  This paper presents results from the design and testing of an educational
version of Quantum Moves, a Scientific Discovery Game that allows players to
help solve authentic scientific challenges in the effort to develop a quantum
computer. The primary aim of developing a game-based platform for
student-research collaboration is to investigate if and how this type of game
concept can strengthen authentic experimental practice and the creation of new
knowledge in science education. Researchers and game developers tested the game
in three separate high school classes. The tests were documented using video
observations of students playing the game, qualitative interviews, and
qualitative and quantitative questionnaires. The focus of the tests has been to
study players motivation and their experience of learning through participation
in authentic scientific inquiry. In questionnaires conducted in the two first
test classes students found that the aspects of doing real scientific research
and solving physics problems were the more interesting aspects of playing the
game. However, designing a game that facilitates professional research
collaboration while simultaneously introducing quantum physics to high school
students proved to be a challenge. A collaborative learning design was
implemented in Class 3, where students were given expert roles such as
experimental and theoretical physicists. This significantly improved the
students feeling of learning physics compared to Class 1 and 2. Overall the
results presented in this paper indicate that the possibility of participating
in authentic scientific experiments, which this class of games opens, is highly
motivating for students. The findings also show that the learning design in the
class setting must be considered in order to improve the students' experience
of learning and that various design challenges remain to be addressed further.
