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As the impacts of climate change grow, we need better ways to raise awareness and motivate action. Here we assess the effectiveness of an Arctic climate change card game in comparison with the more conventional approach of reading an illustrated article. In-person assessments with control/reading and treatment/game groups (N = 41), were followed four weeks later with a survey. The game was found to be as effective as the article in teaching content of the impacts of climate change over the short term, and was more effective than the article in long-term retention of new information. Game players also had higher levels of engagement and perceptions that they knew ways to help protect Arctic ecosystems. They were also more likely to recommend the game to friends or family than those in the control group were likely to recommend the article to friends or family. As we consider ways to broaden engagement with climate change, we should include games in our portfolio of approaches.

Climate change is a highly complex social-ecological problem characterized by system-type dynamics that are important to communicate in a variety of settings, ranging from formal education to decision makers to informal education of the general public. Educational games are one approach that may enhance systems thinking skills. This study used a randomized controlled experiment to compare the impact on the mental models of participants of an educational card game vs. an illustrated article about the Arctic social-ecological system. A total of 41 participants (game: n = 20; reading: n = 21) created pre- and post-intervention mental models of the system, based on a "fuzzy cognitive mapping" approach. Maps were analyzed using network statistics. Both reading the article and playing the game resulted in measurable increases in systems understanding. The group reading the article perceived a more complex system after the intervention, with overall learning gains approximately twice those of the game players. However, game players demonstrated similar learning gains as article readers regarding the climate system, actions both causing environmental problems and protecting the Arctic, as well as the importance of the base- and mid-levels of the food chain. These findings contribute to the growing evidence showing that games are important resources to include as strategies for building capacity to understand and steward sustainable social-ecological systems, in both formal and informal education.

Mobile language learning applications have the potential to transform the way languages are learned. This study examined the fifty most popular commercially-available language learning applications for mobile phones and evaluated them according to a wide range of criteria. Three major trends were found: first, apps tend to teach vocabulary in isolated units rather than in relevant contexts; second, apps minimally adapt to suit the skill sets of individual learners; and third, apps rarely offer explanatory corrective feedback to learners. Despite a pedagogical shift toward more communicative approaches to language learning, these apps are behaviorist in nature. To better align with Second Language Acquisition (SLA) and L2 pedagogical research, we recommend the incorporation of more contextualized language, adaptive technology, and explanatory feedback in these applications. Mobile language learning applications have the potential to transform the way languages are learned. This study examined the fifty most popular commercially-available language learning applications for mobile phones and evaluated them according to a wide range of criteria. Three major trends were found: first, apps tend to teach vocabulary in isolated units rather than in relevant contexts; second, apps minimally adapt to suit the skill sets of individual learners; and third, apps rarely offer explanatory corrective feedback to learners. Despite a pedagogical shift toward more communicative approaches to language learning, these apps are behaviorist in nature. To better align with Second Language Acquisition (SLA) and L2 pedagogical research, we recommend the incorporation of more contextualized language, adaptive technology, and explanatory feedback in these applications.

Educators must address several challenges inherent to the instruction of scientific disciplines such as physics -- expensive or insufficient laboratory equipment, equipment error, difficulty in simulating certain experimental conditions. Augmented reality (AR) can be a promising approach to address these challenges. In this paper, we discuss the design and implementation of an AR and motion-sensing learning technology that teaches magnetic fields in a junior high school physics course. The purpose of this study is to explore the effects of using natural interaction on students’ physics learning and deep understanding compared to traditional learning tools. The 38 eighth graders who participated in this study were assigned to either an experimental group or a control group. Analysis of the results shows that the AR-based motion-sensing software can improve students’ learning attitude and learning outcome. This study provides a case for the application of AR technology in secondary physics education.

Whether simple or sophisticated, educational games can help inform the public about climate change, its impacts, and what can be done about it.

The literature on climate change education recommends social, accessible action-oriented learning that is specifically designed to resonate with a target audience’s values and worldview. This article discusses GREENIFY, a real-world action game designed to teach adult learners about climate change and motivate informed action. A pilot study suggests that the game fostered the creation of peer-generated user content, motivated informed action, created positive pressure, and was perceived as a fun and engaging experience.

Increasingly, millions of people, especially youth, post personal information in online social networks (OSNs). In September 2006, one of the most popular sites—Facebook.com—introduced the features of News Feed and Mini Feed, revealing no more information than before, but resulting in immediate criticism from users. To investigate the privacy controversy, we conducted a survey among 172 current Facebook users in a large US university to explore their usage behaviors and privacy attitudes toward the

Educators face major challenges as a result of the shift from the Information Age to the Experience Age (Wadhera, 2016). For example, students are passive and disengaged (Capps and Crawford, 2013) and may struggle to see the relevance of what they are learning to their lives (Gee, 2009); also, important skills needed for 21st century learners - such as empathy, systems thinking, creativity, computational literacy, and abstract reasoning - are difficult to teach (Smith and Hu, 2013). Virtual reality, an immersive, hands-on tool for learning, can play a unique role in addressing these educational challenges. In this paper, we present examples of how the affordances of virtual reality lead to new opportunities that support learners. We conclude with a discussion of recommendations and next steps.

At Teachers College, Columbia University, the Games Research Lab has created Greenify, an online social platform designed to foster flourishing sustainable communities. Gamification elements facilitated the creation and completion of user-generated missions, encouraging interaction between geographically proximate communities of peers. Three elements were identified as necessary components to achieve sustainable communities: a healthy climate and environment, social well-being, and economic security. This paper describes our approach in addressing these elements through a crowdsourced, gamified system. Implications for HCI are also discussed.

Many IT researchers have noted the disturbing trend of an incredible shrinking pipeline; this pipeline represents the number of women who are involved in computer and technology fields from high school continuing onto graduate school or professional careers (Camp, 1997; Gorriz & Medina, 2000). A closely related phenomenon is how girls’ interest in computer and video games tends to dwindle during childhood. Researchers feel that computer games have provided “a significant impetus for many boys to become more acquainted with computers … [for] young people who play games are more likely to enter computer-related careers” (Agosto, 2004, pp. 11-12). It seems reasonable, then, that computer and video games provide an easy lead-in to computer familiarity, comfort and literacy (Cassell & Jenkins, 2000). Preschool children of both sexes demonstrate equal interest in computer games, but as girls mature, they lose interest in gaming (Agosto, 2004; Comber, Colley, Hargreaves, & Dorn, 1997). The reasons for this are uncertain. Perhaps it is partly because of the way women are often under represented in games—only 16% of the characters in the bestselling games are female—or when they are represented, the characters are portrayed unrealistically or negatively (Douglas, Dragiewicz, Manzano & McMullin, 2002). Female game characters are frequently depicted as damsels in distress, scantily clad, objectified rewards to be won, or passive bystanders (Provenzo, 1991; Douglas et al., 2002). Cassell and Jenkins (2000, p. 6)) see this portrayal as a “prime example of the social construction of gender.” Another reason may be the lack of enough compelling and attractive content tailored to young girls (Gorriz et al., 2000). Perhaps it is not that girls innately dislike video games, but there are simply too few titles to choose from. Statistics show that women actually do enjoy video games – in fact, 43% of all gamers today are women, but most of these women are over the age of 18 (Entertainment Software Association, 2005). When women do play games, they tend to play online games and social games such as Electronic Arts’ Sims Online. While a game like Sims Online is gender neutral, it is noteworthy that more women (56%) actually play this game than men. Evidently, when content is made available that is attractive or fun to women, they will play. It is, therefore, worthwhile to consider what kinds of games can be leveraged for education to promote computer literacy in girls and to attract more girls to technology in general.

Therapeutic benefit to immune checkpoint blockade (ICB) is currently limited to the subset of cancers thought to possess a sufficient tumor mutational burden (TMB) to allow for the spontaneous recognition of neoantigens (NeoAg) by autologous T cells. We explored whether the response of an aggressive low TMB squamous cell tumor to ICB could be improved through combination immunotherapy using functionally defined NeoAg as targets for endogenous CD4 + and CD8 + T cells. We found that, whereas vaccination with CD4 + or CD8 + NeoAg alone did not offer prophylactic or therapeutic immunity, vaccines containing NeoAg recognized by both subsets overcame ICB resistance and led to the eradication of large established tumors that contained a subset of PD-L1 + tumor-initiating cancer stem cells (tCSC), provided the relevant epitopes were physically linked. Therapeutic CD4 + /CD8 + T cell NeoAg vaccination produced a modified tumor microenvironment (TME) with increased numbers of NeoAg-specific CD8 + T cells existing in progenitor and intermediate exhausted states enabled by combination ICB-mediated intermolecular epitope spreading. The concepts explored herein should be exploited for the development of more potent personalized cancer vaccines that can expand the range of tumors treatable with ICB.