science-netIn, middle school students play the role of science reporters working for an online news site.

Combining the excitement of scientific discovery with the thrill of publishing their own work to inform the public, students in work with professional journalists, learning skills like interviewing, research, writing in a journalistic style, and editing. And they use these skills right away, working on and publishing stories about breaking scientific issues that matter to them and to their community. has three desks (Environment, Health, and Technology), and students produce a story for each one during the game.

You can learn more about in How Computer Games Help Children Learn.

Further Reading

Hatfield, D. (2011). The right kind of telling: An analysis of feedback and learning in a journalism epistemic game. (Unpublished doctoral dissertation). University of Wisconsin-Madison.

Hatfield, D. & Shaffer, D.W. (2010). The epistemography of a journalism practicum: The complex mechanisms of developing journalistic expertise. WCER Working Paper 2010-10. Wisconsin Center for Education Research, University of Wisconsin-Madison.

Graesser, A.C., Cai, Z., Wood, J., Hatfield, D., & Bagley, E. (2010). Comments of journalism mentors on news stories: Classification and epistemic status of mentor contributions. Paper presented at the Intelligent Tutoring Systems Conference. Pittsburgh, PA.

Hatfield, D. & Shaffer, D.W. (2010). The epistemography of journalism 335: Complexity in developing journalistic expertise. Paper presented at the International Conference of the Learning Sciences. Chicago, IL.

Hatfield, D. & Shaffer, D.W. (2006). Press play: designing an epistemic game engine for journalism. Paper presented at the International Conference of the Learning Sciences. Bloomington, IN.

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This work was funded in part by the National Science Foundation (DRL-0918409, DRL-0946372, DRL-1247262, DRL-1418288, DRL-1661036, DRL-1713110, DUE-0919347, DUE-1225885, EEC-1232656, EEC-1340402, REC-0347000), the MacArthur Foundation, the Spencer Foundation, the Wisconsin Alumni Research Foundation, and the Office of the Vice Chancellor for Research and Graduate Education at the University of Wisconsin-Madison. The opinions, findings, and conclusions do not reflect the views of the funding agencies, cooperating institutions, or other individuals.