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NASA MMO Learning Game |
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Further Information
NOTE: The following is Proprietary and Confidential to Red Knight Learning Systems.
Game Play Design
In addition to expanding on the ideas presented in the RFI Response, we’ve added a few ideas for game play that we’ve come up with in our initial brainstorming. They all require further game and learning design, but should give you a feel for where our heads are at. |
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Six Minutes of Terror Landing Challenge: JPL has dubbed the entry, descent, and landing (EDL) of any spacecraft on Mars the “Six Minutes of Terror.” There are a number of factors that must all come together perfectly in order to land safely during this demanding six minute window. This game challenge provides the player with the physics and science information they need to manually control their spacecraft successfully through EDL, and allows them to ride their ship from upper atmosphere to the surface. Players select the landing site, then in real-time control the angle of descent, deployment of the parachute, inflation of the airbags, and firing of retro rockets in the hope that their craft survives the fiery descent and lands safely near their target site. They see views of their spacecraft from above, below, and the sides while they monitor a torrent of telemetry, temperature, and wind speed data and make real-time decisions for a safe landing. To see what this event feels like, see: http://www.youtube.com/watch?v=IMWaf_5jI70
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Virtual Space Camp: Players go through the same activities as persons in the real-world Space Camp program, trying out different roles and going through a mock launch with other players.
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Astronaut Training Certification: In order to increase levels in the game, players must progress through the astronaut training program; taking on survival training, learning to move in zero-G, science experiment operations, lunar base preparations, learning lunar and Martian coordinates, etc.
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Light-speed Solar System Navigation: Players navigate their spacecraft through our solar system in light-speed mode; traveling in seconds what would normally take minutes, hours or days. Using gravity assist, their objective may be to find the shortest time route from the Moon to Mars, or the trip that would take the least amount of fuel between Io and Titan. And to add a level of complexity, this challenge is based on the location of the moons and planets at different times in the past and future.
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Low Gravity Sports (racquetball, X-Games, etc.): Single or Multi-player versions of racquetball, skateboarding, golf, track events, etc. Players have to learn and become skilled at geometry, trajectories, force, timing, etc. in order to master these events. It is likely that new “extraterrestrial games” will be conceived as players learn what does and does not work in low-G environments.
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Laser Light Tag: Just like the Terra version, this off-Earth version of laser tag has the extra challenge of 1/6 or 1/3 Gravity, hiding behind the local terrain, and shooting while driving a rover vehicle.
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Incorporate Sci-Fi Action and Adventure via “Dream-state” Game Play: They player’s avatar exists both in an Awake and Sleep state. While awake, the game play and challenges are more reality-based. The character mush sleep on a regular basis, however, in order to maintain their energy levels. When asleep, they can enter into a “dream-state” where they travel the solar system and play games and take on activities that can be wildly fantastic and not necessarily based on real physics, science, or math. This allows a great deal of flexibility; game play design can be even more fast-paced, intense, entertaining, and immersive.
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Careers Rely on Each Other to Succeed: A successful mission depends on the right combination of STEM careers - you will need a strong project manager, talented engineers, visionary scientists, and motivated contractors to design, build, launch, and sustain a highly successful mission such as the Mars Rovers. This is your challenge...except on Europa.
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Include Best Virtual World Characteristics: Find ways to allow persistent user-generated content. As in Second Life, explore ways players can “buy” lunar or Martian property and allow them to build their user-generated buildings, all based on pre-approved modules. They can then add to the virtual economy by selling or trading their “property.”
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Accessibility: Research and find ways to make the MMOG more available to persons with disabilities and appreciated by persons without disabilities - i.e., landing your spaceship by sound only; game controls via speech recognition, etc. We have a potential source in NASA to help with this.
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Consult with People Who Know Entertainment and Are Interested in Space: James Cameron, Ron Howard, Tom Hanks, Gentry Lee, Steve Squyres, Richard Garriott, John Carmack, Neil Degrasse Tyson, Ann Druyan...these are a few of the many who can be approached. These persons’ endorsements as well as practical input would lend to the project’s balance of learning and fun.
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Advisory Panel
Red Knight has put together an Advisory Panel for our response to the RFP. The following persons are confirmed, with others to be added soon.
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Aaron Thibault - Producer, Gearbox Software, MMOG developer |
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Stephanie Shipp, Ph.D. - Lunar and Planetary Institute |
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Rob Kline - former 3D and video team lead for the Revolutionary Aerospace Systems group at NASA Langley Concepts program |
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Tony Cuevas, Ph.D. - Deputy Director, Curriculum & Research, Guildhall Game Careers Program at SMU |
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Students in the primary High School and Middle School audience (names withheld for privacy reasons) |
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Concept Documents
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Original Concept Summary - This document presents our original high-level summary of why the game is needed, what resources we have available, and how we would approach it’s development. Note that our original concept was called “Getting Students Into Space.” |
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John Purdy and Emerson Speyerer presented a poster session at the 2006 Lunar and Planetary Science Conference, to generate interest in the project and seek out potential funding sources. View the poster and summary.
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Wealth of Data
Since the beginning of space flight, NASA has carried out over 30 lunar and planetary exploration missions to perform exploration from our nearest neighbor the Moon to the furthest shadows of our solar system. There are currently 13 ongoing missions with another five scheduled to launch in the next five years. Each spacecraft sends back massive amounts of data from the instruments onboard. As advances in technology continue, the amount of data returned increases dramatically.
Some examples: the Mars Pathfinder mission sent back 274 MB of data from the red planet during its 83 sol mission. The Near-Earth Asteroid Rendezvous mission sent back over 180,477 images of the Asteroid 433 Eros. The next lunar mission, the Lunar Reconnaissance Orbiter, is estimated to send back over 13 terabytes of data from the LRO Camera alone.
Furthermore, the above examples only cover the unmanned missions. Vast experience and information has been returned from the Mercury, Gemini, Apollo, Skylab, and ISS missions, and more will come from the Constellation missions to return to the Moon.
These missions are sources of data for the game. Source: http://science.hq.nasa.gov/missions/solar_system.html
| Current Missions |
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Cassini |
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Dawn |
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Deep Impact |
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Mars Explorations Rovers (Spirit and Opportunity) |
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ASPERA on Mars Express |
| 6. |
Mars Odyssey |
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Mars Reconnaissance Orbiter |
| 8. |
Messenger |
| 9. |
New Horizons |
| 10. |
Phoenix |
| 11. |
Rosetta |
| 12. |
Voyager I |
| 13. |
Voyager II |
| Future Missions |
| 1. |
Juno |
| 2. |
Constellation Lunar Landing Missions |
| 3. |
Lunar Reconnaissance Orbiter |
| 4. |
Mars Science Laboratory 2009 |
| 5. |
Mars Mission Beyond 2009 |
| Past Missions |
| 1. |
Clementine |
| 2. |
Deep Space 1 |
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Galileo |
| 4. |
Genesis |
| 5. |
ISEE-3/ICE |
| 6. |
Leonid Multi-instrument Aircraft Campaign |
| 7. |
Lunar Prospector |
| 8. |
Magellan |
| 9. |
Mariner |
| 10. |
Mars Global Surveyor |
| 11. |
Mars Pathfinder |
| 12. |
Near Earth Asteriod Rendezvous |
| 13. |
Pioneer 10 and 11 |
| 14. |
Pioneer Venus Oribter |
| 15. |
Ranger |
| 16. |
Stardust |
| 17. |
Surveyor |
| 18. |
Viking |
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Science Resources
There are literally hundreds of sources for good science information that are both educational and interesting. Here is a sampling of podcasts, audio, video, animations, Flash explorations, and websites that can be used as both source material and linked in-game as well:
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Hubblecast |
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HD-NASA JPL |
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Nova Science Now |
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Planetary Radio |
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Science @ NASA |
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Stardate |
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Hidden Universe HD |
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NASA Edge |
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NASA Cast |
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Lunar and Planetary Institute’s Moon resources: http://www.lpi.usra.edu/lunar/ |
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Numerous NASA educational sites |
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Educational Standards
Most schools are required to meet state and/or national standards with their curriculum. It will be the goal of the MMOG to align learning with national science and math standards as much as feasible. The seven National Science Content Standards, are as follows:
National Science Content Standards i
A |
Science as Inquiry |
B |
Physical Science |
C |
Life Science |
D |
Earth and Space Science |
E |
Science and Technology |
F |
Science in Personal and Social Perspectives |
G |
History of Nature and Science |
Likewise, standards for math education have been developed by the National Council of Teachers of Mathematics - see the web page in this footnote ii. It is anticipated that the game’s scientific content and curriculum will include most, if not all, of the above standards.
The final game design, learning objectives and game engine capabilities will dictate the scientific knowledge that players will rely upon. A few of the many potential areas are:
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- Geology - Lunar and Martian
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- Sample Collection and Examination
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- Size and Shape Comparisons
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- Solar Power and Battery Life
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- Map Coordinates and Navigation
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Deep Learning
One of our core philosophies is a concept known as Deep Learning. We believe learners in all stages of life learn more deeply when they are highly engaged with their subject matter by being voluntarily immersed in it rather than forced to endure it.
Modern immersive tools like simulations, games, and virtual worlds promote Deep Learning and are poised to have the same kind of impact on learning as videos and computers. Here are some of the reasons why Deep Learning is becoming so powerful in the world of interactive learning:iii
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Learning by doing: Learners make decisions that have consequences; they actively participate in the worlds they inhabit. |
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Learning by experimenting: Learners can safely try out multiple solutions, explore and discover information and skills. |
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Life-like learning situations: Virtual worlds can provide environments that respond the same way the real world responds, allowing the learner to transfer knowledge and experience between the two. |
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Believing in abilities: Rewards and levels in games foster the belief you can achieve things. This generates a positive attitude towards overcoming obstacles and increases the learner’s success rate. |
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Clear objectives: Well-defined game goals allow players to make more progress toward learning objectives. |
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Team learning and skills: Multiplayer games allow for group problem solving, collaboration, social interaction, negotiation, etc. Players learn not only from the game, but from each other. |
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Learning “without boundaries:” Virtual world and game environments naturally transcend barriers of language, geography, race, gender and physical abilities. Players who are self-conscious in real life because they are “different” have no way of being set apart online. |
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Hard Fun
Another key Red Knight philosophy is that learning should be Hard Fun. Our learning games and simulations let people explore and learn about subjects, products, scenarios, and environments while giving them the freedom to interact with things in new and interesting ways. Learners are challenged, but in ways that are highly engaging and fun. These positive experiences reinforce learning, encourage completion of the material, promote repeat use, and encourage word-of-mouth publicity of the experience.
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Games as a Learning Medium
Just as video and computers have been effectively integrated into traditional teaching, games represent a new medium that warrant consideration and research because they integrate proficiencies that prepare students for modern, information-based society. Richard Sandford and Ben Willamson note:
Recent interest in games and learning stems from some complex debates about the very role and
practices of education in a new century, rather than just from a simple belief that young people find games
motivating and fun and, therefore, that they should be exploited in educational contexts. These debates
suggest, among other things, that computer games are designed ‘to be learned’ and therefore provide
models of good learning practices, and that by playing games young people are developing practical
competencies and social practices that are equipping them for 21st century workplaces, communication, and social lives.iv
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Potential Sources of Funding
Although these groups have not been approached and have not expressed an interest in participating in this project, they are viable sources of funding and/or sponsorship for the project. Their contributions can potentially mean placement of logos and company’s products within the game.
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Related Groups
Although these groups have not been approached and have not expressed an interest in participating in this project, they are viable sources of support and data, and are likely to have a high level of interest in it’s success.
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Astronomical Society of the Pacific |
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Texas Astronomical Society |
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National Science Teacher Association |
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National Council of Teachers of Mathematics |
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AERO Institute |
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Science-related Museums, Exhibitions and Visitor Centers |
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NASA Visitor Centers |
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NASA Explorer Schools |
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NASA Educator Resource Centers |
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Planetarium Visitors |
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After School Care Centers |
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NASA E/PO Integration
The envisioned video game concept can also provide a powerful way to integrate NASA’s Education and Public Outreach (E/PO) projects from the broad fleet of Solar System Exploration missions that are being sent to various planetary bodies in the upcoming years.v
i “National Science Education Standards,” http://www.nsta.org/standards, National Science Teachers Association web page.
ii “Principles and Standards for School Mathematics,” http://www.nctm.org/standards/default.aspx?id=58, National Council of Teachers of Mathematics web page.
iii Based in part on Merrilea Mayo, Ph.D. (2005), “Ender’s Game for Science and Engineering: Games for Real, for Now, or We Lose the Brain War,” and “How People Learn,” National Academies Press (2000).
iv “Games and Learning,” A handbook from NESTA Futurelab, By Richard Sandford and Ben Williamson, 2005.
vLowes et al (2003) Reuniting the Solar System: Integrating E/PO Projects for SSE Missions and Programs, LPSC XXXIV, and Lowes et al (2004) Integrating Solar System Exploration Education and Public Outreach: Theme Products and Activities, LPSC XXXV. |
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