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j Volume 4 (2017) pp. 19-26

[Link]
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Emerging Learning Design Journal Trend

Designing Learning with Citizen Science and Games
Karen Schrier
Marist College
[Link]@[Link]
April 29, 2017

ABSTRACT
This emerging trends article introduces concepts such as citizen science (the inclusion of non-professionals in scientific knowledge
production) and knowledge games (games that enable players to solve real-world problems through crowdsourcing and collective
intelligence activities within a game). The article shares the strengths and limitations of using citizen science and knowledge games in
the classroom, as well as initial tips and guidelines for bringing these types of experiences to the classroom.

Keywords: games, gaming, digital games, learning, education, design, classroom, knowledge games, citizen science,
crowdsourcing

INTRODUCTION games teach us about morality, science, or history;

Over the past decade, educators and practitioners bullying, poverty, space travel, or genetics, but also
have been increasingly incorporating games in the solve mysteries related to these topics? Instead of just
classroom, workplace, afterschool centers and home to learning about DNA, for example, can games aid
help teach kids, adults, and learners of all kinds (Farber, students and experts construct new insights about
2015; Schrier, 2014; Groff, et al., 2016; Millstone, 2012; genetics?
Schrier, 2016b). For instance, kids have gained historical
CITIZEN SCIENCE IN THE CLASSROOM
thinking skills from Mission US, argumentation
techniques from Quandary, numeracy abilities from Inviting students and other “amateurs” to help solve
DragonBox Numbers, and computational thinking from real-world problems is nothing new. Amateurs have
Blockly. Recent research on gaming has supported the been co-creating knowledge with professionals for
use of games in education, and has suggested that well- hundreds of years; for instance, citizens have been
designed games can be used for learning skills and contributing astronomical data (in the case of the
domains of knowledge (e.g., Ke, 2016; Wouters & van American Association of Variable Star Observers
Oostendorp, 2017; Wouters et al, 2013; Sitzmann, 2011; (AAVSO) and botanical information (Keeney, 1992).
Clark et al., 2016), as well as to change attitudes and We can call this type of collective activity “citizen
enhance curiosity (Squire, 2011). Games may also help science,” where “everyday” people are engaged in data
us better empathize, express, and connect (Isbister, collection, interpretation and analysis of scientific
2016), think through ethical and moral decisions phenomena, helping scientists to solve real scientific
(Schrier, 2015; Schrier, in press) and learn about real- mysteries and open questions (Schrier, 2016a). For
world issues and problems (Koo & Seider, 2010; instance, today, people are able to log onto Zooniverse’s
Schrier, 2016a; Games for Change). Galaxy Zoo and help to classify galaxies photographed
by a telescope, or count birds as part of the Audubon
One new possible area for games is beginning to
Society’s Christmas Bird Count, which is the longest
emerge: that of solving real-world problems and
running bird citizen science and began in 1900. Teachers
building new knowledge through games. In other words,
can also engage their students in citizen science projects.
can games help teach skills, concepts, and topics that we
[Link], a database of citizen science projects, has
know, but also help society build new knowledge that
filters for different age ranges, such as elementary or
we do not yet know? In other words, can games help us
high school aged students. For instance, SquirrelMapper
make new discoveries or research open questions? Can
is aimed at students and invites them to spot and count
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squirrels in their backyards and local parks, and then Table 1. Possible strengths and limitations to using citizen
enter their data, which will be shared with other students science projects in the classroom.
through a map interface ([Link]). The
SharkFinder program is created by JASON Learning Strengths Limitations
(National Geographic) enables students to sift through May be self-paced and self- Some students may not be
guided ready for so much
real sand sent by scientists to search for shark fossil
independence and discipline.
remains from the Atlantic coast. The World Water May have real-world The impact not always clear
Monitoring Day organization invites students and people impact. or quantifiable
from around the world to use kits to monitor the water in May have real-time Feedback that students
their school or other locale. The project has collected feedback so students can receive may be designed for
data from 142 countries and almost a million and a half learn from their mistakes purpose of the project, rather
participants ([Link]/). immediately. than for the purpose of
Citizen science is effective, in part, because it uses learning; it may not be the
type of feedback a student-
crowdsourcing, collective intelligence, and other
learner needs.
distributed problem solving techniques (Schrier, 2016a). May enable students to May not always enable
In other words, instead of having one lab or one scientist connect with each other connection or collaboration
do all of the data collection and analyses, researchers can and/or others around the with others.
motivate a larger crowd of people to classify galaxies, world.
count squirrels, sift through sand, or test water, which in May scaffold content, skill May not appropriately guide
turn helps us better collectively understand our world acquisition, and the process learners through the
(Dickinson & Bonney, 2012). Enabling students to experience.
participate in real-world science problem solving can be May be empowering for Students may become data
particularly effective because students can “walk in the students, because they are “workers” but not necessarily
shoes” of a real scientist, use authentic scientific tools able to participate in real interpreters.
science, alongside real
and processes, and understand epistemically what a
scientists.
scientist does by actually acting like a scientist (Shaffer, Promotes learning of a Most are science-related;
2006). Students have the opportunity practice real-world specific science topic or other disciplines do not have
scientific inquiry and problem solving skills, such as content area, or even as many citizen science
making hypotheses; collecting, manipulating or mapping science and nature more projects available
data; sharing, interpreting, and comparing results, and broadly.
drawing conclusions. They may also be particularly Students can practice Not always appropriate for all
motivated because they are working on a real-world scientific skills and ages, expertise, and levels.
problem and affecting real results. Students may even analysis; can experience the
learn more about the specific topic, such as butterflies, scientific method in action.
bees or squirrels, or about nature more broadly
May enable physical Can be tedious and/or time-
(Landgraf, 2013). There are also potential limitations to exploration of world. consuming.
student participation in citizen science. Students may be May have built in ways to Errors and accuracy may be
required to collect and interpret real-world data before validate and verify data. an issue.
they are ready, and may not necessarily get the just-in- Flexible and adaptable to Effectiveness may depend too
time feedback they need to help them learn from their different classroom needs. much on the classroom
mistakes. They may also not understand the real-world context and teachers’ role.
context of the scientific problem they aim to solve, or
understand how their contribution could make a
difference, particularly if a project is enormous and does CITIZEN SCIENCE AND “KNOWLEDGE
not provide instant results or solutions. I have GAMING”
summarized some possible limitations and strengths for Moreover, “citizen science” games are now being
citizen science in the classroom in Table 1. created to solve real-world scientific problems and create
new knowledge. Foldit is a classic example; in this

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game, made by researchers at the University of scenarios with virtual characters and need to express
Washington, players work together and individually to how they would response to the scenarios. The hope is
think through how specific proteins fold. Human beings that they learn to empathize better with those who are
are adept at figuring out protein folding, because we can bullied, and can also help know what to do to stop
twist and turn and manipulate 3-D models of proteins, bullying. Thus, the designers are using the game to
whereas computers are less effective and do not have the crowdsource ways people might interact with bullies and
same intuitive understanding of this process (Nielsen, within bullying scenarios, such that the game “learns
2012). The University of Washington scientists from” the player, and can then more authentically
hypothesized that it would take a long time for a simulate bullying. Dr. Mary Flanagan’s Tiltfactor Lab
computer (or single lab) to iterate through possible has also created games that support real-world problem
protein configurations, whereas a huge crowd of game solving. For instance, they created the Beanstalk Game
players could figure it out much more quickly. Since its and Smorball, which help to digitize scanned books,
inception in 2008, the players of Foldit have helped such as botanical texts. See Table 2 for a list of example
solve specific protein folding problems, such as proteins knowledge games.
involved in HIV and AIDs (Cooper, et al, 2010). Besides SchoolLife, most of the current knowledge
Likewise, scientists at Stanford and Carnegie Mellon games have not been specifically designed for classroom
University developed EteRNA, where players help to use. However, like citizen science projects, they could
design new RNA molecules. The game crowdsources the potentially be incorporated into the classroom, and some
creation of new RNA molecules, which can potentially games, such as EteRNA, have worked with educational
help fight against diseases. In Eyewire, participants are organizations to create teacher guides and classroom
helping to map neurons in the brain; in Mozak, players materials ([Link]
help trace neurons; and in Play to Cure: Genes in Space, There are a number of reasons why knowledge games
players help analyze breast cancer data while may be appropriate for real-world problem solving, as
maneuvering their spaceship through space. Citizen well as for incorporation in the classroom or other
science activities also show up inside of game worlds. learning environments and experiences. For instance,
For instance, in Eve Online’s Project Discovery, game well-designed knowledge games motivate problem
players can analyze real human cells, which in turn gives solving practice and scaffold content and skills so that
Eve Online players rewards and points toward leveling any non-expert can gain enough expertise to participate
up their game character. in the experience (Schrier, 2016a). Knowledge games
I call these types of games—which we can use to can simulate dynamic systems, where students can
solve real-world problems, simulate complex ideas, and experiment with multiple solutions, or try out different
express new perspectives on the world—knowledge factors to see how they affect a system. Knowledge
games (Schrier, 2016a). These types of games have also games can potentially bring together people with varied
been called “crowdsourcing games,” “games with a perspectives and expertise, and can even connect players
purpose (GWAP),” “citizen science games,” and “human (students) directly with researchers/scientists, such as
computation games,” and there is no one established through the chat interface or forums, or directly within
phrase or term to label them. Knowledge games do not the game. Playing knowledge games can also spark
just aim to solve scientific problems, but are beginning curiosity about the open topic or question, such as
to solve other types of complex or “wicked” problems genetics or neurons in the case of EteRNA or Eyewire.
(Introne, 2013), such as those related to social and
humanistic issues, as well as interdisciplinary ones. We BRINGING “KNOWLEDGE GAMES” INTO
can think of knowledge games as a type of “extended THE CLASSROOM
intelligence” (Ito, 2016), where the play of a game helps To assist educators considering using citizen science
us extend our human ability to solve complex problems and games, I list initial tips for incorporating them into
and produce new knowledge. the classroom. These guidelines should be further
For instance, Giant Otter’s SchoolLife builds on studied empirically with different types of projects,
research from Harvard and MIT, and helps to teach kids audiences, classroom types, and learning goals.
about bullying. Students play through bullying-related

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1. Ensure that the goals of the citizen science or accuracy, such as having multiple people look at the
game activity match your curricular goals, but same galaxies in Galaxy Zoo or solve the same
understand they may not line up perfectly. If the neuron problems in EyeWire. However, if students
citizen science or game project’s goals do not match are spending their time making up data or purposely
your curricular goals, this may not be the appropriate entering errors, then they may not benefit from the
activity. Typically, citizen science and knowledge experience of co-creating real-world knowledge. On
games are made with research or problem-solving the other hand, the added real-world responsibility to
goals in mind, rather than curricular goals. On the act as an active participant in knowledge-making
other hand, it may be possible to scaffold the activity may motivate and empower some students to engage
or contextualize it in a way that helps to achieve more seriously with the game’s tasks. Moreover,
your curricular goals. For instance, instead of having students need time to explore, experiment, and make
students jump right into a game, educators can innocent mistakes without worrying they are
contextualize the game within an established inappropriately affecting real-world data. Some
module, or use the game to ignite discussions that knowledge games design incorporate sandbox-type
connect with curricular needs. Conversely, teachers practice areas and tutorials that have low stakes
may need to adjust curricular goals to better fit the consequences, so the students can make mistakes
game or project, and maintain flexibility in how they and learn from their mistakes, without
are assessing whether these goals are met. Citizen unintentionally affecting real-world solutions.
science and games may not meet core standards, but 4. Set expectations for your students and
they may have other qualities that are useful for contextualize the experience appropriately.
long-term or deep learning, and the outcomes may Students need to understand that this is not the
not be as quantifiable for the short-term. typical 3-D superhero graphics experience that can
2. Students may need lower-stakes trials before compete with their favorite sports game, or the latest
entering real-world problem solving. Students, multimillion-dollar blockbuster, like Call of Duty or
and any amateur scientists, need opportunities to Grand Theft Auto. Knowledge game creators do not
make mistakes and practice skills before they have necessarily have a game design background and do
the responsibility of a professional. Fortunately, not have the budget, time, or resources to create a
most knowledge games have built-in trials and bestselling entertainment game. Additionally, citizen
tutorials to let players learn enough context and science and knowledge game designers may not do
skills to be able to solve real, open problems. an effective job of contextualizing their project and
However, sometimes these tutorials alone take much positioning it for students, or personalizing it for
longer than a classroom period, or they do not student interests. Teachers and educators may need
provide enough support or scaffolding for particular to find additional ways to engage students in the
learners. The tutorials also do not always provide the project or game, and communicate why the project is
big picture context and connection to the real world important and meaningful to students—not just to
needed for some students, which means a teacher the scientists or researchers.
may need to fill in those gaps. 5. Students need an opportunity to reflect on the
3. Students need to take the game seriously, while knowledge they created, and also how the game or
still being able to “play” with it. Students need to project’s design affects the creation of any new
be mature enough to seriously engage with the game knowledge. Educators will want to discuss the
and not to make mistakes intentionally. One of the game’s content or citizen science activity itself, as
limitations with citizen science and knowledge much as its design. This may require reaching out to
games is the ease at which someone could enter the designers and researchers of the project to
erroneous data. Framing a game “as a game” may participate in a virtual talk or Q&A about their
even reinforce for some students not to consider it as experience creating the game. Knowledge game
a learning exercise, and that cheating is allowed and designers and citizen science researchers may be
even required. The best projects have a built-in approachable and ready to engage with educators
system for testing and verifying data to ensure and students because these projects are made by

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small teams and by people who care about public Technology Research & Development. 64: 219-244. doi:
advocacy and public participation in research and 10.1007/s11423-015-9418-1
education. Students should be encouraged to ask Keener, E. (1992). The Botanizers, Chapel Hill: University of
questions about the design process (process of North Carolina Press.
creating the game) and reflect on any built-in biases Koo, G. & Seider, S. (2010). Video games for prosocial
that might affect results from the game. learning. Schrier, K. & Gibson, D. (Eds.) Ethics and
Game Design: Teaching Values through Play. IGI Global:
6. Help students co-create their own citizen science Hershey, PA.
activities and knowledge games. Once students
Landgraf, G. (2013). Citizen Science Guide for Families:
understand that knowledge games are designed— Taking Part in Real Science, Chicago, IL: American
and that this affects how knowledge is created—they Library Association/Huron Street Press.
may also be ready to come up with their own game Millstone, J. (2012). Teacher Attitudes About Digital Games
ideas and concepts. Sometimes the act of researching in the Classroom. A Joan Ganz Cooney Center white
a problem and designing a game or activity that can paper.
help solve it can be effective for learning as well. Nielsen, M. A. (2012). Reinventing Discovery: The New Era
Although there are both limitations and possibilities of Networked Science, Princeton, NJ: Princeton
for citizen science and knowledge games in the University Press.
classroom, this article invites more educators to Schrier, K. (2014). (Ed.) Learning, Education and Games:
experiment with these types of activities in the future. Curricular and Design Considerations (Vol. 1).
Pittsburgh, PA: ETC Press.
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Introne, J., Laubacher, R., Olson, G., and Malone, T. (2013). der Spek, E. D. (2013). A meta-analysis of the cognitive
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This work is licensed under a Creative Commons
Attribution-Non-Commercial-No Derivatives 4.0
International License [CC BY-NC-ND 4.0]

This article is being published as a proceeding of the 2016

Emerging Learning Design Conference (ELDc 2016).

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Table 2. Games and citizen science projects. * Starred games and projects include a teacher's guide or other educator and
classroom materials.

Game/Project Title URL Brief Summary

Quandary* [Link] Game that teaches argumentation and evidence
evaluation skills. (Learning Games Network)
DragonBox Numbers* [Link] Game that teaches numeracy skills. (DragonBox)

Mission US* [Link] Game that teaches historical thinking and

empathy-related skills using moments from
history. (PBS/WNET, Electric Funstuff, CUNY
Graduate Center)
Blockly [Link] Game that teaches computational thinking.
(Google)
Games for Change [Link] Organization that promotes and supports the use
Organization and design of games for social, educational,
humanistic, and scientific change.
AAVSO (American [Link] Organization that supports and shares data on
Association of variable star observations.
Variable Star
Observers)
Galaxy Zoo [Link] A Zooniverse project that invites participants to
classify galaxies.
Christmas Bird Count* [Link] The Audubon Society’s annual project that invites
ce/christmas-bird-count participants to count birds and submit data.
Squirrel Mapper* [Link] A SUNY College of Environmental Science and
Forestry project to invite participants to count
squirrels and submit data.
[Link]* [Link] A website and online database of citizen science,
where users can search by age group and other
requirements. The website also includes links to
resources for educators interested in using citizen
science in the classroom.
SharkFinder* [Link] The JASON Project’s program to help find shark
science/sharkfinder fossils in sediments.
World Water [Link] The EarthEcho Water Challenge invites
Monitoring Day* participants to conduct monitoring of their local
(Earth Echo Water bodies of water.
Challenge)
Foldit* [Link] Game players fold virtual representations of
proteins and solve protein puzzles. (University of
Washington/Center for Game Science)
EteRNA* [Link] Game players design new RNA molecules.
(Carnegie Mellon/A. Treuille)
Mozak [Link] Game players help build understanding of the
brain by tracing neurons. (University of
Washington/Center for Game Science)

Eyewire [Link] Game players help map neurons (brain cells).

(Princeton/Seung Lab)
Play to Cure: Genes in [Link] Game players help analyze cancer data by playing

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Space us/citizen-science a space game (Cancer Research UK). Game is no
longer available.
Eve Online Project [Link] Identify protein distribution patterns in human
Discovery cells to earn rewards for Eve Online, a long-
running MMO (CCP Games)
SchoolLife* [Link] Game players help “teach” the game responses to
bullying scenarios to ultimately be better at
teaching students how to reduce bullying. (Giant
Otter)
Beanstalk [Link] Game players help to transcribe text from (OCR)
botanical book images, while also playing a
zenlike game with growing vines and leaves.
(Tiltfactor)
Smorball [Link] Game players help to transcribe text from (OCR)
botanical book images, while also playing a
football-inspired game. (Tiltfactor)

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