Hanover Educator Wins Top Spot in University's Alternate Reality Game The game, which debuted during the 2011 Pennsylvania Educational Technology Expo and Conference (PETE&C), was designed by two Harrisburg University of Science and Technology faculty members. Harrisburg, PA, February 17, 2011 -- When it comes to improving teachers' performance at a traditionally under-performing high school, Michelle Krill showed she was up to the task when she bested 150 other contestants to emerge as the winner of a new Harrisburg University designed Alternate Reality Game entitled "I Love Trees." The game, which debuted during the 2011 Pennsylvania Educational Technology Expo and Conference (PETE&C), was designed by two Harrisburg University of Science and Technology faculty members. The game places contestants in the role of a newly hired Principal at under-performing West Side High. In order to improve performance at West Side High, Krill had to "grow" the Powerful Learning Practice (PLP) Tree of Knowledge. From this tree, the school gained access to the knowledge and resources necessary to thrive in a 21st century teaching and learning environment. An Instructional Technology Coach at South Western School District in Hanover, Pennsylvania, Krill scored the maximum 3,650 points by answering questions, taking polls, solving puzzles, completing online tasks and entering codes. Designed by Charles Palmer and Andy Petroski of Harrisburg University, I Love Trees combines real-world experience with fictional clues, puzzles and communication in an interactive game format. I Love Trees is a story-based and problem-based experience that promotes the use of online resources, collaboration among game players and critical thinking related to the storyline and problem-based activities. ARGs are not computer or video games, though electronic devices including computers, cell phones, and GPS-enabled handhelds are used to access clues. Clues can be anywhere--websites, stores, signs, recorded telephone messages or printed materials. ARGs are not role-playing games. Players normally function as themselves in a realworld environment The game's designers were thrilled with the response to the game and the engagement of players. "Feedback from participants supports what we already know about games as tools for learning. Players become immersed in game play, competition and fun, but also develop problem-solving skills in a social and experiential environment," says Petroski. "Confidence and satisfaction are also gained throughout game play as players achieve smaller tasks that add to their overall score and achievement through a game regardless of whether or not they are the leader."
Hanover Educator Wins Top Spot in University's Alternate Reality Game
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