Quest Atlantis

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Quest Atlantis (QA) is a 3D multiuser, computer graphics learning environment that utilizes a narrative programming toolkit to immerse children, ages 9–15, in meaningful inquiry tasks (see QuestAtlantis.Org). Quest Atlantis combines strategies used in the commercial gaming environment with lessons from educational research on learning and motivation. The project is unique in its goals to combine the best aspects of learning, playing, and helping, as a means to motivate and engage students. QA combines strategies used in the commercial gaming environment with lessons from educational research on learning and motivation. It allows users to travel to virtual places to perform educational activities (known as Quests), talk with other users and mentors, and build virtual personae. The project is intended to engage children ages 9–16 in a form of transformational play comprising both online and off-line learning activities, with a storyline inspiring a disposition towards social action. More than sugar-coating content to coerce disempowered students into caring about disciplinary knowledge, the goal of Quest Atlantis is establish educational worlds where children become empowered scientists, doctors, reporters, and mathematicians who have to understand disciplinary content to accomplish desired ends.

Over the last five years, more than 65,000 children on five continents have participated in the project. Quest Atlantis has demonstrated learning gains in science, language arts, and social studies, and students have completed thousands of Quests, some of which were assigned by teachers and many of which were chosen by students to complete in their free time. Equally important have been reported personal experiences, with teachers and students reporting increased levels of engagement and interest in pursuing the curricular issues outside of school. Students and teachers conduct rich inquiry-based explorations through which they learn particular standards-based content, and at the same time develop pro-social attitudes regarding significant environmental and social issues (see Critical Design Article). Rather than just placing work and play side-by-side, QA strives to make learning fun and to show children how they can make a difference.

The principal investigator was Sasha Barab, Associate Professor in Learning Sciences, who is now at Arizona State University. Other faculty members that play prominent roles on the project include Dan Hickey at Indiana University-Bloomington and Melissa Gresalfi at Vanderbilt University. There are users of QA from all over the world.

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References[edit]

  • Barab, S.A., Dodge, T., Ingram-Goble, A., Peppler, K., Pettyjohn, P., Volk, C.,& Solomou, M. (2010). Pedagogical dramas and transformational play: Narratively-rich games for learning. Mind, Culture, and Activity 17(3): 235–264.
  • Thomas, M., K., Barab, S. A., & Tuzun, H. (2009). Developing critical implementations of technology-rich innovations: A cross-case study of the implementation of Quest Atlantis. Journal of Educational Computing Research, 41(2), 125-153.
  • Barab, S., Warren, S., & Ingram-Goble, A. (2008). Conceptual play spaces. In R. Ferdig (Ed.), Handbook of Research on Effective Electronic Gaming in Education (pp. 1–20). Hershey, Pennsylvania: IGI Global publications.
  • Barab, S., Dodge, T., Tuzun, H., Job-Sluder, K., Jackson, C., Arici, A., Job-Sluder, L., Carteaux, R., Jr., Gilbertson, J., & Heiselt, C. (2007). The Quest Atlantis Project: A socially-responsive play space for learning. In B. E. Shelton & D. Wiley (Eds.), The Educational Design and Use of Simulation Computer Games (pp. 159–186). Rotterdam, The Netherlands: Sense Publishers.
  • Barab, S, A., & Dede, C. (2007). Games and immersive participatory simulations for science education: An emerging type of curricula. Journal of Science Education and Technology, 16(1), 1-3.
  • Barab, S. A., Jackson, C., & Piekarsky, E. (2006). Embedded professional development: Learning through enacting innovation. In C. Dede (Ed.), Online professional development for teachers: Emerging models & methods (pp. 155–174). Cambridge, MA: Harvard Educational Press.
  • Barab, S. & Jackson, C. (2006, January 20). From Plato’s Republic to Quest Atlantis: The role of the philosopher-king. THEN: Journal (Technology, Humanities, Education, Narrative), 2 Article 2. Retrieve from THEN.
  • Lim, C., Nonis, D., & Hedberg, J. (2006). Gaming in a 3D multiuser virtual environment: Engaging students in science lessons. British Journal of Educational Technology, 37(2), 211-231.
  • Young, M. F., Schrader, P. G., & Zheng, D. (2006, April 1). MMOGs as learning environments: An ecological journey into Quest Atlantis and Sims Online. Innovate: Journal of Online Education, 2(4).
  • Borner, K., & Penumarthy, S. (2003). Social diffusion patterns in three-dimensional virtual worlds. Information Visualization, 2003(2),
  • Li, H., (2010). Applicable science and technology in three-dimensional, and phantasmagorical and illusional worlds, Science and Aerospace 182-198.

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