS can calculate scores, record which students needed extra
review or challenge, and track completion levels. The interactive simulations
will provide data that will evaluate whether this knowledge might be
transferred to real-life situations. The only way for evaluators to assess the
true and lasting effects of the program would be to conduct a longitudinal
study of students who completed CJS in comparison with those who did not
use this program. To measure long term impact, evaluators would need to
conduct a full length research study to assess the overall affect of this
program on environmental awareness.

Key Evaluation Questions

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The following six questions can help evaluators to assess the impact of
Concrete Jungle:

1. Did the students enjoy the program, and were they motivated to learn
about ecology?
2. Have the students completed each module in the program?
3. Have the students learned the content outlined in each of the
objectives?
4. How will students apply what they have learned about ecology to real-
life situations?
5. How will evaluators know that students have synthesized the
information and that their new
knowledge will transfer into situations outside of the learning
environment?
6. How can researchers determine the long term impact or return on
investment when it comes to the
future decisions students will make about the environment?

|Page 16
Evaluation Instrumentation & Data Collection
The table below outlines the methods evaluators will need to use when
assessing the effectiveness of CJS.

Evaluation Question & Procedure Matrix

Evaluation Question Information Source of Data Collection Strategy

Required to Informati
Answer on
Question
1. Did the students Feedback from Results Extant data: As part of the
enjoy the students on from online program, students will be
program, and satisfaction student required to provide feedback
were they levels and surveys via a Likert-scale survey,
motivated to motivation with a place to include
learn about additional suggestions for
ecology? improvement of the program
2. Have the Results from Learning Extant data: Database can
students mission Manageme track completion rates for
completed each checklist nt system each student
module in the
program?
3. Have the Results from Learning Extant data: Product
students learned each module’s manageme database of individual
the content mastery tests nt system learner results on multiple
outlined in each choice quizzes, as well as a
of the high level comparison of
objectives? pretest and posttest scores
4. How will students Results from Learning Extant data: Results will
apply what they the end-of-unit manageme show whether or not
have learned simulations on nt system students are able to apply
about ecology to San Diego’s learning to new case studies
real-life environmental and scenarios that are
situations? issues presented in the simulations
5. How will Results from Learning Extant data: The design
evaluators know individual city- manageme choices that students make
that students building nt system can be analyzed to
have synthesized projects determine whether students
the information will choose to make
and that their decisions that are beneficial
new knowledge to the environment
will transfer into

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Evaluation Question Information Source of Data Collection Strategy
Required to Informati
Answer on
Question
situations
outside of the
learning
environment?
6. How can Exit data and Independe A study could be conducted
researchers information nt via survey to compare the
determine the (gathered on Longitudin daily environmental habits of
long term impact the consumer al Study the students who completed
or return on choices, voting CJS to a group of students
investment when habits, and who were not exposed to the
it comes to the opinion on program. This data would
future decisions environmental need to be collected some
students will issues time after the students
make about the completed Concrete Jungle,
environment? in order to determine
whether or not the program
had a lasting impact.
Prototype Design Specification

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Title Page Slide #1
Functional Description:
This slide represents the opening titles of the game. During development,
this would become a very short flash animation set to music. The animation
would simulate an exciting “flight” through the city of San Diego. The
animation would end in front of the Mayor’s Office, where a crowd of
cheering citizens and photographers hold signs and await the arrival of the
new Mayor. The animation simulates walking through the crowd, then
through the doors into the building from the player’s perspective, indicating
that the player is now the new Mayor.

|Page 19
Welcome Slide #2
Functional Description:
This slide introduces the premise of the game and highlights the major
learning challenges that lie ahead.

|Page 20
Avatar Slide #3
Functional Description:
This part of the game will provide a series of prompts to help students to
create a customized avatar. This will make the student feel like more
attached and really “in” the game.

|Page 21
Advisors Slide #4
Functional Description:
These are the major characters of CJS. Each character is “in charge of” or an
expert in one of the major learning units.

|Page 22
How to Play Slide #5
Functional Description:
The description of the interface will familiarize learners with the navigation
and functions of CJS. These arrows point to the information that will “pop
up” when the student rolls over various hot spots on the page. The buildings
are hot spots that link to the main page of each unit. However, students will
need to “unlock” some of the lessons by mastering previous activities. The
“Mission Checklist” provides an outline of lessons and tracks completion.
“EcoPoints” are earned for each lesson, practice, assessment, simulation,
and bonus activity the learner completes. The points will be used late when
the students reach the last level of the game. The “Ask Advisor” button is
both a “push” and “pull” tool. It serves a search engine for topics, and
advisors will also “pop up” to offer hints, give advice, and ask guiding
questions. The “Notebook” is where students will complete and submit
activities, quizzes and lab worksheets. There is also a “Textbook”, which
serves as a “just in time” reference and can be used to reteach or direct
learning. There is also a glossary in there where students can look up words
or practice vocab using flashcards and games.

|Page 23
Pretest Slide #6
Functional Description:
This page will not be included in the game. It is here to explain that students
will be pretested at the beginning of CJS. It also puts our prototype of Unit 3
in context by summarizing what the students will already have done by this
point in the game.

|Page 24
Meet Mungo Slide #7
Functional Description:
This slide will introduce the Life Sciences Unit and Mungo MacGregor. During
the development phase, an audio track of the text will be added to decrease
cognitive load. Students will have the option of clicking a button to listen.
This way, the accent will not interfere with student understanding, but will
add novelty and interest.

|Page 25
Inquiry Video: Owl Slide #8
Regurgitation
Functional Description:
The owlet video is intended to arouse interest and inquiry before the lesson
begins. By setting this up as an investigation, we hope to motivate learners
to find out more.

|Page 26
Owl Investigation (OI) Slide #9
Objectives
Functional Description:
This slide gives the learner clear objectives, so that they are clear on
expectations and what their mission entails.

|Page 27
OI: Steps 1-3 Slide #10
Functional Description:
This is the lab table. The tools along the side must be used in the correct
order to receive maximum points. The specific steps are outlined on the
right. During assessments or simulations, the steps may or may not be
offered. It depends on the conditions under which the learner will most likely
be expected to perform when applying these skills in real life. Most activities
will allow for “looking up” an answer or “asking” someone, because that is
what people really do outside of the classroom. If the student is required to
do something from memory, the instructional strategies of choice would be
backwards fading or cognitive apprenticeship, followed by guided practice.

|Page 28
OI: Outside of Pellet Slide #11
Functional Description:
This is the “Notebook” feature. Students will be able to type directly onto
the page when recording notes and observations.

|Page 29
OI: Location Found Slide #12
Prompt
Functional Description:
Since it is difficult to assess open responses without a teacher, advisor
prompts such as this one will occasionally be used to test assumptions via
multiple choice questioning strategies.

|Page 30
OI: Skull Predictions Slide #13
Functional Description:
Before beginning the actual dissection, students will be asked to make
predictions about what they are to learn in the lesson. This instructional
strategy will invite students to activate prior knowledge, so that they will be
able to make deeper, more meaningful connections with the new
information.

|Page 31
OI: Steps 4-6 Slide #14
Functional Description:
The steps for the pellet dissection. At this point in the lesson, the parts of
the pellet can be moved, manipulated, and rotated on the screen when the
student used the tools. The designers intentionally neglected to provide
directions for exactly how to rotate pieces. The learner will have to figure
out that they can rotate parts by using both the dissection probe and
tweezers at the same time- the probe to keep one end of an object in place
and the tweezers to rotate it.

|Page 32
OI: Magnification Slide #15
Functional Description:
This slide is intended to show the functionality of the magnifying glass.

|Page 33
OI: Separation, Steps 7- Slide #16
9
Functional Description:
Eventually, the student will have separated all of the bones and will then be
able to sort them into groups. Again, no instructions were given so that the
students will have a chance to construct meaningful groups based on their
own knowledge and perceptions

|Page 34
OI: Jaw Reminder Slide #17
Prompt
Functional Description:
After giving students time to experiment with the activity, the advisor will
pop up to give some clarification and guidance to help with the counting of
the skulls. It might be confusing to see so many jaw bones, so this
clarification will guide the thinking of the learner in the right direction
without giving out direct answers. As mentioned before, the “textbook”
function will be active the whole time, allowing students a research tool if
they choose to seek help.

|Page 35
OI: Skull Actuals Slide #18
Functional Description:
Now the learner is able to record actual data and compare this with previous
predictions. Should the numbers be way off, the student will have an
opportunity to resolve misconceptions (cognitive conflict) and assimilate
schemata. This is a very small example. Other module would introduce
cognitive conflict on a much higher level, but that is beyond the scope of this
prototype.

|Page 36
OI: Steps 10-12 Slide #19
Functional Description:
The next set of directions points learners to various resources that can help
them to identify what they have discovered.

|Page 37
OI: Skull Identification Slide #20
Key
Functional Description:
This flow chart is one example of the kinds of performance support that will
be embedded in the CJS program. Students will have access to extremely
helpful resources at the time of need.

|Page 38
OU: Dissection Scope Slide #21
Functional Description:
This slide represents the functionality of the dissection scope.

|Page 39
OI: Bone Charts Slide #22
Functional Description:
Another resource that students can consult during the identification process.

|Page 40
OI: Steps 13-14 Slide #23
Functional Description:
These steps tell the learner how they need to record this information.
Students will click on the “Notebook”.

|Page 41
OI: Skulls by Species Slide #24
Functional Description:
This chart can be used to asses the accuracy of student work. Notice that
there are three columns. In future scenarios, students may need to repeat
this type of dissection out in the field. Perhaps they will have to determine
the health of a small mammal population or identify an unknown species, for
example. This design sets up opportunities for learning that may occur in
other contexts.

|Page 42
OI: Analysis Questions Slide #25
Functional Description:
Finally, the student is ready to answer the analysis questions at the end of
the lab. Notice that not all of the questions here are multiple choice. During
the next stages of design, the IDs will need to develop a method for
assessing each question. Perhaps some questions will ask learners to check
“all that apply”, while others may ask for a written response. Again that is
beyond the scope of this prototype, but will be addressed. In order to submit
an answer on this page, the student will need to click on the question.

|Page 43
OI: Question 2 Slide #26
Functional Description:
This is an example of the type of screen that will pop up when the learner
clicks on a question.

|Page 44
OI: Incorrect Feedback Slide #27
Functional Description:
An example of feedback for an incorrect response.

|Page 45
OI: Review and Relearn Slide #28
Functional Description:
Instead of giving direct feedback this time, the learner will be directed to a
resource. That will allow him or her to find the answer independently. This
strategy will be used throughout the CJS to reinforce, review, and reteach
when learners struggle with concepts.

|Page 46
OI: Correct Feedback Slide #29
Functional Description:
An example of feedback for a correct response.

|Page 47
OI: Finish Analysis Slide #30
Questions
Functional Description:
Returns to the analysis questions, so that the student may continue working.

|Page 48
OI: Challenge Activity Slide #31
Functional Description:
This challenge activity is optional. It is meant to extend and enrich the
learning experience for the more advanced learners. Students can turn of
the labels and remove the shadow chart on the top left to increase difficulty
level and earn more bonus points.

|Page 49
OI: Mungo Congrats Slide #32
Functional Description:
This is the letter that congratulates the learner after successful completion of
this module. Again, the audio option will be available. The character
reminds the learner that what they have worked on in this lesson will be
directly linked to the next module in the CJS. Students are rewarded with
EcoPoints. A full explanation of the use of EcoPoints is beyond the scope of
our prototype, but would be included at the beginning of Unit 1. Students
are also rewarded with a fun and exciting activity that gives them a
momentary break from learning. This reward is not intended to be a covert
lesson: it is supposed to be mindlessly fun for the students in an effort to
motivate them to continue completing each module.

|Page 50
OI: Thank You Reward Slide #33
Functional Description:
This is the reward activity. Throughout the CJS, the student (as Mayor) will
receive many perks for a job well done. EcoCopters, EcoMobiles,
EcoMansions, EcoParades, a statue in the town square, etc.

|Page 51
OI: Flight Simulation Slide #33-44
Functional Description:
These ten slides represent a simulated helicopter flight from downtown San
Diego to Balboa Park. During this activity, the student would be allowed to
freely control the flight using flight controls. Perhaps with a game controller
or using the keyboard. These controls were not included in slides, but would
be developed at a later time.

|Page 52
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Clark, N. Principles of Ecology. Retreived March 6, 2009, from

http://www.nclark.net/Ecology

Dean, C. (2005, August 30). Scientific savvy? In U.S., not much. The New
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Deubel, P. (2006). GAME ON. THE Journal, 33(6), 30-41. Retrieved from
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Foreman, J. (2004). Game-based learning: How to delight and instruct in

the 21st century. EDUCAUSE Review, 39(5), 50-66.

Kammen, D. (2009). Syllabus: Energy and Society. Retreived March 6,

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