Alien Rescue
A Hypermedia Instructional
Program designed for 6th grade
Problem-Based Learning (PBL)
Who Developed it?
(Conceived in 1997, prototype in 1999)
Dr. Min Liu at the University of Texas –
Austin
 Dr. Doug Williams at the University of
Louisiana - Lafayette
 Dr. Susan Pedersen at Texas A & M
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Who funded it?
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The Center for Instructional Technology
The Charles A. Dana Center at the University of
Texas at Austin
The American Honda Foundation
The Dell Foundation
The GTE Foundation
The Motorola Foundation
NASA Space Telescope Science Institute
The University of Louisiana at Lafayette
Theoretical Underpinnings
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Guided by theories and research on PBL
PBL = An instructional approach that exemplifies
authentic learning and emphasizes solving
problems in rich contexts.
Features: Complex, collaborative, have to define
problem, reflect on own learning
Learning occurs as a direct result of students’
efforts to define and solve the problem.
Scaffolding and Cognitive Tools
Stated Goals
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Sustained Student Inquiry
Robust Scientific Knowledge
Integrated Curriculum
Real-life problem solving
Self-directed Learning
Motivation
A Scientific Community within the Classroom
Heterogeneous Grouping
Designed in accordance with the National Science
Education Standards and the Texas Essential
Knowledge and Skills guidelines.
Who is it for? Why create it?
“Targeted towards 6th graders – an age
level for which there is little instructionally
sound science software available.”
 Saw PBL programs in medical field
 Lack of good programs commercially
available
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Design
3D animation (Bryce)
 Video modeling
 Tools to support learning:
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Tools that share the cognitive load
 Tools that support cognitive processes
 Tools that support cognitive activities that
would be out of reach otherwise
 Tools that allow hypotheses generation and
testing.
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Tools sharing cognitive overload
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Research Room: Houses the Alien database, containing
information about the aliens, their physiology,
technology, homeworlds, and history.
Solar System Database: Contains information about
our sun, the nine planets, and ten of the moons in our
solar system.
Mission Database: Has information on five landmark
probe missions by NASA to show how scientists
designed probes to collect specific types of data in the
past.
Concepts Database: Contains key scientific concepts
useful for solving the problem.
Periodic Table: For analyzing data students collect.
Spectrogram: For analyzing data.
Tools Supporting Cognitive Process
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Notebook: For collecting and organizing information. It
was deliberately designed without a cut-and-paste
function. Students must think what is important enough
to record.
Bookmark: Part of the notebook, allowing students to
drag still images from any part of the program to store in
the notebook. These bookmarked images can be used
for making PowerPoint® presentations later.
Expert Modeling: Video clips in which expert scientists
explain how they would address aspects of the problem
and share stories about their experiences.
Tools supporting otherwise
out-of-reach activities
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Probe Builder Room: Contains information on
real scientific equipment used in both past and
future probe missions. Students construct
probes by deciding probe type, communication,
power source, and instruments. It also contains
experts’ stories, presented in digital video, on
how they designed probes in the past.
Launcher Room: Where students review the
probes built in Probe Builder, and decide which
probes to actually launch, considering the
budget.
Tools supporting hypothesis testing
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Control Room: Raw data collected by the
probes are displayed. Students must interpret
this data in order to turn it into information that
they can use in developing the solution.
Malfunctions are possible, and poor planning
can result in mission failure.
Solution Form: An online form to provide a
structure for students to submit their solution and
rationale for each of the species.
Research findings
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In 2003, had been used by over 5000 sixth-graders.
Qualitative and Quantitative studies.
Feedback from students and teachers has been enthusiastic.
Learning gains in all students, but most for gifted and standard (nongifted) students.
No difference between girls and boys.
Data Miner - Cognitive tools used at different times to support
cognitive processes.
Teacher’s beliefs about student-centered learning mattered.
Social interactions were spontaneous and valued.
Some parents didn’t understand learning – game association.
LD students had a hard time with lots of text – perhaps
more/different scaffolds would help.
Personal Impressions
Liked design of program – back story,
presenting information for learning.
 Few usability issues
 For research, data logs are useful.
 Like immersive approach to learning:
entertaining and engaging with a point to
learning material.
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