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"disqusTitle": "Let the Games Begin: Students and Teachers Dive Into SimCityEDU",
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"content": "\u003cfigure id=\"attachment_32404\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-32404\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/photo1-e1383092487821.jpg\" alt=\"photo(1)\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/photo1-e1383092487821.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/photo1-e1383092487821-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/photo1-e1383092487821-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">“What do you think is causing pollution in the city?”\u003cbr>\n“Factories.”\u003cbr>\n“Which factories are causing pollution?”\u003cbr>\n“Coal Factories.”\u003cbr>\n“So to reduce pollution, what would you do?”\u003cbr>\n“Close ‘em down.”\u003cbr>\n“But then you have to think about, how are you going to get energy?”\u003c/p>\n\u003cp>Seventh grade engineering teacher Petrut Ababei is helping his student Danny Jimenez think his way through an early attempt to figure out \u003ca href=\"http://www.simcityedu.org/\">SimCityEDU\u003c/a>, an educational video game designed by the non-profit \u003ca href=\"http://glasslabgames.org/\">GlassLab\u003c/a>. Ababei is beta testing the game at \u003ca href=\"http://lazearcharteracademy.org/\">Lazear Charter Academy\u003c/a> in Oakland, California.\u003c/p>\n\u003cp>SimCityEDU is built on the code for the popular city building game \u003ca href=\"http://www.simcity.com/\">SimCity\u003c/a> and has the same graphics. The difference is that SimCityEDU asks players to accomplish environmental science missions that are based on the Common Core State Standards.\u003c/p>\n\u003caside class=\"pullquote alignright\">“I think those are the good moments in teaching, when you’re like, 'I didn’t teach you that, but you figured it out on your own.'”\u003c/aside>\n\u003cp>GlassLab developed the game as a progression of six distinct missions that correlate with one another, scaffolding the player’s understanding of both the game and science topics. The first level is fairly simple, but new tools are added at each progressing level, as well as more complicated concepts, such as where energy comes from and how it relates to pollution. Originally, developers expected teachers to assign missions in the order they were created -- from one to six -- but after observing several beta-testers, they’ve seen that educators are picking and choosing parts of the game that fit with their curriculum.\u003c/p>\n\u003cp>Ababei, for example, had his class skip from level one to level six with only a short introduction before they jumped into playing the game. “My approach was based on not underestimating their ability to explore and click around on their own because I think kids are pretty good at that,” Ababei said. He wants his students to explore and build the problem as they go along.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“They were able to be very quick and very responsive to the feedback they were getting in the game based on their actions,” Ababei said. “That was pretty impressive and I get excited. I think those are the good moments in teaching, when you’re like, 'I didn’t teach you that, but you figured it out on your own.'”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED: \u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">SimCityEDU: Using Games For Formative Assessment\u003c/a>\u003c/strong> ]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Ababei chose to jump ahead to the most complex mission in SimCityEDU because it directly relates to an ongoing project the class is doing on green energy. Students are learning how different types of energy are generated and how that affects pollution levels. Those concepts help provide real-world context for their culminating project -- building a wind turbine and measuring its energy output.\u003c/p>\n\u003cp>But jumping ahead to level six, which is called “It's Complicated,” left many kids puzzled, not sure what tools were available to them for solving the mission. So they just clicked around trying to figure it out. Some students immediately picked up on a few simple ways to reduce pollution while making sure that residents of their city had enough power to operate businesses and electricity at home. One student even discovered the “zoning tool” which allowed him to rezone areas for industrial or residential use, although he wasn’t really sure what that meant. Other students appeared to be clicking around aimlessly, but kept trying different tactics that would help them complete the mission after being prompted to go back and try again. Many students tried to help one another understand the game, but at the end of 30 minutes, a good portion of the class had checked out.\u003c/p>\n\u003cp>Meanwhile, Ababei and another science coach walked through the class, asking questions that would help students answer their own questions, and offering help to students as they needed it.\u003c/p>\n\u003cfigure id=\"attachment_32409\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-32409\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/photo-e1383156179194-300x198.jpg\" alt=\"photo\" width=\"300\" height=\"198\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>After the class's experiment with level six, Ababei found out that level three mission in SimCityEDU also deals with the concept of energy, but on a much simpler level. For the game developer, this was useful knowledge during the beta phase.\u003c/p>\n\u003cp>“What it’s telling me as a developer, is I need to improve the visibility of the professional development and the lesson plans so you don’t have to spend more than two minutes to figure out: 'OK here’s where I want to focus on,'” said Jessica Lindl, GlassLab’s general manager. She was observing how Lazear students played the game to improve on the product before it goes to market in early November. “I need a much easier view of quick scaffolding of what’s in each mission,” she said.\u003c/p>\n\u003cp>Lindl also decided to keep the game \"unlocked,\" meaning teachers can move around between missions and levels in a way that suits their instruction goals, rather than keeping them at specific levels. Lindl says as she's observed teachers she's been impressed at the creative ways they're using the game and she doesn't want to limit that freedom by prescribing the order of missions.\u003c/p>\n\u003cp>That said, the scaffolding embedded in the game is an important element of the formative assessment tool that GlassLab has been testing with SimCityEDU. “We actually do have as part of our formative assessment their ability to discover and understand the tools informing us on their ability to apply problem solving,” Lindl said. Every click and hover that a student makes in the game is a data point towards assessing how well she is using critical thinking and problem solving skills to gather information. “It’s almost like learning the game is part of the experience,” Lindl said.\u003c/p>\n\u003cp>“Not only are we teaching them about systems in a very fun way, but we’re also teaching them about perseverance and that failure isn’t necessarily a bad thing,” said Francis Abbatantuono, the Science, Technology, Engineering and Math (STEM) coach for Lazear’s parent charter company Education for Change. “The point for me is they’re trying something, they’re seeing themselves fail, and they’re going back and trying something different. And hopefully that transitions to the game, the class, their life,” he said.\u003c/p>\n\u003cp>Whether or not students have played video games before could make a big difference in how well they play this game. Some kids have extensive experience playing complicated games like SimCity that have narratives, multiplayer options and lots of tools. Others have only played simple mobile games. And still others don’t play video games, which could affect how intuitive the game feels.\u003c/p>\n\u003cp>At Lazear, 95 percent of the students are low-income, receiving free or reduced price lunch. Student access to technology and gaming outside of school is varied. Lindl said she’d like to develop a way to identify each player at the beginning with a “gaming persona,” that could help inform assessment.\u003c/p>\n\u003cp>GlassLab will make the game available to the public on November 7, distributing it through established vendors SMS Tech Solutions and Houghton Mifflin Harcourt. At the same time, the organization is awaiting an SRI study to be released next spring evaluating how effective the game's formative assessment tools really are.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "Non-profit video game developer GlassLab is working with teachers and students to improve its new educational game, SimCityEDU. The game asks players to accomplish environmental science missions that are based on the Common Core State Standards and assesses student learning during play.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32404\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-32404\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/photo1-e1383092487821.jpg\" alt=\"photo(1)\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/photo1-e1383092487821.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/photo1-e1383092487821-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/photo1-e1383092487821-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">“What do you think is causing pollution in the city?”\u003cbr>\n“Factories.”\u003cbr>\n“Which factories are causing pollution?”\u003cbr>\n“Coal Factories.”\u003cbr>\n“So to reduce pollution, what would you do?”\u003cbr>\n“Close ‘em down.”\u003cbr>\n“But then you have to think about, how are you going to get energy?”\u003c/p>\n\u003cp>Seventh grade engineering teacher Petrut Ababei is helping his student Danny Jimenez think his way through an early attempt to figure out \u003ca href=\"http://www.simcityedu.org/\">SimCityEDU\u003c/a>, an educational video game designed by the non-profit \u003ca href=\"http://glasslabgames.org/\">GlassLab\u003c/a>. Ababei is beta testing the game at \u003ca href=\"http://lazearcharteracademy.org/\">Lazear Charter Academy\u003c/a> in Oakland, California.\u003c/p>\n\u003cp>SimCityEDU is built on the code for the popular city building game \u003ca href=\"http://www.simcity.com/\">SimCity\u003c/a> and has the same graphics. The difference is that SimCityEDU asks players to accomplish environmental science missions that are based on the Common Core State Standards.\u003c/p>\n\u003caside class=\"pullquote alignright\">“I think those are the good moments in teaching, when you’re like, 'I didn’t teach you that, but you figured it out on your own.'”\u003c/aside>\n\u003cp>GlassLab developed the game as a progression of six distinct missions that correlate with one another, scaffolding the player’s understanding of both the game and science topics. The first level is fairly simple, but new tools are added at each progressing level, as well as more complicated concepts, such as where energy comes from and how it relates to pollution. Originally, developers expected teachers to assign missions in the order they were created -- from one to six -- but after observing several beta-testers, they’ve seen that educators are picking and choosing parts of the game that fit with their curriculum.\u003c/p>\n\u003cp>Ababei, for example, had his class skip from level one to level six with only a short introduction before they jumped into playing the game. “My approach was based on not underestimating their ability to explore and click around on their own because I think kids are pretty good at that,” Ababei said. He wants his students to explore and build the problem as they go along.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“They were able to be very quick and very responsive to the feedback they were getting in the game based on their actions,” Ababei said. “That was pretty impressive and I get excited. I think those are the good moments in teaching, when you’re like, 'I didn’t teach you that, but you figured it out on your own.'”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED: \u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">SimCityEDU: Using Games For Formative Assessment\u003c/a>\u003c/strong> ]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Ababei chose to jump ahead to the most complex mission in SimCityEDU because it directly relates to an ongoing project the class is doing on green energy. Students are learning how different types of energy are generated and how that affects pollution levels. Those concepts help provide real-world context for their culminating project -- building a wind turbine and measuring its energy output.\u003c/p>\n\u003cp>But jumping ahead to level six, which is called “It's Complicated,” left many kids puzzled, not sure what tools were available to them for solving the mission. So they just clicked around trying to figure it out. Some students immediately picked up on a few simple ways to reduce pollution while making sure that residents of their city had enough power to operate businesses and electricity at home. One student even discovered the “zoning tool” which allowed him to rezone areas for industrial or residential use, although he wasn’t really sure what that meant. Other students appeared to be clicking around aimlessly, but kept trying different tactics that would help them complete the mission after being prompted to go back and try again. Many students tried to help one another understand the game, but at the end of 30 minutes, a good portion of the class had checked out.\u003c/p>\n\u003cp>Meanwhile, Ababei and another science coach walked through the class, asking questions that would help students answer their own questions, and offering help to students as they needed it.\u003c/p>\n\u003cfigure id=\"attachment_32409\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-32409\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/photo-e1383156179194-300x198.jpg\" alt=\"photo\" width=\"300\" height=\"198\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>After the class's experiment with level six, Ababei found out that level three mission in SimCityEDU also deals with the concept of energy, but on a much simpler level. For the game developer, this was useful knowledge during the beta phase.\u003c/p>\n\u003cp>“What it’s telling me as a developer, is I need to improve the visibility of the professional development and the lesson plans so you don’t have to spend more than two minutes to figure out: 'OK here’s where I want to focus on,'” said Jessica Lindl, GlassLab’s general manager. She was observing how Lazear students played the game to improve on the product before it goes to market in early November. “I need a much easier view of quick scaffolding of what’s in each mission,” she said.\u003c/p>\n\u003cp>Lindl also decided to keep the game \"unlocked,\" meaning teachers can move around between missions and levels in a way that suits their instruction goals, rather than keeping them at specific levels. Lindl says as she's observed teachers she's been impressed at the creative ways they're using the game and she doesn't want to limit that freedom by prescribing the order of missions.\u003c/p>\n\u003cp>That said, the scaffolding embedded in the game is an important element of the formative assessment tool that GlassLab has been testing with SimCityEDU. “We actually do have as part of our formative assessment their ability to discover and understand the tools informing us on their ability to apply problem solving,” Lindl said. Every click and hover that a student makes in the game is a data point towards assessing how well she is using critical thinking and problem solving skills to gather information. “It’s almost like learning the game is part of the experience,” Lindl said.\u003c/p>\n\u003cp>“Not only are we teaching them about systems in a very fun way, but we’re also teaching them about perseverance and that failure isn’t necessarily a bad thing,” said Francis Abbatantuono, the Science, Technology, Engineering and Math (STEM) coach for Lazear’s parent charter company Education for Change. “The point for me is they’re trying something, they’re seeing themselves fail, and they’re going back and trying something different. And hopefully that transitions to the game, the class, their life,” he said.\u003c/p>\n\u003cp>Whether or not students have played video games before could make a big difference in how well they play this game. Some kids have extensive experience playing complicated games like SimCity that have narratives, multiplayer options and lots of tools. Others have only played simple mobile games. And still others don’t play video games, which could affect how intuitive the game feels.\u003c/p>\n\u003cp>At Lazear, 95 percent of the students are low-income, receiving free or reduced price lunch. Student access to technology and gaming outside of school is varied. Lindl said she’d like to develop a way to identify each player at the beginning with a “gaming persona,” that could help inform assessment.\u003c/p>\n\u003cp>GlassLab will make the game available to the public on November 7, distributing it through established vendors SMS Tech Solutions and Houghton Mifflin Harcourt. At the same time, the organization is awaiting an SRI study to be released next spring evaluating how effective the game's formative assessment tools really are.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_31323\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.youtube.com/watch?v=02KB3J8ZoY0&feature=youtu.be\">\u003cimg class=\"size-full wp-image-31323\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/Caterpillar640x300.jpg\" alt=\"Caterpillar640x300\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/Caterpillar640x300.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/Caterpillar640x300-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/Caterpillar640x300-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">\u003ca href=\"http://ww2.kqed.org/mindshift/tag/game-based-learning/\">Game-based learning\u003c/a> has become synonymous with educational video games in some circles, but low-tech games have been used with great success in classrooms for a while. In fact, games that don’t require costly technology have a lot to offer the intrepid educator both as a learning tool and an education mindset, according to game-based learning advocates.\u003c/p>\n\u003cp>\u003ca href=\"http://q2l.org/\">Quest to Learn\u003c/a> schools in New York and Chicago are based entirely on game principles, but 90% of the games used in those classrooms are board-games or physical games, according to school officials. If classes do use video games, they almost always use existing commercial games like \u003ca href=\"http://ww2.kqed.org/mindshift/tag/minecraft/\">Minecraft\u003c/a> or \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/video-game-portal-enters-the-classroom/\">Portal\u003c/a> paired with a specific query or learning goal directive designed by the teacher. The drawback of many video games is that they are single-player and isolated. The benefit can be a self-directed and personalized experience with a lot of \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">data to help assess\u003c/a> if a student is learning.\u003c/p>\n\u003cp>“Kids can sit for hours on end playing games because games drop players into spaces that force them to face complex problems,” said Eliza Spang, Institute of Play learning director in an \u003ca href=\"http://home.edweb.net/\">edWeb \u003c/a>presentation. “Then players get immediate and ongoing feedback about their choices.” Gaming can be especially useful in middle and high school grades when school traditionally moves away from play, she added.\u003c/p>\n\u003cp>\u003cstrong>LEARN THROUGH PLAY\u003c/strong>\u003c/p>\n\u003cp>There are seven components to game-play that aptly fit curriculum design.\u003c/p>\n\u003col>\n\u003cli>Challenge is constant\u003c/li>\n\u003cli>Everything is interconnected\u003c/li>\n\u003cli>Failure is reframed as iteration\u003c/li>\n\u003cli>Learning happens by doing\u003c/li>\n\u003cli>Feedback is immediate and ongoing\u003c/li>\n\u003cli>Everyone is a participant\u003c/li>\n\u003cli>It feels like play\u003c/li>\n\u003c/ol>\n\u003cp>“These characteristics are very hard to untangle,” Spang said. “You need to use them all together to make them feel the most powerful.” Like a game, students won’t understand a new unit of study all at once. It should be designed around a difficult concept that students reach by doing exercises and projects – leveling up – to the point when they understand how to “win” the game or unit.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Thinking of the seven components of game-play as integral parts of classroom pedagogy allows the teacher to learn more from gaming than any one design offers, she said.\u003c/p>\n\u003cp>\u003cstrong>VARIED ASSESSMENT TOOL\u003c/strong>\u003c/p>\n\u003cp>Games can also be great tools for both gauging existing knowledge and for formative assessment. As students are playing a game, a teacher can walk around and listen to the conversations students are having with one another. Through observation, teachers can tell if students understand the material or if they're struggling. The group environment allows students to work on teamwork, problem solving and leadership, and game-play can also facilitate peer-to-peer instruction as students help each other learn the game and the concepts.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/08/mit-unleashes-new-online-game-for-math-and-science/\">MIT Unleashes New Online Game For Math and Science\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>One way to assess learning at the end of a unit is to ask students to make a strategy guide written to help a classmate win the game. By documenting the choices they made in the game they're showing their knowledge. Another way to assess them could be to have students design their own game. And if students don’t know how to play or win the game at first, one of the curriculum goals is to see failure as iteration and to improve.\u003c/p>\n\u003cp>“Generally when you play you won’t get it right the first time,” said Brendan Trombley, a game designer at Institute of Play. “You’ll have to change your strategy or technique to overcome that challenge.”\u003c/p>\n\u003cp>\u003cstrong>GETTING STARTED WITH GAME DESIGN\u003c/strong>\u003c/p>\n\u003cp>At Quest to Learn schools teachers have a robust team of game and curriculum designers to work with as they develop new games for their classrooms. Most schools won’t have those kinds of resources, but games can still be a part of the classrooms, the speakers said. One easy way to get started designing games is to modify an existing game by breaking it down into its parts and tweaking one aspect to target a learning outcome.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/why-competition-can-be-healthy-for-kids/\">Why Competition Can Be Helpful to Kids\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>The parts of a game are: goal, challenge, core mechanics, components, rules and space. Change any one element and it’s a very different game. For example, Quest to Learn developed a game called “Caterpillar” focused on 6th grade math concepts of probability and frequency. \u003ca href=\"http://www.youtube.com/watch?v=02KB3J8ZoY0&feature=youtu.be\">Caterpillar\u003c/a> is a modified version of Settlers of Catan. The goal is to create the longest continuous chain of blocks by the end of the game. The challenge is that to get more blocks students have to build around the most frequently rolled numbers, that’s how they get more blocks. But at the end of the game those numbers become “bombs” and everything built around them blows up. It’s a mixture of skill and chance, but students get a good understanding of what numbers are rolled most frequently by playing and how to calculate probability.\u003c/p>\n\u003cp>It’s also not hard to test out a game once it’s been designed. The targeted users are students, so ask them to play and give feedback. One of the biggest complaints teachers have about classroom games is the amount of time it takes students to learn how to play. Making sure the game is simple and elegant with clear rules helps maximize classroom learning time. One good question to ask the play-testers: “What would your classmate learn from this game?” That helps determine if students understand what they're supposed to be learning. It’s also a good idea to ask about the level of difficulty, because while answers vary among students if all say it’s too easy or too hard it should be modified.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“Game design is collaborative,” said Spang. “It’s really hard to do it with just one person. It’s great to have more than one head working together.” That goes for the process of picking a targeted standard, designing a game and tinkering to get it right. But it also means that once the game is deployed in the classroom, it may need further modification to meet all learners.\u003cbr>\nQuest to Learn will be putting the games it has designed online this fall so other educators can download blueprints for the games they’ve had four years to perfect.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_31323\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.youtube.com/watch?v=02KB3J8ZoY0&feature=youtu.be\">\u003cimg class=\"size-full wp-image-31323\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/Caterpillar640x300.jpg\" alt=\"Caterpillar640x300\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/Caterpillar640x300.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/Caterpillar640x300-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/Caterpillar640x300-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">\u003ca href=\"http://ww2.kqed.org/mindshift/tag/game-based-learning/\">Game-based learning\u003c/a> has become synonymous with educational video games in some circles, but low-tech games have been used with great success in classrooms for a while. In fact, games that don’t require costly technology have a lot to offer the intrepid educator both as a learning tool and an education mindset, according to game-based learning advocates.\u003c/p>\n\u003cp>\u003ca href=\"http://q2l.org/\">Quest to Learn\u003c/a> schools in New York and Chicago are based entirely on game principles, but 90% of the games used in those classrooms are board-games or physical games, according to school officials. If classes do use video games, they almost always use existing commercial games like \u003ca href=\"http://ww2.kqed.org/mindshift/tag/minecraft/\">Minecraft\u003c/a> or \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/video-game-portal-enters-the-classroom/\">Portal\u003c/a> paired with a specific query or learning goal directive designed by the teacher. The drawback of many video games is that they are single-player and isolated. The benefit can be a self-directed and personalized experience with a lot of \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">data to help assess\u003c/a> if a student is learning.\u003c/p>\n\u003cp>“Kids can sit for hours on end playing games because games drop players into spaces that force them to face complex problems,” said Eliza Spang, Institute of Play learning director in an \u003ca href=\"http://home.edweb.net/\">edWeb \u003c/a>presentation. “Then players get immediate and ongoing feedback about their choices.” Gaming can be especially useful in middle and high school grades when school traditionally moves away from play, she added.\u003c/p>\n\u003cp>\u003cstrong>LEARN THROUGH PLAY\u003c/strong>\u003c/p>\n\u003cp>There are seven components to game-play that aptly fit curriculum design.\u003c/p>\n\u003col>\n\u003cli>Challenge is constant\u003c/li>\n\u003cli>Everything is interconnected\u003c/li>\n\u003cli>Failure is reframed as iteration\u003c/li>\n\u003cli>Learning happens by doing\u003c/li>\n\u003cli>Feedback is immediate and ongoing\u003c/li>\n\u003cli>Everyone is a participant\u003c/li>\n\u003cli>It feels like play\u003c/li>\n\u003c/ol>\n\u003cp>“These characteristics are very hard to untangle,” Spang said. “You need to use them all together to make them feel the most powerful.” Like a game, students won’t understand a new unit of study all at once. It should be designed around a difficult concept that students reach by doing exercises and projects – leveling up – to the point when they understand how to “win” the game or unit.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Thinking of the seven components of game-play as integral parts of classroom pedagogy allows the teacher to learn more from gaming than any one design offers, she said.\u003c/p>\n\u003cp>\u003cstrong>VARIED ASSESSMENT TOOL\u003c/strong>\u003c/p>\n\u003cp>Games can also be great tools for both gauging existing knowledge and for formative assessment. As students are playing a game, a teacher can walk around and listen to the conversations students are having with one another. Through observation, teachers can tell if students understand the material or if they're struggling. The group environment allows students to work on teamwork, problem solving and leadership, and game-play can also facilitate peer-to-peer instruction as students help each other learn the game and the concepts.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/08/mit-unleashes-new-online-game-for-math-and-science/\">MIT Unleashes New Online Game For Math and Science\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>One way to assess learning at the end of a unit is to ask students to make a strategy guide written to help a classmate win the game. By documenting the choices they made in the game they're showing their knowledge. Another way to assess them could be to have students design their own game. And if students don’t know how to play or win the game at first, one of the curriculum goals is to see failure as iteration and to improve.\u003c/p>\n\u003cp>“Generally when you play you won’t get it right the first time,” said Brendan Trombley, a game designer at Institute of Play. “You’ll have to change your strategy or technique to overcome that challenge.”\u003c/p>\n\u003cp>\u003cstrong>GETTING STARTED WITH GAME DESIGN\u003c/strong>\u003c/p>\n\u003cp>At Quest to Learn schools teachers have a robust team of game and curriculum designers to work with as they develop new games for their classrooms. Most schools won’t have those kinds of resources, but games can still be a part of the classrooms, the speakers said. One easy way to get started designing games is to modify an existing game by breaking it down into its parts and tweaking one aspect to target a learning outcome.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/why-competition-can-be-healthy-for-kids/\">Why Competition Can Be Helpful to Kids\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>The parts of a game are: goal, challenge, core mechanics, components, rules and space. Change any one element and it’s a very different game. For example, Quest to Learn developed a game called “Caterpillar” focused on 6th grade math concepts of probability and frequency. \u003ca href=\"http://www.youtube.com/watch?v=02KB3J8ZoY0&feature=youtu.be\">Caterpillar\u003c/a> is a modified version of Settlers of Catan. The goal is to create the longest continuous chain of blocks by the end of the game. The challenge is that to get more blocks students have to build around the most frequently rolled numbers, that’s how they get more blocks. But at the end of the game those numbers become “bombs” and everything built around them blows up. It’s a mixture of skill and chance, but students get a good understanding of what numbers are rolled most frequently by playing and how to calculate probability.\u003c/p>\n\u003cp>It’s also not hard to test out a game once it’s been designed. The targeted users are students, so ask them to play and give feedback. One of the biggest complaints teachers have about classroom games is the amount of time it takes students to learn how to play. Making sure the game is simple and elegant with clear rules helps maximize classroom learning time. One good question to ask the play-testers: “What would your classmate learn from this game?” That helps determine if students understand what they're supposed to be learning. It’s also a good idea to ask about the level of difficulty, because while answers vary among students if all say it’s too easy or too hard it should be modified.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Game design is collaborative,” said Spang. “It’s really hard to do it with just one person. It’s great to have more than one head working together.” That goes for the process of picking a targeted standard, designing a game and tinkering to get it right. But it also means that once the game is deployed in the classroom, it may need further modification to meet all learners.\u003cbr>\nQuest to Learn will be putting the games it has designed online this fall so other educators can download blueprints for the games they’ve had four years to perfect.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_31002\" class=\"module image center mceTemp\" style=\"width: 640px;\">\n\u003cp>\u003ca href=\"http://education.mit.edu/projects/radix-endeavor\">\u003cimg class=\"size-full wp-image-31002\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/Radix2.jpg\" alt=\"Radix2\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/Radix2.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/Radix2-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/Radix2-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">MIT Education Arcade\u003c/p>\n\u003cp class=\"dropcap-serif\" style=\"text-align: left;\">As the buzz around \u003ca href=\"http://ww2.kqed.org/mindshift/tag/games/\">games and learning\u003c/a> continues to grow, one particular subset -- Massive Open Online (MMO) games -- is catching the attention of educators as a particularly interesting way to encourage students to collaborate, problem solve, create and think for themselves within a game.\u003c/p>\n\u003cp style=\"text-align: left;\">One of the most popular MMOs is World of Warcraft, in which many players log in to the online game at the same time and play while interacting with people all over the world. But, although teachers have found ways to use commercial games like \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/world-of-warcraft-finds-its-way-into-class/\">World of Warcraft for educational purposes\u003c/a>, it wasn't originally designed with teachers in mind. Now, a group of researchers in \u003ca href=\"http://education.mit.edu/projects\">MIT’s Education Arcade\u003c/a> are trying to harness the power of MMO games to teach high school students to think like scientists and mathematicians. Their game, \u003ca href=\"http://education.mit.edu/projects/radix-endeavor\">The Radix Endeavor\u003c/a>, is designed to be an educational game, and capitalizes on the interactions students can have as a way to build their knowledge and skills.\u003c/p>\n\u003c/div>\n\u003cp style=\"text-align: left;\">Radix, as it’s known, is aligned to the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/new-science-standards-aim-to-relate-concepts-to-students-lives/\">Next Generation Science Standards\u003c/a> for biology, focusing on topics like genetics, evolution, ecology and human body systems. In math, the game is aligned to the Common Core and has \u003cspan style=\"color: #000000;\">particular focuses on algebra, probability and statistics, as well as geometry. The researchers worked with \u003ca href=\"http://www.filamentgames.com/\">\u003cspan style=\"color: #000000;\">Filament Games\u003c/span>\u003c/a> and are funded by the Gates Foundation for the three-year project.\u003c/span>\u003c/p>\n\u003cp style=\"text-align: center;\">\u003cstrong>\u003cspan style=\"color: #808080;\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\">Teachers Transform Commercial Video Game for Class Use\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“These kinds of environments have the potential to capture learning that’s difficult to capture in face-to-face settings,” said Jody Clark-Midura, a research scientist at the MIT Education Arcade in a recent \u003ca href=\"http://www.edweb.net/\">edWeb\u003c/a> webinar. “These games can be used as assessments or tools for teachers to monitor progress over time.” The game captures every detail of how a student plays; things like how long it takes to complete a challenge, what order the student chooses to do things and what tools she uses. All of these data points can provide valuable insight to a teacher assessing whether a student understands a concept.\u003c/p>\n\u003cp>The key to making a game engaging to students is a strong narrative. “What’s important is to take that engaging narrative and that incentive system and put some stakes into the world to keep it feeling like an engaging environment and a place that students really want to be,” said Susannah Gordon-Messer, education content manager for MIT’s Education Arcade. In Radix, the player’s task is to help citizens of a fictional earth-like world gain knowledge about math and science, a privilege denied by the land’s rulers.\u003c/p>\n\u003cp>The game creators say there are benefits to using a game-based environment to teach certain math or science concepts, like being able to speed up time to see the outcome of a decision that would take months in a real-world experiment. For example, students might be asked where to plant a kelp bed to best protect an ecosystem. Within the game, time can be fast-forwarded by 90 days so students can instantly see if they placed the kelp correctly.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: center;\">\u003cstrong>\u003cspan style=\"color: #808080;\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">SimCityEdu: Using Games for Formative Assessment\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“In a world like this you can build things and see them appear in the world,” Gordon-Messer said. “We wanted that same element of you having an impact on the world.” Radix specifically emphasizes some of the softer skills emphasized in the Common Core, like problem-solving and reasoning. The game tries to get students thinking like scientists or mathematicians and can work for a topic like geometry because students can build structures, similar to \u003ca href=\"http://ww2.kqed.org/mindshift/tag/minecraft/\">Minecraft,\u003c/a> and biology.\u003c/p>\n\u003cp>“The questions are inquiry and exploratory based; it’s not designed to be the end of unit,” Gordon-Messer said, adding that the game can determine when to provide interventions and help correct misconceptions.\u003c/p>\n\u003cp>One way the MIT researchers imagine Radix could help is as homework assignment. “There’s a little bit of a stigma that once you are in an MMO world that you can never leave them,” Gordon-Messer said. She and her colleagues don’t expect this game to be a substitute for class instruction, and imagine it as a helpful supplement. Teachers can follow students' progress using the teacher dashboard. “It can be a nice barometer of where your students are and what could be changed in the class that day,” she said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>MIT’s Education Arcade is releasing The Radix Endeavor in beta on September 4. At that point teachers can sign up and get familiar with the game, its tools, the standards it addresses and various supplemental materials. The actual content will be released in two batches, one in October and a second around the holidays. In October, teachers will be able to sign up their classes and begin using the game. The MIT researchers are eager to get feedback about how the game is received, whether it actually provides the kind of formative assessment they hope it will and what they could change.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_31002\" class=\"module image center mceTemp\" style=\"width: 640px;\">\n\u003cp>\u003ca href=\"http://education.mit.edu/projects/radix-endeavor\">\u003cimg class=\"size-full wp-image-31002\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/Radix2.jpg\" alt=\"Radix2\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/Radix2.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/Radix2-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/Radix2-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">MIT Education Arcade\u003c/p>\n\u003cp class=\"dropcap-serif\" style=\"text-align: left;\">As the buzz around \u003ca href=\"http://ww2.kqed.org/mindshift/tag/games/\">games and learning\u003c/a> continues to grow, one particular subset -- Massive Open Online (MMO) games -- is catching the attention of educators as a particularly interesting way to encourage students to collaborate, problem solve, create and think for themselves within a game.\u003c/p>\n\u003cp style=\"text-align: left;\">One of the most popular MMOs is World of Warcraft, in which many players log in to the online game at the same time and play while interacting with people all over the world. But, although teachers have found ways to use commercial games like \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/world-of-warcraft-finds-its-way-into-class/\">World of Warcraft for educational purposes\u003c/a>, it wasn't originally designed with teachers in mind. Now, a group of researchers in \u003ca href=\"http://education.mit.edu/projects\">MIT’s Education Arcade\u003c/a> are trying to harness the power of MMO games to teach high school students to think like scientists and mathematicians. Their game, \u003ca href=\"http://education.mit.edu/projects/radix-endeavor\">The Radix Endeavor\u003c/a>, is designed to be an educational game, and capitalizes on the interactions students can have as a way to build their knowledge and skills.\u003c/p>\n\u003c/div>\n\u003cp style=\"text-align: left;\">Radix, as it’s known, is aligned to the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/new-science-standards-aim-to-relate-concepts-to-students-lives/\">Next Generation Science Standards\u003c/a> for biology, focusing on topics like genetics, evolution, ecology and human body systems. In math, the game is aligned to the Common Core and has \u003cspan style=\"color: #000000;\">particular focuses on algebra, probability and statistics, as well as geometry. The researchers worked with \u003ca href=\"http://www.filamentgames.com/\">\u003cspan style=\"color: #000000;\">Filament Games\u003c/span>\u003c/a> and are funded by the Gates Foundation for the three-year project.\u003c/span>\u003c/p>\n\u003cp style=\"text-align: center;\">\u003cstrong>\u003cspan style=\"color: #808080;\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\">Teachers Transform Commercial Video Game for Class Use\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“These kinds of environments have the potential to capture learning that’s difficult to capture in face-to-face settings,” said Jody Clark-Midura, a research scientist at the MIT Education Arcade in a recent \u003ca href=\"http://www.edweb.net/\">edWeb\u003c/a> webinar. “These games can be used as assessments or tools for teachers to monitor progress over time.” The game captures every detail of how a student plays; things like how long it takes to complete a challenge, what order the student chooses to do things and what tools she uses. All of these data points can provide valuable insight to a teacher assessing whether a student understands a concept.\u003c/p>\n\u003cp>The key to making a game engaging to students is a strong narrative. “What’s important is to take that engaging narrative and that incentive system and put some stakes into the world to keep it feeling like an engaging environment and a place that students really want to be,” said Susannah Gordon-Messer, education content manager for MIT’s Education Arcade. In Radix, the player’s task is to help citizens of a fictional earth-like world gain knowledge about math and science, a privilege denied by the land’s rulers.\u003c/p>\n\u003cp>The game creators say there are benefits to using a game-based environment to teach certain math or science concepts, like being able to speed up time to see the outcome of a decision that would take months in a real-world experiment. For example, students might be asked where to plant a kelp bed to best protect an ecosystem. Within the game, time can be fast-forwarded by 90 days so students can instantly see if they placed the kelp correctly.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"text-align: center;\">\u003cstrong>\u003cspan style=\"color: #808080;\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">SimCityEdu: Using Games for Formative Assessment\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“In a world like this you can build things and see them appear in the world,” Gordon-Messer said. “We wanted that same element of you having an impact on the world.” Radix specifically emphasizes some of the softer skills emphasized in the Common Core, like problem-solving and reasoning. The game tries to get students thinking like scientists or mathematicians and can work for a topic like geometry because students can build structures, similar to \u003ca href=\"http://ww2.kqed.org/mindshift/tag/minecraft/\">Minecraft,\u003c/a> and biology.\u003c/p>\n\u003cp>“The questions are inquiry and exploratory based; it’s not designed to be the end of unit,” Gordon-Messer said, adding that the game can determine when to provide interventions and help correct misconceptions.\u003c/p>\n\u003cp>One way the MIT researchers imagine Radix could help is as homework assignment. “There’s a little bit of a stigma that once you are in an MMO world that you can never leave them,” Gordon-Messer said. She and her colleagues don’t expect this game to be a substitute for class instruction, and imagine it as a helpful supplement. Teachers can follow students' progress using the teacher dashboard. “It can be a nice barometer of where your students are and what could be changed in the class that day,” she said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>MIT’s Education Arcade is releasing The Radix Endeavor in beta on September 4. At that point teachers can sign up and get familiar with the game, its tools, the standards it addresses and various supplemental materials. The actual content will be released in two batches, one in October and a second around the holidays. In October, teachers will be able to sign up their classes and begin using the game. The MIT researchers are eager to get feedback about how the game is received, whether it actually provides the kind of formative assessment they hope it will and what they could change.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cimg class=\"alignright size-full wp-image-30184\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/81754633-2.jpg\" alt=\"81754633 2\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/81754633-2.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/81754633-2-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/81754633-2-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Girls should play more video games. That’s one of the unexpected lessons I take away from a rash of recent studies on the importance of—and the malleability of—spatial skills.\u003c/p>\n\u003cp>First, why spatial skills matter: The ability to mentally manipulate shapes and otherwise understand how the three-dimensional world works turns out to be an important predictor of creative and scholarly achievements, according to \u003ca href=\"http://pss.sagepub.com/content/early/2013/07/10/0956797613478615.abstract\">research published this month\u003c/a> in the journal \u003cem>Psychological Science\u003c/em>. The long-term study found that 13-year-olds’ scores on traditional measures of mathematical and verbal reasoning predicted the number of scholarly papers and patents these individuals produced three decades later.\u003c/p>\n\u003cp>But high scores on tests of spatial ability taken at age 13 predicted something more surprising: the likelihood that the individual would develop new knowledge and produce innovation in science, technology, engineering and mathematics, the domains collectively known as STEM.\u003c/p>\n\u003cp>The good news is that spatial abilities can get better with practice. A \u003ca href=\"http://psycnet.apa.org/journals/bul/139/2/352/\">meta-analysis of 217 research studies\u003c/a>, published in the journal \u003cem>Psychological Science\u003c/em> last year, concluded that “spatial skills are malleable, durable and transferable”: that is, spatial skills can be improved by training; these improvements persist over time; and they “transfer” to tasks that are different from the tasks used in the training.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This last point is supported by a study published just last month in the \u003cem>Journal of Cognition and Development\u003c/em>, which reported that training children in spatial reasoning can improve their performance in math. A single twenty-minute training session in spatial skills enhanced participants’ ability to solve math problems, suggesting that the training “primes” the brain to tackle arithmetic, says study author and Michigan State University education professor Kelly Mix.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>Playing an action video game “can virtually eliminate” the gender difference in a basic capacity they call spatial attention.\u003c/strong>\u003c/aside>\n\u003cp>Findings like these have led some researchers to advocate for the addition of spatial-skills training to the school curriculum. That’s not a bad idea, but here’s another way to think about it: the informal education children receive can be just as important as what they learn in the classroom. We need to think more carefully about how kids’ formal and informal educational experiences fit together, and how one can fill gaps left by the other.\u003c/p>\n\u003cp>If traditional math and reading skills are emphasized at school, for example, parents can make sure that spatial skills are accentuated at home—starting early on, with activities as simple as talking about the spatial properties of the world around us. \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.1467-7687.2011.01088.x/abstract\">A 2011 study from researchers\u003c/a> at the University of Chicago reported that the number of spatial terms (like “circle,” “curvy,” and “edge”) parents used while interacting with their toddlers predicted how many of these kinds of words children themselves produced, and how well they performed on spatial problem-solving tasks at a later age.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/how-spatial-thinking-can-improve-math-and-science-skills/\">How Thinking in 3D Can Improve Math and Science Skills\u003c/a>]\u003c/p>\n\u003cp>As kids grow older, much of the experience they get in manipulating three-dimensional objects comes from playing video games—which brings us back to the contention at the start of this article. Males have historically held the advantage over females in spatial ability, and this advantage has often been attributed to genetic differences. But males’ spatial edge may also reflect, in part, differences in the leisure-time activities of boys and girls, activities that add up to a kind of daily drill in spatial skills for boys.\u003c/p>\n\u003cp>If that’s the case, then offering girls more opportunities to practice their spatial skills may begin to close the spatial-skills gender gap—and produce more female scientists, engineers and mathematicians in the bargain. So suggests \u003ca href=\"http://pss.sagepub.com/content/18/10/850.abstract\">a study by University of Toronto researchers\u003c/a>, published in the journal \u003cem>Psychological Science\u003c/em>. They found that playing an action video game “can virtually eliminate” the gender difference in a basic capacity they call spatial attention, while at the same time reducing the gender difference in the ability to mentally rotate objects, a higher-level spatial skill.\u003c/p>\n\u003cp>Exposure to video games, the authors conclude, “could play a significant role as part of a larger strategy designed to interest women in science and engineering careers.\" Participants with little prior video-game exposure \"realized large gains after only ten hours of training,” they note, adding that “we can only imagine the benefits that might be realized after weeks, months, or even years of action-video-gaming experience.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Parents of daughters may blanch at the idea of actually encouraging “years” of action video game play. These moms and dads should tell themselves that their daughters aren’t wasting their time—they’re readying themselves for brilliant careers as scientists and engineers.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"alignright size-full wp-image-30184\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/81754633-2.jpg\" alt=\"81754633 2\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/81754633-2.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/81754633-2-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/81754633-2-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Girls should play more video games. That’s one of the unexpected lessons I take away from a rash of recent studies on the importance of—and the malleability of—spatial skills.\u003c/p>\n\u003cp>First, why spatial skills matter: The ability to mentally manipulate shapes and otherwise understand how the three-dimensional world works turns out to be an important predictor of creative and scholarly achievements, according to \u003ca href=\"http://pss.sagepub.com/content/early/2013/07/10/0956797613478615.abstract\">research published this month\u003c/a> in the journal \u003cem>Psychological Science\u003c/em>. The long-term study found that 13-year-olds’ scores on traditional measures of mathematical and verbal reasoning predicted the number of scholarly papers and patents these individuals produced three decades later.\u003c/p>\n\u003cp>But high scores on tests of spatial ability taken at age 13 predicted something more surprising: the likelihood that the individual would develop new knowledge and produce innovation in science, technology, engineering and mathematics, the domains collectively known as STEM.\u003c/p>\n\u003cp>The good news is that spatial abilities can get better with practice. A \u003ca href=\"http://psycnet.apa.org/journals/bul/139/2/352/\">meta-analysis of 217 research studies\u003c/a>, published in the journal \u003cem>Psychological Science\u003c/em> last year, concluded that “spatial skills are malleable, durable and transferable”: that is, spatial skills can be improved by training; these improvements persist over time; and they “transfer” to tasks that are different from the tasks used in the training.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This last point is supported by a study published just last month in the \u003cem>Journal of Cognition and Development\u003c/em>, which reported that training children in spatial reasoning can improve their performance in math. A single twenty-minute training session in spatial skills enhanced participants’ ability to solve math problems, suggesting that the training “primes” the brain to tackle arithmetic, says study author and Michigan State University education professor Kelly Mix.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>Playing an action video game “can virtually eliminate” the gender difference in a basic capacity they call spatial attention.\u003c/strong>\u003c/aside>\n\u003cp>Findings like these have led some researchers to advocate for the addition of spatial-skills training to the school curriculum. That’s not a bad idea, but here’s another way to think about it: the informal education children receive can be just as important as what they learn in the classroom. We need to think more carefully about how kids’ formal and informal educational experiences fit together, and how one can fill gaps left by the other.\u003c/p>\n\u003cp>If traditional math and reading skills are emphasized at school, for example, parents can make sure that spatial skills are accentuated at home—starting early on, with activities as simple as talking about the spatial properties of the world around us. \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.1467-7687.2011.01088.x/abstract\">A 2011 study from researchers\u003c/a> at the University of Chicago reported that the number of spatial terms (like “circle,” “curvy,” and “edge”) parents used while interacting with their toddlers predicted how many of these kinds of words children themselves produced, and how well they performed on spatial problem-solving tasks at a later age.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/how-spatial-thinking-can-improve-math-and-science-skills/\">How Thinking in 3D Can Improve Math and Science Skills\u003c/a>]\u003c/p>\n\u003cp>As kids grow older, much of the experience they get in manipulating three-dimensional objects comes from playing video games—which brings us back to the contention at the start of this article. Males have historically held the advantage over females in spatial ability, and this advantage has often been attributed to genetic differences. But males’ spatial edge may also reflect, in part, differences in the leisure-time activities of boys and girls, activities that add up to a kind of daily drill in spatial skills for boys.\u003c/p>\n\u003cp>If that’s the case, then offering girls more opportunities to practice their spatial skills may begin to close the spatial-skills gender gap—and produce more female scientists, engineers and mathematicians in the bargain. So suggests \u003ca href=\"http://pss.sagepub.com/content/18/10/850.abstract\">a study by University of Toronto researchers\u003c/a>, published in the journal \u003cem>Psychological Science\u003c/em>. They found that playing an action video game “can virtually eliminate” the gender difference in a basic capacity they call spatial attention, while at the same time reducing the gender difference in the ability to mentally rotate objects, a higher-level spatial skill.\u003c/p>\n\u003cp>Exposure to video games, the authors conclude, “could play a significant role as part of a larger strategy designed to interest women in science and engineering careers.\" Participants with little prior video-game exposure \"realized large gains after only ten hours of training,” they note, adding that “we can only imagine the benefits that might be realized after weeks, months, or even years of action-video-gaming experience.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Parents of daughters may blanch at the idea of actually encouraging “years” of action video game play. These moms and dads should tell themselves that their daughters aren’t wasting their time—they’re readying themselves for brilliant careers as scientists and engineers.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/fog-300x168.jpg\" alt=\"fog\" width=\"300\" height=\"168\" class=\"size-medium wp-image-29872\">\u003c/p>\n\u003cp class=\"dropcap-serif\">The 16 student winners of the \u003ca href=\"http://stemchallenge.org/\">National STEM Video Game Challenge \u003c/a>sponsored by the \u003ca href=\"http://www.joanganzcooneycenter.org/\">Joan Ganz Cooney Center \u003c/a>and \u003ca href=\"http://elinemedia.com/\">E-Line Media\u003c/a> reflect an increasingly diverse group, in terms of geography, race and gender, of the participants.\u003c/p>\n\u003cp>Of the winners this year, seven are students of color and four are girls. The Cooney Center focused on getting the word out to a more diverse group of students this year, said Michael Levine, the Center’s executive director. “We went to the kids,” Levine said. “We went to the places that teachers, library and museum educators would be populating and we introduced the challenge that way.” The aggressive outreach campaign was an attempt to draw under-represented groups like people of color and women into the science, technology, engineering and math (STEM) challenge.\u003c/p>\n\u003cp>“Many of the games we got this year are the very best we’ve ever seen,” Levine said. “The comments from the judges about the depth, number of levels and complexity of play were very strong.” Levine says that may be because cheap or free game-making software is more readily available to students. But it’s also due to an increasing interest by schools in game-based learning.\u003c/p>\n\u003cp>So what kind of games won this year?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Aaron Gaudette, a sophomore living on a military base in Germany, designed a winning game built on the open-source \u003ca href=\"http://unity3d.com/\">Unity\u003c/a> platform called Crystal Physics. Players have to knock down crystals set atop a three-dimensional tower using “glowspheres.” Before allowing players to get to each level, the game teaches a new physics concept that can be used to accomplish the given task. Gaudette was one of the 46 percent of entrants who designed educational games, even though it wasn’t a requirement of the contest.\u003c/p>\n\u003cfigure id=\"attachment_29876\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-29876\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/victorian-300x168.jpg\" alt=\"victorian\" width=\"300\" height=\"168\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>In the middle school category, Henry Edwards and Kevin Kopczynski designed Etiquette Anarchy using \u003ca href=\"http://www.clickteam.com/website/world/multimedia-fusion-2\">Multimedia Fusion 2\u003c/a>. In this puzzle game, players take on the role of a young man in Victorian England trying to improve his social status by successfully navigating etiquette pitfalls at as many parties as he can attend. He’s only got one suit to wear while he’s climbing the social ladder, so he better not get it dirty. The two boys won in a team category, designed to explicitly encourage collaborative team work.\u003c/p>\n\u003cp>Fog, designed by Noah Ratcliff and Pamela Pizarro Ruiz, is an example of a game that impressed judges with its stunning visuals. In the puzzle game, players must navigate a completely foggy world using all five senses to illuminate different parts of a dazzlingly beautiful world. The two students used C# with \u003ca href=\"http://msdn.microsoft.com/en-us/library/bb203894.aspx\">XNA\u003c/a> to build their game.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/why-programming-teaches-so-much-more-than-technical-skills/\">Why Programming Teaches So Much More Than Technical Skills\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>While the vast majority of entrants programmed and built a playable game, the contest also included a written category, where contestants researched, prototyped, storyboarded and produced examples of the art that would accompany their game without actually making it. This category exists partly to acknowledge that not all those who want to participate have access to the digital tools to build a game. But also, “we have that category because we know that some folks aren’t good at building things, but are very creative and thoughtful and good at research,” Levine said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "Students create incredibly creative, thoughtful and unique projects when challenged and supported to do so. The National STEM Video Game Challenge sponsored by the Joan Ganz Cooney Center and E-Line Media received 4,000 entries this year and announced 16 winners this week. The growing success of the challenge demonstrates not only how capable middle and high school students can be when passionate, but also reflects an increasingly diverse group, in terms of geography, race and gender, of the participants.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/fog-300x168.jpg\" alt=\"fog\" width=\"300\" height=\"168\" class=\"size-medium wp-image-29872\">\u003c/p>\n\u003cp class=\"dropcap-serif\">The 16 student winners of the \u003ca href=\"http://stemchallenge.org/\">National STEM Video Game Challenge \u003c/a>sponsored by the \u003ca href=\"http://www.joanganzcooneycenter.org/\">Joan Ganz Cooney Center \u003c/a>and \u003ca href=\"http://elinemedia.com/\">E-Line Media\u003c/a> reflect an increasingly diverse group, in terms of geography, race and gender, of the participants.\u003c/p>\n\u003cp>Of the winners this year, seven are students of color and four are girls. The Cooney Center focused on getting the word out to a more diverse group of students this year, said Michael Levine, the Center’s executive director. “We went to the kids,” Levine said. “We went to the places that teachers, library and museum educators would be populating and we introduced the challenge that way.” The aggressive outreach campaign was an attempt to draw under-represented groups like people of color and women into the science, technology, engineering and math (STEM) challenge.\u003c/p>\n\u003cp>“Many of the games we got this year are the very best we’ve ever seen,” Levine said. “The comments from the judges about the depth, number of levels and complexity of play were very strong.” Levine says that may be because cheap or free game-making software is more readily available to students. But it’s also due to an increasing interest by schools in game-based learning.\u003c/p>\n\u003cp>So what kind of games won this year?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Aaron Gaudette, a sophomore living on a military base in Germany, designed a winning game built on the open-source \u003ca href=\"http://unity3d.com/\">Unity\u003c/a> platform called Crystal Physics. Players have to knock down crystals set atop a three-dimensional tower using “glowspheres.” Before allowing players to get to each level, the game teaches a new physics concept that can be used to accomplish the given task. Gaudette was one of the 46 percent of entrants who designed educational games, even though it wasn’t a requirement of the contest.\u003c/p>\n\u003cfigure id=\"attachment_29876\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-29876\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/victorian-300x168.jpg\" alt=\"victorian\" width=\"300\" height=\"168\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>In the middle school category, Henry Edwards and Kevin Kopczynski designed Etiquette Anarchy using \u003ca href=\"http://www.clickteam.com/website/world/multimedia-fusion-2\">Multimedia Fusion 2\u003c/a>. In this puzzle game, players take on the role of a young man in Victorian England trying to improve his social status by successfully navigating etiquette pitfalls at as many parties as he can attend. He’s only got one suit to wear while he’s climbing the social ladder, so he better not get it dirty. The two boys won in a team category, designed to explicitly encourage collaborative team work.\u003c/p>\n\u003cp>Fog, designed by Noah Ratcliff and Pamela Pizarro Ruiz, is an example of a game that impressed judges with its stunning visuals. In the puzzle game, players must navigate a completely foggy world using all five senses to illuminate different parts of a dazzlingly beautiful world. The two students used C# with \u003ca href=\"http://msdn.microsoft.com/en-us/library/bb203894.aspx\">XNA\u003c/a> to build their game.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/why-programming-teaches-so-much-more-than-technical-skills/\">Why Programming Teaches So Much More Than Technical Skills\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>While the vast majority of entrants programmed and built a playable game, the contest also included a written category, where contestants researched, prototyped, storyboarded and produced examples of the art that would accompany their game without actually making it. This category exists partly to acknowledge that not all those who want to participate have access to the digital tools to build a game. But also, “we have that category because we know that some folks aren’t good at building things, but are very creative and thoughtful and good at research,” Levine said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_29539\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660134265/sizes/z/in/photolist-b9wVT8-b9wtzP-b9wB5t-b9ws7r-b9x2C4-b9wGuk-b9wbtD-b9wp3n-b9wjnP-b9wqra-b9wM2g-b9wqCB-b9w8wT-b9wPk2-b9wfxp-b9wrgr-b9wzna-b9wLvz-b9wxaT-b9wXWn-b9wKpx-b9wNJp-b9wEfK-b9wDF6-b9weXP-b9wHFH-b9wTmg-b9wLiM-b9wpfH-b9wcMV-b9wG9T-b9wZD8-b9wTH2-b9wEsv-b9wpVz-b9wFPk-b9wXLz-b9wypM-b9wFbv-b9wY7D-b9wSNz-b9wFu4-b9ww1T-b9wwoM-b9whbr-b9wAQD-bnGJSC-b9wZ1t-b9wnFZ-b9wevk-b9w9A2/\">\u003cimg class=\"size-full wp-image-29539\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/ipadgame.jpg\" alt=\"ipadgame\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/ipadgame.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/ipadgame-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/ipadgame-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">In the past few years, educators have been closely watching the evolution of digital games used for learning. With a huge influx of products -- whether they're individual apps for tablets or an entire suite of software -- the market is already big and continues to grow, with entire \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/a-new-game-based-school-opens/\">game-based schools\u003c/a> cropping up across the country.\u003c/p>\n\u003cp>There's no question students are interested in digital games --\u003ca href=\"http://www.csmonitor.com/Innovation/Horizons/2008/0916/by-the-numbers-teens-and-video-games\"> 97 percent of kids \u003c/a>play them -- but what educators and industry watchers want to know is whether playing those games can actually improve student achievement.\u003c/p>\n\u003cp>A new \u003ca href=\"http://www.sri.com/work/projects/glasslab-research\">SRI study released\u003c/a> today suggests they do -- at least in the subjects of science, math, engineering, and technology. According to the report, which is an analysis of 77 peer-reviewed journal articles of students K-16 studying STEM subjects, \"when digital games were compared to other instruction conditions without digital games, there was a moderate to strong effect in favor of digital games in terms of broad cognitive competencies.\"\u003c/p>\n\u003cp>More specifically, \"students at the median in the control group (no games) could have been raised 12 percent in cognitive learning outcomes if they had received the digital game.\"\u003c/p>\n\u003cp>Another way to explain it: \"For a student sitting in the median who doesn’t have a game, his or her learning achievement would have increased by 12 percent if he or she had that game,\" said Ed Dieterle, Senior Program Officer for Research, Measurement, and Evaluation for the Bill and Melinda Gates Foundation, which funded the SRI report.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"The games and learning space is still in an exploratory, R&D phase. We shouldn’t frame games, or any other instructional support, as 'the answer.'\"\u003c/strong>\u003c/aside>\n\u003cp>Simulations have an even bigger impact, according to this analysis. When considering simulations -- taking a phenomena, process, or behavior and coding it into something that can be manipulated and studied -- improvement index jumped to 25 percent, meaning students who used simulations could have increased their learning outcomes by that amount.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Which begs the question, how do we define learning outcomes? According to Stacey Childress, deputy director of education at the Gates Foundation, learning outcomes can be defined in a few ways: progress toward mastery of a particular set of content and skill objectives in areas such as math and literacy; demonstration of complex skills like collaboration and critical thinking; and improvement in what researchers call \"non-cognitive\" skills such as persistence and grit.\u003c/p>\n\u003cp>\"With learning games, it’s important to understand which kinds of outcomes they are designed to improve and whether or not students are actually making progress on those dimensions,\" Childress said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/teachers-students-digital-games-whats-the-right-mix/\">\u003cstrong>[RELATED\u003c/strong>: Teachers, Students, Digital Games: What's the Right Mix?]\u003c/a>\u003c/p>\n\u003cp>The Gates Foundation has made huge investments in the educational gaming world. Last year, the foundation launched the \u003ca href=\"http://www.instituteofplay.org/work/projects/glasslab/\">Games Learning and Assessment Lab\u003c/a> (GlassLab), which was tasked with prototyping and developing games and formative assessments. The work is being conducted by the \u003ca href=\"http://www.instituteofplay.org/\" target=\"_blank\">Institute of Play\u003c/a>, the \u003ca href=\"http://www.ets.org\" target=\"_blank\">Educational Testing Service (ETS)\u003c/a>, \u003ca href=\"http://www.pearson.com\" target=\"_blank\">Pearson, Inc.\u003c/a>, \u003ca href=\"http://www.ea.com\" target=\"_blank\">Electronic Arts (EA)\u003c/a>, and the \u003ca href=\"http://www.theesa.com\" target=\"_blank\">Entertainment Software Association (ESA)\u003c/a>. GlassLab \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">recently released\u003c/a>, SimCityEdu, which integrates assessments aligned with Common Core State Standards. The educational version uses the same code as the commercial game, but with the addition of using students’ choices during challenges as a method of assessment, though \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">not all education experts agree \u003c/a>that assessment should be built into games.\u003c/p>\n\u003cp>The foundation has also invested in \u003ca href=\"http://www.centerforgamescience.org/site/\">The Center for Game Science\u003c/a> and the \u003ca href=\"http://education.mit.edu/projects/radix-endeavor\">Radix Endeavor\u003c/a> at MIT with the intent to develop games that embed valid assessment measures.\u003c/p>\n\u003cp>For this analysis, SRI considered reports from a gamut of sources in those 77 studies -- going as far back as \u003ca href=\"http://publications.aare.edu.au/07pap/har07639.pdf\">a 1992 study from \u003cem>The Journal of Educational Research\u003c/em> \u003c/a>looking at the effects of computer simulations and problem-solving approaches on high school students, to \u003ca href=\"http://www.academia.edu/654797/Using_just-in-time_information_to_support_scientific_discovery_learning_about_geometrical_optics_in_a_computer-based_simulation\">a 2006 study in the journal \u003cem>Interactive Learning Environments\u003c/em> \u003c/a>using just-in-time information to support scientific discovery learning in a computer-based simulation.\u003c/p>\n\u003cp>Other studies examined include \u003ca href=\"http://shura.shu.ac.uk/3556/\">one from 2011 that compares different versions of a game\u003c/a> in terms of the degree to which the learning mechanics and goals are integrated directly into the central game mechanics (intrinsic design) versus separating the learning mechanics and goals from the central game mechanic (extrinsic design); and another from 2012 that \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0747563212000295\">compares different approaches to socially organizing players within a game\u003c/a> in terms of collaboration and competition to maximize learning. The games within each study were developed specifically for research purposes, and thus are not as elaborate as some commercial titles like SimCity, but are solid examples of learning games, according to Dieterle.*\u003c/p>\n\u003cp>\"This is the first big study to hit the pause button for a second and reach back in time and extract everything we could from what previous researchers have done with the intent of using that information to inform us about the field going forward,\" Dieterle said.\u003c/p>\n\u003ch4>\u003cstrong>FUTURE OF GAMES IN CLASSROOMS IS NOW \u003c/strong>\u003c/h4>\n\u003cp>If digital games were rare in the past, that's no longer the case. According to a recent \u003ca href=\"http://www.pbs.org/about/news/archive/2012/teacher-survey-fetc/\">teacher survey conducted by PBS\u003c/a>, 43 percent of classroom computing goes to playing educational digital games. And in \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/new-survey-half-of-teachers-use-digital-games-in-class/\">one study undertaken last year by the Joan Ganz Cooney Center\u003c/a>, surveying 505 teachers, the majority of teachers reported that games increase motivation and make it easier to personalize learning.\u003c/p>\n\u003cp>But experiences and perceptions around games are still very much a mixed bag, depending on whom you ask. Some educators are skeptical that digital games are the answer. They question whether games provide enough context and depth that come from hands-on experiences.\u003c/p>\n\u003cp>“Imagine the difference between a student who’s playing an online math video game and a student who’s sitting in a small group with a teacher, working out problems and receiving immediate, individualized feedback and guidance,” said St. Louis-based fifth-grade teacher Jenny Kavanaugh in \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/teachers-students-digital-games-whats-the-right-mix/\">a recent interview\u003c/a>. “There is no comparison.”\u003c/p>\n\u003cp>But Childress points out that the issue is more nuanced.\u003c/p>\n\u003cp>\"The games and learning space is still in an exploratory, R&D phase. We shouldn’t frame games, or any other instructional support, as 'the answer,'\" she said. \"All of us working in education should be skeptical about any innovation that doesn’t aim to produce evidence of its effectiveness. The SRI results are a strong start in the direction of solid evidence.\"\u003c/p>\n\u003cp>And Childress does not see the use of digital games as an either/or scenario -- either teachers or digital games.\u003c/p>\n\u003cp>\"We should be careful not to view learning technologies as a replacement for deep teacher and student interactions. We see effective technology supports as enabling the opposite,\" she said.\u003c/p>\n\u003cp>Digital games can be a part of a holistic plan that challenges students with things like \"quests\" and \"missions,\" when paired with tactics like spending targeted time with students in small groups or individually to help them address areas where they need help, she said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED\u003c/strong>: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/money-time-and-tactics-can-games-be-effective-in-schools/\">Money, Time and Tactics: Can Games Be Effective in School?\u003c/a>]\u003c/p>\n\u003cp>For educators who aren't sure where to start, or how to find ways to integrate digital games into the current model, Childress said teachers' own network can be a great resource. For instance, one of the Gates-funded organizations,\u003ca href=\"http://www.playfullearning.com\"> Playful Learning,\u003c/a> focuses on creating a national network that offers teachers workshops on using games in the classroom.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“All of us working in education should be skeptical about any innovation that doesn’t aim to produce evidence of its effectiveness.\"\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>For their part, game developers should incorporate ways to help educators do their jobs better, as is the case with other industries that have embraced technologies. \"The best product developers deeply understand who they are designing for and the use case they are targeting, and offer the kind of implementation supports professionals need to integrate new tools into their daily work,\" Childress said.\u003c/p>\n\u003cp>If \u003ca href=\"http://www.instituteofplay.org/work/projects/quest-schools/\">Quest to Learn\u003c/a>, the entirely game-based schools in New York and Chicago, are any indication of whether games can be successful learning tools, the potential seems bright. \u003ca href=\"http://www.cnn.com/interactive/2012/08/tech/gaming.series/teachers.html\">According to CNN\u003c/a>, the school's New York test scores, \"an admittedly conventional metric, show the Quest kids have outperformed peers in the New York City school system in each of the last three years, in both English Language Arts and Math, according to data provided by the school,\" with the only exception being the 2010 math scores.\u003c/p>\n\u003cp>But not every school can be a Quest to Learn, with dedicated funding for games. Finding the funds to finance digital games is one of the main obstacles, in fact. In the Cooney Center survey, 51 percent of teachers said that cost of digital games was the primary obstacle to integrating them into class, and only 17 percent of those surveyed said the school spent $100 or more on games.\u003c/p>\n\u003cp>To that end, Childress said there are a number of free resources available on the web, and that the foundation has funded 17 game development projects over the last three years, a number of which are free or available at reduced cost to districts serving students in low-income neighborhoods.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*The updated version of the article includes information about the studies from 2011 and 2012.\u003c/em>\u003c/p>\n\n",
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"excerpt": "A new report released today reveals the results attempting to answer the question: do digital games and simulation help students studying science, technology, math, and engineering achieve better learning outcomes?",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_29539\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660134265/sizes/z/in/photolist-b9wVT8-b9wtzP-b9wB5t-b9ws7r-b9x2C4-b9wGuk-b9wbtD-b9wp3n-b9wjnP-b9wqra-b9wM2g-b9wqCB-b9w8wT-b9wPk2-b9wfxp-b9wrgr-b9wzna-b9wLvz-b9wxaT-b9wXWn-b9wKpx-b9wNJp-b9wEfK-b9wDF6-b9weXP-b9wHFH-b9wTmg-b9wLiM-b9wpfH-b9wcMV-b9wG9T-b9wZD8-b9wTH2-b9wEsv-b9wpVz-b9wFPk-b9wXLz-b9wypM-b9wFbv-b9wY7D-b9wSNz-b9wFu4-b9ww1T-b9wwoM-b9whbr-b9wAQD-bnGJSC-b9wZ1t-b9wnFZ-b9wevk-b9w9A2/\">\u003cimg class=\"size-full wp-image-29539\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/ipadgame.jpg\" alt=\"ipadgame\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/ipadgame.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/ipadgame-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/ipadgame-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">In the past few years, educators have been closely watching the evolution of digital games used for learning. With a huge influx of products -- whether they're individual apps for tablets or an entire suite of software -- the market is already big and continues to grow, with entire \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/a-new-game-based-school-opens/\">game-based schools\u003c/a> cropping up across the country.\u003c/p>\n\u003cp>There's no question students are interested in digital games --\u003ca href=\"http://www.csmonitor.com/Innovation/Horizons/2008/0916/by-the-numbers-teens-and-video-games\"> 97 percent of kids \u003c/a>play them -- but what educators and industry watchers want to know is whether playing those games can actually improve student achievement.\u003c/p>\n\u003cp>A new \u003ca href=\"http://www.sri.com/work/projects/glasslab-research\">SRI study released\u003c/a> today suggests they do -- at least in the subjects of science, math, engineering, and technology. According to the report, which is an analysis of 77 peer-reviewed journal articles of students K-16 studying STEM subjects, \"when digital games were compared to other instruction conditions without digital games, there was a moderate to strong effect in favor of digital games in terms of broad cognitive competencies.\"\u003c/p>\n\u003cp>More specifically, \"students at the median in the control group (no games) could have been raised 12 percent in cognitive learning outcomes if they had received the digital game.\"\u003c/p>\n\u003cp>Another way to explain it: \"For a student sitting in the median who doesn’t have a game, his or her learning achievement would have increased by 12 percent if he or she had that game,\" said Ed Dieterle, Senior Program Officer for Research, Measurement, and Evaluation for the Bill and Melinda Gates Foundation, which funded the SRI report.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"The games and learning space is still in an exploratory, R&D phase. We shouldn’t frame games, or any other instructional support, as 'the answer.'\"\u003c/strong>\u003c/aside>\n\u003cp>Simulations have an even bigger impact, according to this analysis. When considering simulations -- taking a phenomena, process, or behavior and coding it into something that can be manipulated and studied -- improvement index jumped to 25 percent, meaning students who used simulations could have increased their learning outcomes by that amount.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Which begs the question, how do we define learning outcomes? According to Stacey Childress, deputy director of education at the Gates Foundation, learning outcomes can be defined in a few ways: progress toward mastery of a particular set of content and skill objectives in areas such as math and literacy; demonstration of complex skills like collaboration and critical thinking; and improvement in what researchers call \"non-cognitive\" skills such as persistence and grit.\u003c/p>\n\u003cp>\"With learning games, it’s important to understand which kinds of outcomes they are designed to improve and whether or not students are actually making progress on those dimensions,\" Childress said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/teachers-students-digital-games-whats-the-right-mix/\">\u003cstrong>[RELATED\u003c/strong>: Teachers, Students, Digital Games: What's the Right Mix?]\u003c/a>\u003c/p>\n\u003cp>The Gates Foundation has made huge investments in the educational gaming world. Last year, the foundation launched the \u003ca href=\"http://www.instituteofplay.org/work/projects/glasslab/\">Games Learning and Assessment Lab\u003c/a> (GlassLab), which was tasked with prototyping and developing games and formative assessments. The work is being conducted by the \u003ca href=\"http://www.instituteofplay.org/\" target=\"_blank\">Institute of Play\u003c/a>, the \u003ca href=\"http://www.ets.org\" target=\"_blank\">Educational Testing Service (ETS)\u003c/a>, \u003ca href=\"http://www.pearson.com\" target=\"_blank\">Pearson, Inc.\u003c/a>, \u003ca href=\"http://www.ea.com\" target=\"_blank\">Electronic Arts (EA)\u003c/a>, and the \u003ca href=\"http://www.theesa.com\" target=\"_blank\">Entertainment Software Association (ESA)\u003c/a>. GlassLab \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">recently released\u003c/a>, SimCityEdu, which integrates assessments aligned with Common Core State Standards. The educational version uses the same code as the commercial game, but with the addition of using students’ choices during challenges as a method of assessment, though \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">not all education experts agree \u003c/a>that assessment should be built into games.\u003c/p>\n\u003cp>The foundation has also invested in \u003ca href=\"http://www.centerforgamescience.org/site/\">The Center for Game Science\u003c/a> and the \u003ca href=\"http://education.mit.edu/projects/radix-endeavor\">Radix Endeavor\u003c/a> at MIT with the intent to develop games that embed valid assessment measures.\u003c/p>\n\u003cp>For this analysis, SRI considered reports from a gamut of sources in those 77 studies -- going as far back as \u003ca href=\"http://publications.aare.edu.au/07pap/har07639.pdf\">a 1992 study from \u003cem>The Journal of Educational Research\u003c/em> \u003c/a>looking at the effects of computer simulations and problem-solving approaches on high school students, to \u003ca href=\"http://www.academia.edu/654797/Using_just-in-time_information_to_support_scientific_discovery_learning_about_geometrical_optics_in_a_computer-based_simulation\">a 2006 study in the journal \u003cem>Interactive Learning Environments\u003c/em> \u003c/a>using just-in-time information to support scientific discovery learning in a computer-based simulation.\u003c/p>\n\u003cp>Other studies examined include \u003ca href=\"http://shura.shu.ac.uk/3556/\">one from 2011 that compares different versions of a game\u003c/a> in terms of the degree to which the learning mechanics and goals are integrated directly into the central game mechanics (intrinsic design) versus separating the learning mechanics and goals from the central game mechanic (extrinsic design); and another from 2012 that \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0747563212000295\">compares different approaches to socially organizing players within a game\u003c/a> in terms of collaboration and competition to maximize learning. The games within each study were developed specifically for research purposes, and thus are not as elaborate as some commercial titles like SimCity, but are solid examples of learning games, according to Dieterle.*\u003c/p>\n\u003cp>\"This is the first big study to hit the pause button for a second and reach back in time and extract everything we could from what previous researchers have done with the intent of using that information to inform us about the field going forward,\" Dieterle said.\u003c/p>\n\u003ch4>\u003cstrong>FUTURE OF GAMES IN CLASSROOMS IS NOW \u003c/strong>\u003c/h4>\n\u003cp>If digital games were rare in the past, that's no longer the case. According to a recent \u003ca href=\"http://www.pbs.org/about/news/archive/2012/teacher-survey-fetc/\">teacher survey conducted by PBS\u003c/a>, 43 percent of classroom computing goes to playing educational digital games. And in \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/new-survey-half-of-teachers-use-digital-games-in-class/\">one study undertaken last year by the Joan Ganz Cooney Center\u003c/a>, surveying 505 teachers, the majority of teachers reported that games increase motivation and make it easier to personalize learning.\u003c/p>\n\u003cp>But experiences and perceptions around games are still very much a mixed bag, depending on whom you ask. Some educators are skeptical that digital games are the answer. They question whether games provide enough context and depth that come from hands-on experiences.\u003c/p>\n\u003cp>“Imagine the difference between a student who’s playing an online math video game and a student who’s sitting in a small group with a teacher, working out problems and receiving immediate, individualized feedback and guidance,” said St. Louis-based fifth-grade teacher Jenny Kavanaugh in \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/teachers-students-digital-games-whats-the-right-mix/\">a recent interview\u003c/a>. “There is no comparison.”\u003c/p>\n\u003cp>But Childress points out that the issue is more nuanced.\u003c/p>\n\u003cp>\"The games and learning space is still in an exploratory, R&D phase. We shouldn’t frame games, or any other instructional support, as 'the answer,'\" she said. \"All of us working in education should be skeptical about any innovation that doesn’t aim to produce evidence of its effectiveness. The SRI results are a strong start in the direction of solid evidence.\"\u003c/p>\n\u003cp>And Childress does not see the use of digital games as an either/or scenario -- either teachers or digital games.\u003c/p>\n\u003cp>\"We should be careful not to view learning technologies as a replacement for deep teacher and student interactions. We see effective technology supports as enabling the opposite,\" she said.\u003c/p>\n\u003cp>Digital games can be a part of a holistic plan that challenges students with things like \"quests\" and \"missions,\" when paired with tactics like spending targeted time with students in small groups or individually to help them address areas where they need help, she said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED\u003c/strong>: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/money-time-and-tactics-can-games-be-effective-in-schools/\">Money, Time and Tactics: Can Games Be Effective in School?\u003c/a>]\u003c/p>\n\u003cp>For educators who aren't sure where to start, or how to find ways to integrate digital games into the current model, Childress said teachers' own network can be a great resource. For instance, one of the Gates-funded organizations,\u003ca href=\"http://www.playfullearning.com\"> Playful Learning,\u003c/a> focuses on creating a national network that offers teachers workshops on using games in the classroom.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“All of us working in education should be skeptical about any innovation that doesn’t aim to produce evidence of its effectiveness.\"\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>For their part, game developers should incorporate ways to help educators do their jobs better, as is the case with other industries that have embraced technologies. \"The best product developers deeply understand who they are designing for and the use case they are targeting, and offer the kind of implementation supports professionals need to integrate new tools into their daily work,\" Childress said.\u003c/p>\n\u003cp>If \u003ca href=\"http://www.instituteofplay.org/work/projects/quest-schools/\">Quest to Learn\u003c/a>, the entirely game-based schools in New York and Chicago, are any indication of whether games can be successful learning tools, the potential seems bright. \u003ca href=\"http://www.cnn.com/interactive/2012/08/tech/gaming.series/teachers.html\">According to CNN\u003c/a>, the school's New York test scores, \"an admittedly conventional metric, show the Quest kids have outperformed peers in the New York City school system in each of the last three years, in both English Language Arts and Math, according to data provided by the school,\" with the only exception being the 2010 math scores.\u003c/p>\n\u003cp>But not every school can be a Quest to Learn, with dedicated funding for games. Finding the funds to finance digital games is one of the main obstacles, in fact. In the Cooney Center survey, 51 percent of teachers said that cost of digital games was the primary obstacle to integrating them into class, and only 17 percent of those surveyed said the school spent $100 or more on games.\u003c/p>\n\u003cp>To that end, Childress said there are a number of free resources available on the web, and that the foundation has funded 17 game development projects over the last three years, a number of which are free or available at reduced cost to districts serving students in low-income neighborhoods.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_28685\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-28685\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/DebbieSterlingPic-620x447.jpg\" alt=\"DebbieSterlingPic\" width=\"620\" height=\"447\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">It's a common refrain that there aren’t enough \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/girls-and-math-busting-the-stereotype/\">women in jobs that require math and science skills\u003c/a> like engineering and computer science. Though more programs are cropping up geared towards girls involved in science through \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/what-schools-can-learn-from-summer-camps/\">camps\u003c/a>, \u003ca href=\"http://www.washingtonpost.com/local/education/prince-georges-county-high-school-girls-in-national-rocket-competition/2013/05/05/4dadbcea-ab5f-11e2-a198-99893f10d6dd_story.html\">rocketry clubs\u003c/a> or with more focused \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/combining-robotics-with-poetry-art-and-engineering-can-co-exist/\">courses on STEM subjects\u003c/a>, the \u003ca href=\"http://www.aauw.org/resource/why-so-few-women-in-science-technology-engineering-and-mathematics/\">gender imbalance\u003c/a> is still striking.\u003c/p>\n\u003cp>The discrepancy became all-too apparent to Debbie Sterling, a budding inventor who was one of the only girls in her engineering courses at Stanford. So she came up with an idea to encourage more girls in is why she’s spent the last several years developing \u003ca href=\"http://www.goldieblox.com/\">GoldieBlox\u003c/a>, a toy focused on developing spatial skills in girls.\u003c/p>\n\u003cp>“I just think there need to be more options, more role models, more career paths for girls to see and that’s what I’m trying to do with GoldieBlox,” Sterling said.\u003c/p>\n\u003cp>Sterling discovered her interest in engineering almost by accident -- a math teacher suggested she take a course when she got to college -- and she wonders if girls would choose science careers if they were exposed to basic engineering and physics concepts earlier in life.\u003c/p>\n\u003cp>\u003cstrong>\u003cstrong>\u003c/strong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“Some modeling of a cool, young girl engineer could be useful if the girl playing can see a path from where she is to where the cool, functioning engineer is.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://www.tandfonline.com/doi/full/10.1080/07370000802177177#.UYmXBbXvt8E\">Research shows\u003c/a> that building toys like Legos or Erector Sets are good for building spatial skills, but those typically fall under the stereotype of toys for boys. After visiting the toy store and experiencing what she called “the pink explosion isle for girls” Sterling decided she needed to build an engineering toy that would appeal to girls.\u003c/p>\n\u003cp>GoldieBlox and the Spinning Machine is a construction kit with pieces that clip into a board to make a simple belt drive. The set comes with a story that tells of a girl engineer named Goldie who \u003c!--more-->wants to build a spinning machine so all her friends can spin together. She takes apart a jewelry box to learn about the spinning mechanism and then builds her own.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/giving-good-praise-to-girls-what-messages-stick/\">Giving Good Praise to Girls: What Messages Stick?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“My 'ah ha' moment was that instead of a construction toy only, which is spatial skills and object play, I would combine spatial skills with verbal, so I would have the construction toy plus the book,” Sterling said. “By introducing the story of Goldie and these characters, and building for a reason, it gave girls the context they were craving and the narrative behind the play that was meaningful to them.”\u003c/p>\n\u003cp>She came up with the idea of her hybrid story-building toy by observing that girls prefer narrative-based play. She hoped she could draw girls in with a story and after directing them to follow along with Goldie as she builds, they’d get comfortable tinkering with the construction kit. Once they're comfortable with the parts and how they work, the hope is that they begin to design their own machines.\u003c/p>\n\u003cp>“Some modeling of a cool, young girl engineer could be useful if the girl playing can see a path from where she is to where the cool, functioning engineer is,” said Carol Dweck, a professor of psychology at Stanford University. She said the connection between the toy and engineering needs to be clear and that the hands on-skills girls learn at young ages need to be continual reinforcement for the effects to last.\u003c/p>\n\u003cp>Goldie can be a role model to younger girls, while the inventor herself can model what a successful female engineer looks like to older girls. “She’s not the kid genius,” Sterling said describing Goldie. “She’s well liked; she’s fun; she’s quirky; she’s a little messy. I guess that is a bit like me.”\u003c/p>\n\u003cp>Sterling said in its early days the toy has been very popular with engineering parents. “It touched my heart that it was a mechanical toy that was targeted towards young girls,” said Martin Miller, an engineer who pre-ordered GoldieBlox for his six-year-old daughter Kaitlin when the toy appeared on \u003ca href=\"http://www.kickstarter.com/projects/16029337/goldieblox-the-engineering-toy-for-girls\">Kickstarter\u003c/a>. “That’s unusual and I felt that was perfect for my little daughter.” Kaitlin has two older brothers and Miller considers a tomboy, so he thought she’d like a building toy. She has also already begun to play with the characters off the board, imagining scenes for Goldie and her friends.\u003c/p>\n\u003cp>Sterling hoped her toy would inspire creative play and was also aware of \u003ca href=\"https://www.stanford.edu/dept/psychology/cgi-bin/drupalm/system/files/Person%20vs%20process%20praise%20and%20criticism%20-%20Implications%20for%20contingent%20self%20worth%20and%20coping_0.pdf\">research like Carol Dweck’s\u003c/a> that shows kids need to learn to struggle with difficult concepts so they know how to tackle setbacks in the future.\u003c/p>\n\u003cp>“From a very young age I would start stressing the fun and interestingness of difficult tasks,” Dweck said. “When something is easy I’d say, ‘oh that’s boring, that’s a waste of time.’”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-to-foster-grit-tenacity-and-perseverance-an-educators-guide/\">How to Foster Grit, Tenacity and Perseverance: An Educator's Guide\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>In the first draft of the story, Sterling had Goldie build a machine that didn’t work. But when Sterling tested the story line, girls and their parents got so frustrated that the machine didn’t work that they refused to turn the page and continue. So Sterling softened the failure.\u003c/p>\n\u003cp>“I have a moment where Goldie is perplexed,” she said. “So I don’t set anyone up for failure, but I show that she’s confused and she doesn’t know the answers and she goes through a series of funny moments where she tries a bunch of things until she finally works it out.”\u003c/p>\n\u003cp>That strategy is in line with Dweck’s research on how to keep kids striving for challenging tasks. “If you have little failures along the way and have them understand that’s part of learning, part of building and that you can actually derive useful information about what to do next -- that’s really useful,” Dweck said.\u003c/p>\n\u003cp>Some \u003ca href=\"http://www.goldieblox.com/pages/track-goldie\">specialty toy stores\u003c/a> are already stocking GoldieBlox after the Kickstarter campaign Sterling launched to fund manufacturing went viral and more than doubled its goal. “From the very beginning I knew I wanted this girl character sitting on the shelf next to Bob the Builder and Thomas the Train,” Sterling said.\u003c/p>\n\u003cp>The game costs $29.99 and the three additional story lines and accompanying kits that Sterling is working on will likely have similar price tags.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Sterling wants the toy to be inclusive, unlike her experiences in engineering classes at Stanford, where most of her professors were men and she often felt her ideas were discounted. “I want everybody to get to have fun with engineering and I think that by doing it in this very accessible way that no one has to feel like they don’t belong,” she said.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28685\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-28685\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/DebbieSterlingPic-620x447.jpg\" alt=\"DebbieSterlingPic\" width=\"620\" height=\"447\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">It's a common refrain that there aren’t enough \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/girls-and-math-busting-the-stereotype/\">women in jobs that require math and science skills\u003c/a> like engineering and computer science. Though more programs are cropping up geared towards girls involved in science through \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/what-schools-can-learn-from-summer-camps/\">camps\u003c/a>, \u003ca href=\"http://www.washingtonpost.com/local/education/prince-georges-county-high-school-girls-in-national-rocket-competition/2013/05/05/4dadbcea-ab5f-11e2-a198-99893f10d6dd_story.html\">rocketry clubs\u003c/a> or with more focused \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/combining-robotics-with-poetry-art-and-engineering-can-co-exist/\">courses on STEM subjects\u003c/a>, the \u003ca href=\"http://www.aauw.org/resource/why-so-few-women-in-science-technology-engineering-and-mathematics/\">gender imbalance\u003c/a> is still striking.\u003c/p>\n\u003cp>The discrepancy became all-too apparent to Debbie Sterling, a budding inventor who was one of the only girls in her engineering courses at Stanford. So she came up with an idea to encourage more girls in is why she’s spent the last several years developing \u003ca href=\"http://www.goldieblox.com/\">GoldieBlox\u003c/a>, a toy focused on developing spatial skills in girls.\u003c/p>\n\u003cp>“I just think there need to be more options, more role models, more career paths for girls to see and that’s what I’m trying to do with GoldieBlox,” Sterling said.\u003c/p>\n\u003cp>Sterling discovered her interest in engineering almost by accident -- a math teacher suggested she take a course when she got to college -- and she wonders if girls would choose science careers if they were exposed to basic engineering and physics concepts earlier in life.\u003c/p>\n\u003cp>\u003cstrong>\u003cstrong>\u003c/strong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“Some modeling of a cool, young girl engineer could be useful if the girl playing can see a path from where she is to where the cool, functioning engineer is.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://www.tandfonline.com/doi/full/10.1080/07370000802177177#.UYmXBbXvt8E\">Research shows\u003c/a> that building toys like Legos or Erector Sets are good for building spatial skills, but those typically fall under the stereotype of toys for boys. After visiting the toy store and experiencing what she called “the pink explosion isle for girls” Sterling decided she needed to build an engineering toy that would appeal to girls.\u003c/p>\n\u003cp>GoldieBlox and the Spinning Machine is a construction kit with pieces that clip into a board to make a simple belt drive. The set comes with a story that tells of a girl engineer named Goldie who \u003c!--more-->wants to build a spinning machine so all her friends can spin together. She takes apart a jewelry box to learn about the spinning mechanism and then builds her own.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/giving-good-praise-to-girls-what-messages-stick/\">Giving Good Praise to Girls: What Messages Stick?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“My 'ah ha' moment was that instead of a construction toy only, which is spatial skills and object play, I would combine spatial skills with verbal, so I would have the construction toy plus the book,” Sterling said. “By introducing the story of Goldie and these characters, and building for a reason, it gave girls the context they were craving and the narrative behind the play that was meaningful to them.”\u003c/p>\n\u003cp>She came up with the idea of her hybrid story-building toy by observing that girls prefer narrative-based play. She hoped she could draw girls in with a story and after directing them to follow along with Goldie as she builds, they’d get comfortable tinkering with the construction kit. Once they're comfortable with the parts and how they work, the hope is that they begin to design their own machines.\u003c/p>\n\u003cp>“Some modeling of a cool, young girl engineer could be useful if the girl playing can see a path from where she is to where the cool, functioning engineer is,” said Carol Dweck, a professor of psychology at Stanford University. She said the connection between the toy and engineering needs to be clear and that the hands on-skills girls learn at young ages need to be continual reinforcement for the effects to last.\u003c/p>\n\u003cp>Goldie can be a role model to younger girls, while the inventor herself can model what a successful female engineer looks like to older girls. “She’s not the kid genius,” Sterling said describing Goldie. “She’s well liked; she’s fun; she’s quirky; she’s a little messy. I guess that is a bit like me.”\u003c/p>\n\u003cp>Sterling said in its early days the toy has been very popular with engineering parents. “It touched my heart that it was a mechanical toy that was targeted towards young girls,” said Martin Miller, an engineer who pre-ordered GoldieBlox for his six-year-old daughter Kaitlin when the toy appeared on \u003ca href=\"http://www.kickstarter.com/projects/16029337/goldieblox-the-engineering-toy-for-girls\">Kickstarter\u003c/a>. “That’s unusual and I felt that was perfect for my little daughter.” Kaitlin has two older brothers and Miller considers a tomboy, so he thought she’d like a building toy. She has also already begun to play with the characters off the board, imagining scenes for Goldie and her friends.\u003c/p>\n\u003cp>Sterling hoped her toy would inspire creative play and was also aware of \u003ca href=\"https://www.stanford.edu/dept/psychology/cgi-bin/drupalm/system/files/Person%20vs%20process%20praise%20and%20criticism%20-%20Implications%20for%20contingent%20self%20worth%20and%20coping_0.pdf\">research like Carol Dweck’s\u003c/a> that shows kids need to learn to struggle with difficult concepts so they know how to tackle setbacks in the future.\u003c/p>\n\u003cp>“From a very young age I would start stressing the fun and interestingness of difficult tasks,” Dweck said. “When something is easy I’d say, ‘oh that’s boring, that’s a waste of time.’”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-to-foster-grit-tenacity-and-perseverance-an-educators-guide/\">How to Foster Grit, Tenacity and Perseverance: An Educator's Guide\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>In the first draft of the story, Sterling had Goldie build a machine that didn’t work. But when Sterling tested the story line, girls and their parents got so frustrated that the machine didn’t work that they refused to turn the page and continue. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Sterling wants the toy to be inclusive, unlike her experiences in engineering classes at Stanford, where most of her professors were men and she often felt her ideas were discounted. “I want everybody to get to have fun with engineering and I think that by doing it in this very accessible way that no one has to feel like they don’t belong,” she said.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_27920\" class=\"wp-caption left\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660140011/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-27920\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/6660140011_60f066dd02_z-620x404.jpg\" alt=\"6660140011_60f066dd02_z\" width=\"620\" height=\"404\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Holly Korbey\u003c/h5>\n\u003cp class=\"dropcap-serif\">When St. Louis fifth-grade teacher Jenny Kavanaugh teaches history, she uses her laptop to look at a map, or to give kids a virtual tour of the historical landmarks they're studying. “Students can interact with history in very cool ways online,” she said.\u003c/p>\n\u003cp>But when it’s time for math, she puts the computer away. Even though Kavanaugh thinks technology is a great tool to enhance and deepen certain lessons,\u003ca href=\"blogs.kqed.org/mindshift/2013/02/can-repetitive-exercises-actually-feed-the-creative-process/\"> for drill and practice of key concepts in class\u003c/a>, she finds one-on-one practice to be much more effective than its technological equivalent - digital practice games.\u003c/p>\n\u003cp>“The goal is that a student can do division problems with speed and accuracy, and can also describe to me exactly what division is,\" she said. \"I have found that my advanced students can move past division of fractions in the online game, indicating mastery, but when I ask for a verbal description of what it is they are really doing – what \u003cem>is\u003c/em> the division of fractions, or when would you use that in the real world? – they have no idea. I think that the rote practice is wasted time if the student does not have that conceptual understanding first. Many online games do not teach that part of math as well.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"The best, complex games require specialized teacher knowledge, interest and skills to use effectively.”\u003c/strong>\u003c/aside>\n\u003cp>While experts like Gary Stager, founder of the \u003ca href=\"http://constructingmodernknowledge.com/cmk08/?page_id=212\">Constructing Modern Knowledge Summer Institute\u003c/a>,\u003ca href=\"http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2012/12/response_using_ed_tech_to_create_deep_meaningful_experiences.html\"> recommend that computers\u003c/a> be used to add “deep and meaningful experiences” to teachers’ lessons, much of what the \u003ca href=\"http://www.pbs.org/about/news/archive/2012/teacher-survey-fetc/\">91percent of teachers with access to computers\u003c/a> are doing may be just the opposite.\u003c/p>\n\u003cp>According to a recent \u003ca href=\"http://www.pbs.org/about/news/archive/2012/teacher-survey-fetc/\">teacher survey conducted by PBS\u003c/a>, 43 percent of classroom computing goes to playing educational digital games, while a Joan Ganz Cooney study showed that nearly \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/new-survey-half-of-teachers-use-digital-games-in-class/\">50 percent of teachers use digital games in class\u003c/a>. But with nearly half of all classroom computer time dedicated to games -- many of which are played to reinforce basic skills like phonics, spelling or multiplication \u003c!--more-->tables -- some teachers are wondering if games really are innovative techniques used to enhance student learning. Or are they just flashy, colorful ways of dishing out more of the same?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>While Kavanaugh encourages online games for students’ home practice, especially for math, in the classroom she thinks that old-fashioned interaction between humans makes for deeper understanding. She says, in her experience, kids are learning more math from hands-on activities than computers. “What they truly love is to get out of their desks and act things out,” she said. “I think many technological learning tools seem to bring out...how do I say this?...a backseat way of thinking from my students. Part of their brains seem to disconnect.\"\u003c/p>\n\u003cp>Kavanaugh observes that when her students are up doing an activity or engaging in serious problem-solving, they're much more proactive and aggressive with their learning, and with the things they produce. \"Imagine the difference between a student who's playing an online math video game and a student who's sitting in a small group with a teacher, working out problems and receiving immediate, individualized feedback and guidance,\" she said. \"There is no comparison.”\u003c/p>\n\u003cp style=\"text-align: left\">When comparing digital learning games to teacher instruction, the first thing to realize, said Marc Prensky, author of \u003ca href=\"http://www.amazon.com/Teaching-Digital-Natives-Partnering-Learning/dp/1412975417\">\u003cem>Teaching Digital Natives\u003c/em>\u003c/a>\u003cem>, \u003c/em>is that not all games are created equally. “Games, like teachers, come in a wide variety of ‘goodness.’ Unfortunately, most games are not good. In fact, most are bad, often drill in disguise.” The second, Prensky pointed out, is that teachers may not necessarily know how to use games in classrooms most effectively. “There are many ways to do this [use games effectively], but letting kids sit and play games individually is not one of them. The best, complex games require specialized teacher knowledge, interest and skills to use effectively.”\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"blogs.kqed.org/mindshift/2013/02/can-repetitive-exercises-actually-feed-the-creative-process/\">Can Repetitive Exercises Feed the Creative Process?\u003c/a>]\u003c/p>\n\u003cp>Prensky said another question teachers need to ask when looking at using online games in class is \u003cem>what\u003c/em> they want students to get good at. For teaching curriculum, he said, there are very few games that do it well. “This is partly because games lend themselves to skills rather than stuff, and the curriculum is mostly about stuff. In games, ‘stuff’ is learned—as it is in life outside school— mostly incidentally, as background to achieving goals. So, for example, l know that the capital of Sri Lanka is Colombo because I chased Carmen Sandiego there.”\u003c/p>\n\u003ch4>DIFFERENCE IN QUALITY\u003c/h4>\n\u003cp>One game that holds the promise of achieving all the complex goals educators is \u003ca href=\"http://www.simcity.com/en_US/simcityedu\">SimCityEDU\u003c/a>, the learning version of the popular city-management game due to be released in the fall of this year. Michael John, Game Director for \u003ca href=\"http://www.instituteofplay.org/2012/06/glass-lab-transforming-learning-and-assessment-through-digital-games/\">GlassLab\u003c/a>, the nonprofit creating the game, said that, in reality, most practice games are not that fun or interesting for kids. “I would say that most of the drill-type games I have seen and played have fallen very far toward the Tetris end of the spectrum. They're repetitive, self-similar, and to be honest, pretty dull.”\u003c/p>\n\u003cfigure id=\"attachment_27926\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660141777/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-27926\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/6660141777_f3c5978a8e-300x225.jpg\" alt=\"6660141777_f3c5978a8e\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>But as a learning game, SimCityEDU wants to offer much more than drill -- \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">student players will be assessing data\u003c/a>, interpreting information, taking documentation, and like many complex games, will have the ability to level-up when certain skills are mastered. The game has the ability to make formative assessments along the way that are also aligned with Common Core State Standards; teachers can use an online tool to see whether children have mastered the necessary skills.\u003c/p>\n\u003cp>It’s the ability to gather such specific data, says Nashville elementary educator and \u003ca href=\"http://southernalpha.com/author/dannemes/\">ed tech writer\u003c/a> Dan Nemes, that makes online learning games so helpful, even the drill-and-practice kind. As far as being innovative on the learning front, Nemes questions whether a computer game can really replace a great teacher, but acknowledges that not all children have access to a great teacher.\u003c/p>\n\u003cp>“That question of environment is the real kicker,\" Nemes said. \"Ed Tech provides access. That can't be argued. Many of the folks who are developing programs to help children learn are, in my view, saying, ‘The offline world has failed a large number of children. Children don't have the space and time and tools they need to learn, so I've created a virtual world in which they can learn.’ They want to leverage data and ready-made lessons (some of them made by great teachers) to lessen the inequality so many children face.”\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>The most effective use of the iPad is not digital games, but more hands-on techniques, like using apps that build presentations or take video and slow it down to demonstrate a particular physics concept.\u003c/strong>\u003c/aside>\n\u003cp>Michael John is quick to point out that SimCityEDU, or any learning game, no matter how challenging and complex, is in no way out to replace individual attention given by real teachers, and called the idea “folly.” He said the game “should work in tandem with a human teacher, and we are investing a lot of creative and technological energy in creating views for the teacher into the students' activity and even giving them some control over that activity - the ideal learning environment is assumed to be in the presence of a human teacher. So the audience for our formative assessment data, even if it works perfectly, is the teacher every bit as much as the student.”\u003c/p>\n\u003ch4>\u003cstrong>MORE RESEARCH NEEDED\u003c/strong>\u003c/h4>\n\u003cp>As we are just entering the era of digital games and learning, research is still scant. The\u003ca href=\"http://www.joanganzcooneycenter.org/publication/games-for-a-digital-age/\"> Joan Ganz Cooney Center\u003c/a> recently released an in-depth analysis of \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/money-time-and-tactics-can-games-be-effective-in-schools/\">how schools are using games for learning,\u003c/a> and other organizations are starting to tackle this broad, complicated subject. Williams College sophomore Mpaza Kapembwa is part of an education class that received a Verizon grant to write a fourth-grade science curriculum for low-income students using iPads, recording whether or not students are more engaged when using the iPad versus non-digital methods. The most effective use of the iPad so far, Mpaza said, is not digital games, but more hands-on techniques, like using apps that build presentations or take video and slow it down to demonstrate a particular physics concept.\u003c/p>\n\u003cp>But this summer, Mpaza’s research will focus on turning all physical worksheets into practice on the iPad, and will inevitably turn part of the curriculum toward digital games. “We are very cautious not to replace one with the other, it’s very challenging because when they’ve got the iPad in front of them, they just want to play,\" he said. \"We do let them play in the very beginning, but then try to get them used to the fact that this is not a toy. This is work.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/money-time-and-tactics-can-games-be-effective-in-schools/\">Money, Time and Tactics: Can Games Be Effective In Schools\u003c/a>?]\u003c/p>\n\u003cp>Dan Nemes agrees that, when kids are playing games on iPads or other digital gadgets, it can be hard for them to remember that they are working -- a different but important kind of “backseat thinking.”\u003c/p>\n\u003cp>“Even at its most active, swiping and clicking are passive approaches to learning,\" he said. \"Using a pencil -- the smell of the wood and lead, the indentation on your pointer, the sound of the scratch on the page -- gives a child the sense of doing hard work. And learning is hard work. The tools children use to manipulate and change the world and their own neural pathways should reflect the profundity of that phenomenon; we should have some blisters, form calluses, break a sweat. Computer games don't demand that from children.”\u003c/p>\n\u003cp>The feeling of work, Michael John said, is important to kids when playing a digital learning game, too, something they found out when testing SimCityEDU on middle schoolers. And that work feeling may be what helps kids distinguish between entertainment games and ones that are for learning. “If they understand that their role is to learn, and to think in the context of school, they seem to be almost primed with an expectation of a higher workload.”\u003c/p>\n\u003cp>Even as he innovates new ways of using digital games expressly designed for student learning, John’s overall comments on learning and gaming seemed to reflect a feeling that computer games, whether drill-and-practice or complex, are meant to enhance, not replace, other more human learning experiences. He doesn’t seem at all concerned that drill-and-practice digital games will replace hands-on teacher-led techniques. Nemes’ comment about the sensory experience of holding a pencil was quite personal to him, and John called it “poignant.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“As an old-school game designer, I am accustomed to doing my work on graph paper and using mechanical pencils.” While John has come to accept that all of his games are now programmed using spreadsheets and vector drawing software, he also understands the value of hands-on. “I do still value the tactile sense of the pencil however, and keep a pad of graph paper on my desk at all times, and I hope that at least for me, that never goes away.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27920\" class=\"wp-caption left\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660140011/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-27920\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/6660140011_60f066dd02_z-620x404.jpg\" alt=\"6660140011_60f066dd02_z\" width=\"620\" height=\"404\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Holly Korbey\u003c/h5>\n\u003cp class=\"dropcap-serif\">When St. Louis fifth-grade teacher Jenny Kavanaugh teaches history, she uses her laptop to look at a map, or to give kids a virtual tour of the historical landmarks they're studying. “Students can interact with history in very cool ways online,” she said.\u003c/p>\n\u003cp>But when it’s time for math, she puts the computer away. Even though Kavanaugh thinks technology is a great tool to enhance and deepen certain lessons,\u003ca href=\"blogs.kqed.org/mindshift/2013/02/can-repetitive-exercises-actually-feed-the-creative-process/\"> for drill and practice of key concepts in class\u003c/a>, she finds one-on-one practice to be much more effective than its technological equivalent - digital practice games.\u003c/p>\n\u003cp>“The goal is that a student can do division problems with speed and accuracy, and can also describe to me exactly what division is,\" she said. \"I have found that my advanced students can move past division of fractions in the online game, indicating mastery, but when I ask for a verbal description of what it is they are really doing – what \u003cem>is\u003c/em> the division of fractions, or when would you use that in the real world? – they have no idea. I think that the rote practice is wasted time if the student does not have that conceptual understanding first. Many online games do not teach that part of math as well.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"The best, complex games require specialized teacher knowledge, interest and skills to use effectively.”\u003c/strong>\u003c/aside>\n\u003cp>While experts like Gary Stager, founder of the \u003ca href=\"http://constructingmodernknowledge.com/cmk08/?page_id=212\">Constructing Modern Knowledge Summer Institute\u003c/a>,\u003ca href=\"http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2012/12/response_using_ed_tech_to_create_deep_meaningful_experiences.html\"> recommend that computers\u003c/a> be used to add “deep and meaningful experiences” to teachers’ lessons, much of what the \u003ca href=\"http://www.pbs.org/about/news/archive/2012/teacher-survey-fetc/\">91percent of teachers with access to computers\u003c/a> are doing may be just the opposite.\u003c/p>\n\u003cp>According to a recent \u003ca href=\"http://www.pbs.org/about/news/archive/2012/teacher-survey-fetc/\">teacher survey conducted by PBS\u003c/a>, 43 percent of classroom computing goes to playing educational digital games, while a Joan Ganz Cooney study showed that nearly \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/new-survey-half-of-teachers-use-digital-games-in-class/\">50 percent of teachers use digital games in class\u003c/a>. But with nearly half of all classroom computer time dedicated to games -- many of which are played to reinforce basic skills like phonics, spelling or multiplication \u003c!--more-->tables -- some teachers are wondering if games really are innovative techniques used to enhance student learning. Or are they just flashy, colorful ways of dishing out more of the same?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While Kavanaugh encourages online games for students’ home practice, especially for math, in the classroom she thinks that old-fashioned interaction between humans makes for deeper understanding. She says, in her experience, kids are learning more math from hands-on activities than computers. “What they truly love is to get out of their desks and act things out,” she said. “I think many technological learning tools seem to bring out...how do I say this?...a backseat way of thinking from my students. Part of their brains seem to disconnect.\"\u003c/p>\n\u003cp>Kavanaugh observes that when her students are up doing an activity or engaging in serious problem-solving, they're much more proactive and aggressive with their learning, and with the things they produce. \"Imagine the difference between a student who's playing an online math video game and a student who's sitting in a small group with a teacher, working out problems and receiving immediate, individualized feedback and guidance,\" she said. \"There is no comparison.”\u003c/p>\n\u003cp style=\"text-align: left\">When comparing digital learning games to teacher instruction, the first thing to realize, said Marc Prensky, author of \u003ca href=\"http://www.amazon.com/Teaching-Digital-Natives-Partnering-Learning/dp/1412975417\">\u003cem>Teaching Digital Natives\u003c/em>\u003c/a>\u003cem>, \u003c/em>is that not all games are created equally. “Games, like teachers, come in a wide variety of ‘goodness.’ Unfortunately, most games are not good. In fact, most are bad, often drill in disguise.” The second, Prensky pointed out, is that teachers may not necessarily know how to use games in classrooms most effectively. “There are many ways to do this [use games effectively], but letting kids sit and play games individually is not one of them. The best, complex games require specialized teacher knowledge, interest and skills to use effectively.”\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"blogs.kqed.org/mindshift/2013/02/can-repetitive-exercises-actually-feed-the-creative-process/\">Can Repetitive Exercises Feed the Creative Process?\u003c/a>]\u003c/p>\n\u003cp>Prensky said another question teachers need to ask when looking at using online games in class is \u003cem>what\u003c/em> they want students to get good at. For teaching curriculum, he said, there are very few games that do it well. “This is partly because games lend themselves to skills rather than stuff, and the curriculum is mostly about stuff. In games, ‘stuff’ is learned—as it is in life outside school— mostly incidentally, as background to achieving goals. So, for example, l know that the capital of Sri Lanka is Colombo because I chased Carmen Sandiego there.”\u003c/p>\n\u003ch4>DIFFERENCE IN QUALITY\u003c/h4>\n\u003cp>One game that holds the promise of achieving all the complex goals educators is \u003ca href=\"http://www.simcity.com/en_US/simcityedu\">SimCityEDU\u003c/a>, the learning version of the popular city-management game due to be released in the fall of this year. Michael John, Game Director for \u003ca href=\"http://www.instituteofplay.org/2012/06/glass-lab-transforming-learning-and-assessment-through-digital-games/\">GlassLab\u003c/a>, the nonprofit creating the game, said that, in reality, most practice games are not that fun or interesting for kids. “I would say that most of the drill-type games I have seen and played have fallen very far toward the Tetris end of the spectrum. They're repetitive, self-similar, and to be honest, pretty dull.”\u003c/p>\n\u003cfigure id=\"attachment_27926\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660141777/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-27926\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/6660141777_f3c5978a8e-300x225.jpg\" alt=\"6660141777_f3c5978a8e\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>But as a learning game, SimCityEDU wants to offer much more than drill -- \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">student players will be assessing data\u003c/a>, interpreting information, taking documentation, and like many complex games, will have the ability to level-up when certain skills are mastered. The game has the ability to make formative assessments along the way that are also aligned with Common Core State Standards; teachers can use an online tool to see whether children have mastered the necessary skills.\u003c/p>\n\u003cp>It’s the ability to gather such specific data, says Nashville elementary educator and \u003ca href=\"http://southernalpha.com/author/dannemes/\">ed tech writer\u003c/a> Dan Nemes, that makes online learning games so helpful, even the drill-and-practice kind. As far as being innovative on the learning front, Nemes questions whether a computer game can really replace a great teacher, but acknowledges that not all children have access to a great teacher.\u003c/p>\n\u003cp>“That question of environment is the real kicker,\" Nemes said. \"Ed Tech provides access. That can't be argued. Many of the folks who are developing programs to help children learn are, in my view, saying, ‘The offline world has failed a large number of children. Children don't have the space and time and tools they need to learn, so I've created a virtual world in which they can learn.’ They want to leverage data and ready-made lessons (some of them made by great teachers) to lessen the inequality so many children face.”\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>The most effective use of the iPad is not digital games, but more hands-on techniques, like using apps that build presentations or take video and slow it down to demonstrate a particular physics concept.\u003c/strong>\u003c/aside>\n\u003cp>Michael John is quick to point out that SimCityEDU, or any learning game, no matter how challenging and complex, is in no way out to replace individual attention given by real teachers, and called the idea “folly.” He said the game “should work in tandem with a human teacher, and we are investing a lot of creative and technological energy in creating views for the teacher into the students' activity and even giving them some control over that activity - the ideal learning environment is assumed to be in the presence of a human teacher. So the audience for our formative assessment data, even if it works perfectly, is the teacher every bit as much as the student.”\u003c/p>\n\u003ch4>\u003cstrong>MORE RESEARCH NEEDED\u003c/strong>\u003c/h4>\n\u003cp>As we are just entering the era of digital games and learning, research is still scant. The\u003ca href=\"http://www.joanganzcooneycenter.org/publication/games-for-a-digital-age/\"> Joan Ganz Cooney Center\u003c/a> recently released an in-depth analysis of \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/money-time-and-tactics-can-games-be-effective-in-schools/\">how schools are using games for learning,\u003c/a> and other organizations are starting to tackle this broad, complicated subject. Williams College sophomore Mpaza Kapembwa is part of an education class that received a Verizon grant to write a fourth-grade science curriculum for low-income students using iPads, recording whether or not students are more engaged when using the iPad versus non-digital methods. The most effective use of the iPad so far, Mpaza said, is not digital games, but more hands-on techniques, like using apps that build presentations or take video and slow it down to demonstrate a particular physics concept.\u003c/p>\n\u003cp>But this summer, Mpaza’s research will focus on turning all physical worksheets into practice on the iPad, and will inevitably turn part of the curriculum toward digital games. “We are very cautious not to replace one with the other, it’s very challenging because when they’ve got the iPad in front of them, they just want to play,\" he said. \"We do let them play in the very beginning, but then try to get them used to the fact that this is not a toy. This is work.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/money-time-and-tactics-can-games-be-effective-in-schools/\">Money, Time and Tactics: Can Games Be Effective In Schools\u003c/a>?]\u003c/p>\n\u003cp>Dan Nemes agrees that, when kids are playing games on iPads or other digital gadgets, it can be hard for them to remember that they are working -- a different but important kind of “backseat thinking.”\u003c/p>\n\u003cp>“Even at its most active, swiping and clicking are passive approaches to learning,\" he said. \"Using a pencil -- the smell of the wood and lead, the indentation on your pointer, the sound of the scratch on the page -- gives a child the sense of doing hard work. And learning is hard work. The tools children use to manipulate and change the world and their own neural pathways should reflect the profundity of that phenomenon; we should have some blisters, form calluses, break a sweat. Computer games don't demand that from children.”\u003c/p>\n\u003cp>The feeling of work, Michael John said, is important to kids when playing a digital learning game, too, something they found out when testing SimCityEDU on middle schoolers. And that work feeling may be what helps kids distinguish between entertainment games and ones that are for learning. “If they understand that their role is to learn, and to think in the context of school, they seem to be almost primed with an expectation of a higher workload.”\u003c/p>\n\u003cp>Even as he innovates new ways of using digital games expressly designed for student learning, John’s overall comments on learning and gaming seemed to reflect a feeling that computer games, whether drill-and-practice or complex, are meant to enhance, not replace, other more human learning experiences. He doesn’t seem at all concerned that drill-and-practice digital games will replace hands-on teacher-led techniques. Nemes’ comment about the sensory experience of holding a pencil was quite personal to him, and John called it “poignant.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Need more convincing that \u003ca href=\"http://www.minecraft.com\">Minecraft\u003c/a> can be a powerful tool for learning? Check out \u003ca href=\"http://www.youtube.com/watch?feature=player_embedded&v=RI0BN5AWOe8#!\">this fun video\u003c/a> from \u003ca href=\"http://www.youtube.com/user/pbsideachannel?feature=watch\">PBS Idea Channel's Mike Rugnetta\u003c/a>, who specifically (and very quickly) lists a number of ways the video game can and has been used to learn everything from physics to history.\u003c/p>\n\u003cp>\u003ciframe width=\"560\" height=\"315\" src=\"http://www.youtube.com/embed/RI0BN5AWOe8\" frameborder=\"0\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv id=\"attachment_27431\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/?attachment_id=27431\" rel=\"attachment wp-att-27431\">\u003cimg class=\"size-large wp-image-27431\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/Wow-620x312.jpg\" alt=\"Wow\" width=\"620\" height=\"312\">\u003c/a>\n\u003cp class=\"wp-media-credit\">World of Warcraft\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Students' passions can be a powerful driver for deeper and more creative learning. With this knowledge, some educators are using popular commercial games like \u003ca href=\"http://us.battle.net/wow/en/\">World of Warcraft\u003c/a> (WoW) to create curriculum around the game. And they say they're seeing success, especially with learners who have had trouble in traditional classrooms.\u003c/p>\n\u003cp>World of Warcraft is a Massively Multiplayer Online Roleplay (MMOR) game, where players take on the identity of characters in a narrative-rich plot, working together to overcome challenges.\u003c/p>\n\u003cp>“In my estimation, a well-designed video game is pure, scaffolded, constructivist learning at its best,” said \u003ca href=\"http://peggysheehy.edublogs.org/about/\">Peggy Sheehy\u003c/a>, one of the designers of \u003ca href=\"http://wowinschool.pbworks.com/w/page/5268731/FrontPage\">WoW in Schools\u003c/a>, an elective English Language Arts curriculum built around the game. “Mastery of content opens up new content and offers unlimited opportunity for success.” And that's what learning should be like, she says: interesting, engaging and collaborative. \u003ca href=\"http://myweb.fsu.edu/vshute/pdf/GLA%20Dirk%20chapter.pdf\">Research on gaming\u003c/a> in an educational context corroborates Sheehy’s viewpoint that games demonstrate mastery learning because a player cannot move on until he or she has completed a set of tasks.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Game designers get that failure is anticipated and celebrated. It’s a learning opportunity.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Sheehy designs “quests” with particular learning objectives in mind that the students or -- “heroes” as they’re called in class -- must complete. Quests might include components of comparative writing or characterization exercises. For example, Sheehy had her students read J.R.R. Tolkien’s \u003cem>The Hobbit\u003c/em> as they progressed through the course, and for one assignment, they had to pick a character from the book and categorize that character within World of Warcraft. They were asked to defend their choices in writing, supporting their argument with the text.\u003c!--more-->\u003c/p>\n\u003cp>“When I bring these to their other teachers, I am consistently told, ‘I don’t get anything like this from them,’” Sheehy said in reference to the writing her students produce. They write complex arguments because they are passionate about the game, the storyline, and the class. “When there is no passion you get dutiful, for the grade work,” she said.\u003c/p>\n\u003cp>One of the benefits of using a multiplayer, collaborative game is that students also work together to accomplish quests. They post their writing in “guilds” within the game and are asked to critique one another’s writing, creating a constructive peer review.\u003c/p>\n\u003cp>Perhaps one of the most prominent ways that game-based classes are different from traditional ones is \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/fun-failure-how-to-make-learning-irresistible/\">how failure fits into the daily experience of learning\u003c/a>. “Failure in a game typically means that you tried the challenge in a new way,” Sheehy said. It’s not bad; it’s creative problem-solving, risk-taking, and a natural outcropping of trying something new. But in most classrooms, kids are programmed to understand failure as shameful at early ages. “Game designers get that failure is anticipated and celebrated. It’s a learning opportunity,” Sheehy said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/money-time-and-tactics-can-games-be-effective-in-schools/\">Money, Time and Tactics: Can Games Be Effective in Schools?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Those accustomed to having assessments be part of the learning model may wonder how to measure things like reading comprehension, grammar, and vocabulary.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Assessment and gaming are so contradictory,” Sheehy said. “Gaming is almost like the scientific method. You get your quest, you form a hypothesis, you try it out, you encounter challenges and you draw conclusions.” She thinks that’s assessment enough and is wary that formally assessing students will take the fun and the passion out of what she considers to be a very effective education tool.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_27431\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/?attachment_id=27431\" rel=\"attachment wp-att-27431\">\u003cimg class=\"size-large wp-image-27431\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/Wow-620x312.jpg\" alt=\"Wow\" width=\"620\" height=\"312\">\u003c/a>\n\u003cp class=\"wp-media-credit\">World of Warcraft\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Students' passions can be a powerful driver for deeper and more creative learning. With this knowledge, some educators are using popular commercial games like \u003ca href=\"http://us.battle.net/wow/en/\">World of Warcraft\u003c/a> (WoW) to create curriculum around the game. And they say they're seeing success, especially with learners who have had trouble in traditional classrooms.\u003c/p>\n\u003cp>World of Warcraft is a Massively Multiplayer Online Roleplay (MMOR) game, where players take on the identity of characters in a narrative-rich plot, working together to overcome challenges.\u003c/p>\n\u003cp>“In my estimation, a well-designed video game is pure, scaffolded, constructivist learning at its best,” said \u003ca href=\"http://peggysheehy.edublogs.org/about/\">Peggy Sheehy\u003c/a>, one of the designers of \u003ca href=\"http://wowinschool.pbworks.com/w/page/5268731/FrontPage\">WoW in Schools\u003c/a>, an elective English Language Arts curriculum built around the game. “Mastery of content opens up new content and offers unlimited opportunity for success.” And that's what learning should be like, she says: interesting, engaging and collaborative. \u003ca href=\"http://myweb.fsu.edu/vshute/pdf/GLA%20Dirk%20chapter.pdf\">Research on gaming\u003c/a> in an educational context corroborates Sheehy’s viewpoint that games demonstrate mastery learning because a player cannot move on until he or she has completed a set of tasks.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Game designers get that failure is anticipated and celebrated. It’s a learning opportunity.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Sheehy designs “quests” with particular learning objectives in mind that the students or -- “heroes” as they’re called in class -- must complete. Quests might include components of comparative writing or characterization exercises. For example, Sheehy had her students read J.R.R. Tolkien’s \u003cem>The Hobbit\u003c/em> as they progressed through the course, and for one assignment, they had to pick a character from the book and categorize that character within World of Warcraft. They were asked to defend their choices in writing, supporting their argument with the text.\u003c!--more-->\u003c/p>\n\u003cp>“When I bring these to their other teachers, I am consistently told, ‘I don’t get anything like this from them,’” Sheehy said in reference to the writing her students produce. They write complex arguments because they are passionate about the game, the storyline, and the class. “When there is no passion you get dutiful, for the grade work,” she said.\u003c/p>\n\u003cp>One of the benefits of using a multiplayer, collaborative game is that students also work together to accomplish quests. They post their writing in “guilds” within the game and are asked to critique one another’s writing, creating a constructive peer review.\u003c/p>\n\u003cp>Perhaps one of the most prominent ways that game-based classes are different from traditional ones is \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/fun-failure-how-to-make-learning-irresistible/\">how failure fits into the daily experience of learning\u003c/a>. “Failure in a game typically means that you tried the challenge in a new way,” Sheehy said. It’s not bad; it’s creative problem-solving, risk-taking, and a natural outcropping of trying something new. But in most classrooms, kids are programmed to understand failure as shameful at early ages. “Game designers get that failure is anticipated and celebrated. It’s a learning opportunity,” Sheehy said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/money-time-and-tactics-can-games-be-effective-in-schools/\">Money, Time and Tactics: Can Games Be Effective in Schools?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Those accustomed to having assessments be part of the learning model may wonder how to measure things like reading comprehension, grammar, and vocabulary.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Assessment and gaming are so contradictory,” Sheehy said. “Gaming is almost like the scientific method. You get your quest, you form a hypothesis, you try it out, you encounter challenges and you draw conclusions.” She thinks that’s assessment enough and is wary that formally assessing students will take the fun and the passion out of what she considers to be a very effective education tool.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_26795\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660073135/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-26795\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/6660073135_a315ee4b17.jpg\" alt=\"6660073135_a315ee4b17\" width=\"500\" height=\"302\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/01/6660073135_a315ee4b17.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/6660073135_a315ee4b17-400x242.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/6660073135_a315ee4b17-320x193.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">If it's true that \u003ca href=\"http://www.csmonitor.com/Innovation/Horizons/2008/0916/by-the-numbers-teens-and-video-games\">97 percent of teens in the U.S. are playing digital games\u003c/a>, then the focus on how games can fit into the shifting education system becomes that much more important. Schools, districts, and individual educators are trying to figure out how games and learning can fit into the current complicated landscape.\u003c/p>\n\u003cp>The newly released report\u003cem>\u003c/em>\u003ca href=\"http://www.joanganzcooneycenter.org/publication/games-for-a-digital-age/\">\u003cem> Games for a Digital Age: K-12 Market Map and Investment Analysis,\u003c/em>\u003c/a> released by the \u003ca href=\"http://www.joanganzcooneycenter.org\">Joan Ganz Cooney Center\u003c/a> and the \u003ca href=\"http://www.joanganzcooneycenter.org/initiative/games-and-learning-publishing-council-analyzing-a-rising-sector/\">Games and Learning Publishing Council, \u003c/a>describes the many different criteria in play in detail, including obstacles from the policy standpoint, lack of teacher development, as well as how the \u003ca href=\"http://ww2.kqed.org/mindshift/feature/byod/\">Bring Your Own Device\u003c/a> movement is influencing the push towards games and learning.\u003c/p>\n\u003cp>“Games are more popular than ever with youth today with many students spending hours a day playing them,\" said Michael H. Levine, executive director of the Joan Ganz Cooney Center. \"What we don’t know yet is whether and how they can be a key ally in driving pathways to academic success.”\u003c/p>\n\u003cp>Though it's well worth reading the report in its entirety, below are excerpts pulled from the report, conducted and written by Dr. John Richards, Leslie Stebbins and Dr. Kurt Moellering.\u003c/p>\n\u003ch4>\u003cstrong>ON FINDING WAYS TO USE GAMES WITHIN CLASS TIMES\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cdiv>\n\u003cp>The school day is divided into class periods, and this division limits lesson length. Furthermore, the combination of standards and the scope and sequence tied to core curriculum create “coverage” requirements that place practical limits on the number of \u003cstrong>\u003c/strong>lessons that can be devoted to a single topic.\u003c/p>\n\u003cdiv>\n\u003cp>Nearly all games fall clearly along a continuum ranging from short-form to long-form with a critical distinction and a bi-modal distribution pattern based on fitting in a class period. As noted by Rob Lippincott, Sr. Vice President of Education, PBS, “Games don’t fit the time box of a class period; a game succeeds when it is sticky and gobbles up more time. You want games in school to finish quickly and speed up learning.” (CS4Ed interview, April 2012).\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“Games don’t fit the time box of a class period; a game succeeds when it is sticky and gobbles up more time. You want games in school to finish quickly and speed up learning.”\u003c/strong>\u003c/aside>\n\u003cp>We placed games into these two time-based categories, short-form and long-form. Within these broad areas fall dozens of different kinds of games, ranging from three-minute apps to open, immersive Multi-User Virtual Environments (MUVEs) that involve lengthy game playing. In addition to the length of play, the mechanics of a gaming experience varies broadly, with simple “add-on” gamification-type reward systems falling typically at the short end of the time continuum, and more complex, multiple-path, role playing games falling at the long end. In longer-form games, the game mechanics are typically intrinsic to the learning experience rather than placed at the end of or external to the game play itself.\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003cp>\u003cstrong>1. Short-Form Learning Games\u003c/strong>\u003c/p>\n\u003cp>In most K-12 schools the day is organized in blocks of time that average 40 minutes or less. Transition time and time for instruction or discussion connected to curricular material frequently leaves only 20 to 30 minutes for actually using a learning game. Short-form games are interactive \u003c!--more-->digital activities that fit within a single class period and have some components common to all learning games. They focus on a particular concept or on skill refinement, skills practice, memorization, or performing specific drills.\u003c/p>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cp>Successful short-form games meet an important and defined market need, whether it is by demonstrating a concept to the whole class on an interactive white board, or by providing individual students with practice on a specific concept or skill. Short-form games include drill and practice, brief simulations, visualizations, or simulated training tools, and different types of “game-like” interactive learning objects. These types of games have the potential to be embedded in personalized learning environments or adaptive engines that combine data and feedback loops that are becoming increasingly popular in schools.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/where-do-educational-games-come-from/\">Where Do Educational Games Come From?]\u003c/a>\u003c/p>\n\u003cp>This type of game product is starting to gain traction in the K-12 market, due in part to its alignment to standards and to extensive product lines that cover many topics within the curriculum or meet an important, albeit narrow, market need. Teachers find such games easy to access and understand, and the games fit neatly into the short blocks of time available in the structured school day.\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003cp>\u003cstrong>2. Long-Form Learning Games\u003c/strong>\u003c/p>\n\u003cp>Long-form learning games extend beyond a single class period. Typically game-playing is spread over multiple sessions or even several weeks. Long-form games lend themselves to the development of 21st century skills such as critical thinking, problem solving, collaboration, creativity, and communication. \u003ca href=\"http://website.education.wisc.edu/kdsquire/\">Kurt Squire,\u003c/a> [co-founder and current director of the \u003ca href=\"http://www.gameslearningsociety.org/\">Games, Learning, & Society Initiative\u003c/a>] underlines the distinction between the sophisticated learning skills developed through immersive experiences versus games where students are rewarded for memorizing vocabulary words or performing math drills. Squire views games such as Civilization III as having the potential to push students to engage actively in problem solving, reflection, and decision making related to historical and political situations (Squire as quoted in Klopfer, Osterweil, Groff, & Haas, 2009). Other researchers concur, and view long-form, immersive game play as a critical factor supporting a broad arena of social and cognitive learning (Shaffer, 2006; Bogost, 2007).\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cp>A number of individual studies have demonstrated that specific long-form games perform better when compared to typical lectures. Examples from research studies include Supercharged!, an electrostatics game that showed a 28% increase in learning (Squire, Barnett, Grant, & Higginbotham, 2004); Geography Explorer, a geology game that showed a 15 to 40% increase in learning (McClean, Saini-Eidukat, Schwert, Slator, & White, 2001); Virtual Cell, a cell biology game that showed a 30–63% increase in learning (McClean et al., 2001); and River City, a game that showed a 370% increase in learning for D students and 14% increase for B students (Ketelhut, 2007).\u003c/p>\n\u003cp>Recent research also points to the significance of the engagement factor produced by long-form learning games. Engagement fosters motivation and keeps students involved in the learning experience. While many educational software products have focused on extrinsic rewards for skills practice, longer form games where game play and learning are closely connected have been proven to be even more engaging than following a learning task with an external reward (Habgood & Ainsworth, 2011).\u003c/p>\n\u003cdiv>\n\u003cdiv>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"When researchers argue that learning games are efficacious, promote critical thinking, and engage 21st century skills, it is not necessarily clear that these conclusions apply to many shorter forms of learning games.\"\u003c/strong>\u003c/aside>\n\u003cp>The authors of a report issued by the Committee on Science Learning at the National Research Council concluded that simulations and games have great potential to improve science learning in the classroom because they can “individualize learning to match the pace, interests, and capabilities of each particular student and contextualize learning in engaging virtual environments” (Honey & Hilton, 2011). The authors also echoed previous research demonstrating the appeal and engagement of learning games, and indicate that games can help support new inquiry-based approaches to science instruction by providing virtual laboratories or field learning experiences that overcome practical constraints.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/whats-the-secret-sauce-to-a-great-educational-game/\">What's the Secret Sauce to a Great Educational Game]\u003c/a>\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003cp>The time required for playing long-form games has proven to be a significant barrier\u003cbr>\nto their widespread adoption. As Dave McCool, co-founder, President and CEO of Muzzy\u003cbr>\nLane Software explains, “For us, with Making History3, it was a matter of having a product that was deep and narrow and was only needed for content that was covered for one week of the curriculum” (CS4Ed interview, February 2012).\u003c/p>\n\u003cp>In our interview, Scott Traylor, CEO and founder of 360KID, argued that long-form games can more easily fit into the homework side of the equation and that class time can be reserved for discussing results of the homework activities, strategies, and content learned (CS4Ed interview, March 2012). This “flipped classroom” model addresses the classroom time factor in that teachers can control how much time is spent on discussion sessions. However, there remain challenges with connectivity for students from lower-income households. As more schools experiment with various forms of online and blended learning, a better fit between available class time and long-form games may emerge.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv>\n\u003cdiv>\n\u003ch4>\u003cstrong>ON DEFINING GAMES: WHAT QUALIFIES AS EDUCATIONAL?\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cp>The language of gaming and learning games is still in flux, and there has been little agreement between experts in the field about what falls under the category of “learning game” and what is not a game, but has “game-like” elements. Not surprisingly, the literature of games contains no agreed upon definition of a learning game. When we asked our interviewees what they considered a game, we found no consensus. One extreme cited any “formative assessment based on an adaptive engine,” while the other cited products with aspects of game mechanics such as badges, rewards, and points. Although the Software and Information Industry Association (SIIA) Codie awards category is for “Games and Simulations” (and researchers are sometimes careful to distinguish between simulations and games), for the purposes of this report we have included simulations in our broad definition of learning games.\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003cfigure id=\"attachment_26789\" class=\"wp-caption alignright\" style=\"max-width: 292px\">\u003cimg class=\"size-full wp-image-26789\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/Screen-Shot-2013-01-28-at-12.01.14-PM.png\" alt=\"Games\" width=\"292\" height=\"400\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Such a wide range of products is confusing to the K-12 audience, because “games” can vary from products that are prototypical to ones that only leverage somewhat extraneous game mechanics to engage and to motivate. Confusion among types of games is of particular concern when examining the research evidence of the effectiveness of games in learning. Most university-based research evaluates learning games in environments that engage students for several weeks with immersive, challenging experiences. Thus, when researchers argue that learning games are efficacious, promote critical thinking, and engage 21st century skills, it is not necessarily clear that these conclusions apply to many shorter forms of learning games.\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003cp>All games have game mechanics that are the central element of the game and, to some degree, are integrated with the learning content. As James Gee argues in his keynote at the 2012 Games for Change conference, the extent to which the mechanics of creating motivation and directing attention is intrinsic to the content of the game can greatly influence learning outcomes.\u003c/p>\n\u003cp>Gamification is the use of game-based elements or game mechanics to drive user engagement and actions in non-game contexts. In gamification, the game mechanics are divorced from the content being taught and are instead added in the form of some sort of reward element after completion of an activity. For example, a short-form math game that involves answering math questions where correct answers are followed by a badge or the reward of playing a “dunk the clown” game would be called gamification. David Dockterman, Ed.D., Chief Architect, Learning Sciences with Tom Snyder Productions/Scholastic is concerned about this use of game mechanics, stating “Gamification can begin to undermine a kid’s desire to learn” (CS4Ed interview, March, 2012).\u003c/p>\n\u003ch4>\u003cstrong>ON SELLING GAMES TO SCHOOLS\u003c/strong>\u003c/h4>\n\u003cp>\u003cstrong>\u003c/strong>The systemic barriers to entry include:\u003c/p>\n\u003cul>\n\u003cli>the dominance of a few multi-billion dollar players;\u003c/li>\n\u003cli>a long buying cycle, byzantine decision-making process, and narrow sales window;\u003c/li>\n\u003cli>locally controlled decision making that creates a fragmented marketplace of individual districts, schools, and teachers;\u003c/li>\n\u003cli>frequently changing federal and state government policies and cyclical district resource constraints that impact the availability of funding;\u003c/li>\n\u003cli>the demand for curriculum and standards alignment and research-based proof of effectiveness; and\u003c/li>\n\u003cli>the requirement for locally delivered professional development.\u003c/li>\n\u003c/ul>\n\u003cp>However, recent trends provide an increasingly positive arena for learning games and other digital products, including:\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003cul>\n\u003cli>the move to one-to-one computing in schools and the rise of a “Bring Your Own Device” (BYOD) infrastructure for learning;\u003c/li>\n\u003cli>the widespread acceptance and purchase of interactive white boards;\u003c/li>\n\u003cli>the improvement of school IT infrastructure and access to the Internet;\u003c/li>\n\u003cli>the 2010 National Education Technology Plan;\u003c/li>\n\u003cli> a strong focus on Science, Technology, Engineering, and Math (STEM) skills, and more broadly, on higher-order thinking skills;\u003c/li>\n\u003cli>an increasing move in schools from print to digital materials and from a highly structured to a somewhat flexible textbook adoption process;\u003c/li>\n\u003cli>the increasing interest in Personalized Learning Environments (PLEs) and adaptive engines; and\u003c/li>\n\u003cli>an expanding base of research that shows the effectiveness of long-form games in learning.\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_26795\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660073135/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-26795\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/6660073135_a315ee4b17.jpg\" alt=\"6660073135_a315ee4b17\" width=\"500\" height=\"302\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/01/6660073135_a315ee4b17.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/6660073135_a315ee4b17-400x242.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/6660073135_a315ee4b17-320x193.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">If it's true that \u003ca href=\"http://www.csmonitor.com/Innovation/Horizons/2008/0916/by-the-numbers-teens-and-video-games\">97 percent of teens in the U.S. are playing digital games\u003c/a>, then the focus on how games can fit into the shifting education system becomes that much more important. Schools, districts, and individual educators are trying to figure out how games and learning can fit into the current complicated landscape.\u003c/p>\n\u003cp>The newly released report\u003cem>\u003c/em>\u003ca href=\"http://www.joanganzcooneycenter.org/publication/games-for-a-digital-age/\">\u003cem> Games for a Digital Age: K-12 Market Map and Investment Analysis,\u003c/em>\u003c/a> released by the \u003ca href=\"http://www.joanganzcooneycenter.org\">Joan Ganz Cooney Center\u003c/a> and the \u003ca href=\"http://www.joanganzcooneycenter.org/initiative/games-and-learning-publishing-council-analyzing-a-rising-sector/\">Games and Learning Publishing Council, \u003c/a>describes the many different criteria in play in detail, including obstacles from the policy standpoint, lack of teacher development, as well as how the \u003ca href=\"http://ww2.kqed.org/mindshift/feature/byod/\">Bring Your Own Device\u003c/a> movement is influencing the push towards games and learning.\u003c/p>\n\u003cp>“Games are more popular than ever with youth today with many students spending hours a day playing them,\" said Michael H. Levine, executive director of the Joan Ganz Cooney Center. \"What we don’t know yet is whether and how they can be a key ally in driving pathways to academic success.”\u003c/p>\n\u003cp>Though it's well worth reading the report in its entirety, below are excerpts pulled from the report, conducted and written by Dr. John Richards, Leslie Stebbins and Dr. Kurt Moellering.\u003c/p>\n\u003ch4>\u003cstrong>ON FINDING WAYS TO USE GAMES WITHIN CLASS TIMES\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cdiv>\n\u003cp>The school day is divided into class periods, and this division limits lesson length. Furthermore, the combination of standards and the scope and sequence tied to core curriculum create “coverage” requirements that place practical limits on the number of \u003cstrong>\u003c/strong>lessons that can be devoted to a single topic.\u003c/p>\n\u003cdiv>\n\u003cp>Nearly all games fall clearly along a continuum ranging from short-form to long-form with a critical distinction and a bi-modal distribution pattern based on fitting in a class period. As noted by Rob Lippincott, Sr. Vice President of Education, PBS, “Games don’t fit the time box of a class period; a game succeeds when it is sticky and gobbles up more time. You want games in school to finish quickly and speed up learning.” (CS4Ed interview, April 2012).\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“Games don’t fit the time box of a class period; a game succeeds when it is sticky and gobbles up more time. You want games in school to finish quickly and speed up learning.”\u003c/strong>\u003c/aside>\n\u003cp>We placed games into these two time-based categories, short-form and long-form. Within these broad areas fall dozens of different kinds of games, ranging from three-minute apps to open, immersive Multi-User Virtual Environments (MUVEs) that involve lengthy game playing. In addition to the length of play, the mechanics of a gaming experience varies broadly, with simple “add-on” gamification-type reward systems falling typically at the short end of the time continuum, and more complex, multiple-path, role playing games falling at the long end. In longer-form games, the game mechanics are typically intrinsic to the learning experience rather than placed at the end of or external to the game play itself.\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003cp>\u003cstrong>1. Short-Form Learning Games\u003c/strong>\u003c/p>\n\u003cp>In most K-12 schools the day is organized in blocks of time that average 40 minutes or less. Transition time and time for instruction or discussion connected to curricular material frequently leaves only 20 to 30 minutes for actually using a learning game. Short-form games are interactive \u003c!--more-->digital activities that fit within a single class period and have some components common to all learning games. They focus on a particular concept or on skill refinement, skills practice, memorization, or performing specific drills.\u003c/p>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cp>Successful short-form games meet an important and defined market need, whether it is by demonstrating a concept to the whole class on an interactive white board, or by providing individual students with practice on a specific concept or skill. Short-form games include drill and practice, brief simulations, visualizations, or simulated training tools, and different types of “game-like” interactive learning objects. These types of games have the potential to be embedded in personalized learning environments or adaptive engines that combine data and feedback loops that are becoming increasingly popular in schools.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/where-do-educational-games-come-from/\">Where Do Educational Games Come From?]\u003c/a>\u003c/p>\n\u003cp>This type of game product is starting to gain traction in the K-12 market, due in part to its alignment to standards and to extensive product lines that cover many topics within the curriculum or meet an important, albeit narrow, market need. Teachers find such games easy to access and understand, and the games fit neatly into the short blocks of time available in the structured school day.\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003cp>\u003cstrong>2. Long-Form Learning Games\u003c/strong>\u003c/p>\n\u003cp>Long-form learning games extend beyond a single class period. Typically game-playing is spread over multiple sessions or even several weeks. Long-form games lend themselves to the development of 21st century skills such as critical thinking, problem solving, collaboration, creativity, and communication. \u003ca href=\"http://website.education.wisc.edu/kdsquire/\">Kurt Squire,\u003c/a> [co-founder and current director of the \u003ca href=\"http://www.gameslearningsociety.org/\">Games, Learning, & Society Initiative\u003c/a>] underlines the distinction between the sophisticated learning skills developed through immersive experiences versus games where students are rewarded for memorizing vocabulary words or performing math drills. Squire views games such as Civilization III as having the potential to push students to engage actively in problem solving, reflection, and decision making related to historical and political situations (Squire as quoted in Klopfer, Osterweil, Groff, & Haas, 2009). Other researchers concur, and view long-form, immersive game play as a critical factor supporting a broad arena of social and cognitive learning (Shaffer, 2006; Bogost, 2007).\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cp>A number of individual studies have demonstrated that specific long-form games perform better when compared to typical lectures. Examples from research studies include Supercharged!, an electrostatics game that showed a 28% increase in learning (Squire, Barnett, Grant, & Higginbotham, 2004); Geography Explorer, a geology game that showed a 15 to 40% increase in learning (McClean, Saini-Eidukat, Schwert, Slator, & White, 2001); Virtual Cell, a cell biology game that showed a 30–63% increase in learning (McClean et al., 2001); and River City, a game that showed a 370% increase in learning for D students and 14% increase for B students (Ketelhut, 2007).\u003c/p>\n\u003cp>Recent research also points to the significance of the engagement factor produced by long-form learning games. Engagement fosters motivation and keeps students involved in the learning experience. While many educational software products have focused on extrinsic rewards for skills practice, longer form games where game play and learning are closely connected have been proven to be even more engaging than following a learning task with an external reward (Habgood & Ainsworth, 2011).\u003c/p>\n\u003cdiv>\n\u003cdiv>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"When researchers argue that learning games are efficacious, promote critical thinking, and engage 21st century skills, it is not necessarily clear that these conclusions apply to many shorter forms of learning games.\"\u003c/strong>\u003c/aside>\n\u003cp>The authors of a report issued by the Committee on Science Learning at the National Research Council concluded that simulations and games have great potential to improve science learning in the classroom because they can “individualize learning to match the pace, interests, and capabilities of each particular student and contextualize learning in engaging virtual environments” (Honey & Hilton, 2011). The authors also echoed previous research demonstrating the appeal and engagement of learning games, and indicate that games can help support new inquiry-based approaches to science instruction by providing virtual laboratories or field learning experiences that overcome practical constraints.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/whats-the-secret-sauce-to-a-great-educational-game/\">What's the Secret Sauce to a Great Educational Game]\u003c/a>\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003cp>The time required for playing long-form games has proven to be a significant barrier\u003cbr>\nto their widespread adoption. As Dave McCool, co-founder, President and CEO of Muzzy\u003cbr>\nLane Software explains, “For us, with Making History3, it was a matter of having a product that was deep and narrow and was only needed for content that was covered for one week of the curriculum” (CS4Ed interview, February 2012).\u003c/p>\n\u003cp>In our interview, Scott Traylor, CEO and founder of 360KID, argued that long-form games can more easily fit into the homework side of the equation and that class time can be reserved for discussing results of the homework activities, strategies, and content learned (CS4Ed interview, March 2012). This “flipped classroom” model addresses the classroom time factor in that teachers can control how much time is spent on discussion sessions. However, there remain challenges with connectivity for students from lower-income households. As more schools experiment with various forms of online and blended learning, a better fit between available class time and long-form games may emerge.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv>\n\u003cdiv>\n\u003ch4>\u003cstrong>ON DEFINING GAMES: WHAT QUALIFIES AS EDUCATIONAL?\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cp>The language of gaming and learning games is still in flux, and there has been little agreement between experts in the field about what falls under the category of “learning game” and what is not a game, but has “game-like” elements. Not surprisingly, the literature of games contains no agreed upon definition of a learning game. When we asked our interviewees what they considered a game, we found no consensus. One extreme cited any “formative assessment based on an adaptive engine,” while the other cited products with aspects of game mechanics such as badges, rewards, and points. Although the Software and Information Industry Association (SIIA) Codie awards category is for “Games and Simulations” (and researchers are sometimes careful to distinguish between simulations and games), for the purposes of this report we have included simulations in our broad definition of learning games.\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003cfigure id=\"attachment_26789\" class=\"wp-caption alignright\" style=\"max-width: 292px\">\u003cimg class=\"size-full wp-image-26789\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/Screen-Shot-2013-01-28-at-12.01.14-PM.png\" alt=\"Games\" width=\"292\" height=\"400\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Such a wide range of products is confusing to the K-12 audience, because “games” can vary from products that are prototypical to ones that only leverage somewhat extraneous game mechanics to engage and to motivate. Confusion among types of games is of particular concern when examining the research evidence of the effectiveness of games in learning. Most university-based research evaluates learning games in environments that engage students for several weeks with immersive, challenging experiences. Thus, when researchers argue that learning games are efficacious, promote critical thinking, and engage 21st century skills, it is not necessarily clear that these conclusions apply to many shorter forms of learning games.\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003cp>All games have game mechanics that are the central element of the game and, to some degree, are integrated with the learning content. As James Gee argues in his keynote at the 2012 Games for Change conference, the extent to which the mechanics of creating motivation and directing attention is intrinsic to the content of the game can greatly influence learning outcomes.\u003c/p>\n\u003cp>Gamification is the use of game-based elements or game mechanics to drive user engagement and actions in non-game contexts. In gamification, the game mechanics are divorced from the content being taught and are instead added in the form of some sort of reward element after completion of an activity. For example, a short-form math game that involves answering math questions where correct answers are followed by a badge or the reward of playing a “dunk the clown” game would be called gamification. David Dockterman, Ed.D., Chief Architect, Learning Sciences with Tom Snyder Productions/Scholastic is concerned about this use of game mechanics, stating “Gamification can begin to undermine a kid’s desire to learn” (CS4Ed interview, March, 2012).\u003c/p>\n\u003ch4>\u003cstrong>ON SELLING GAMES TO SCHOOLS\u003c/strong>\u003c/h4>\n\u003cp>\u003cstrong>\u003c/strong>The systemic barriers to entry include:\u003c/p>\n\u003cul>\n\u003cli>the dominance of a few multi-billion dollar players;\u003c/li>\n\u003cli>a long buying cycle, byzantine decision-making process, and narrow sales window;\u003c/li>\n\u003cli>locally controlled decision making that creates a fragmented marketplace of individual districts, schools, and teachers;\u003c/li>\n\u003cli>frequently changing federal and state government policies and cyclical district resource constraints that impact the availability of funding;\u003c/li>\n\u003cli>the demand for curriculum and standards alignment and research-based proof of effectiveness; and\u003c/li>\n\u003cli>the requirement for locally delivered professional development.\u003c/li>\n\u003c/ul>\n\u003cp>However, recent trends provide an increasingly positive arena for learning games and other digital products, including:\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003cul>\n\u003cli>the move to one-to-one computing in schools and the rise of a “Bring Your Own Device” (BYOD) infrastructure for learning;\u003c/li>\n\u003cli>the widespread acceptance and purchase of interactive white boards;\u003c/li>\n\u003cli>the improvement of school IT infrastructure and access to the Internet;\u003c/li>\n\u003cli>the 2010 National Education Technology Plan;\u003c/li>\n\u003cli> a strong focus on Science, Technology, Engineering, and Math (STEM) skills, and more broadly, on higher-order thinking skills;\u003c/li>\n\u003cli>an increasing move in schools from print to digital materials and from a highly structured to a somewhat flexible textbook adoption process;\u003c/li>\n\u003cli>the increasing interest in Personalized Learning Environments (PLEs) and adaptive engines; and\u003c/li>\n\u003cli>an expanding base of research that shows the effectiveness of long-form games in learning.\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv id=\"attachment_25951\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/ants88/6664180307/sizes/z/in/photostream/://blogs.kqed.org/mindshift/?attachment_id=25951\">\u003cimg class=\"size-large wp-image-25951\" title=\"6664180307_cd3184e491_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/6664180307_cd3184e491_z-620x410.jpg\" alt=\"\" width=\"620\" height=\"410\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: Andrew Beeston\u003c/p>\n\u003c/div>\n\u003cp>With two weeks of holiday break stretched out ahead, here are some fun ways to keep kids occupied and engaged, as collected over time on MindShift.\u003c/p>\n\u003ch4>1. DIVE INTO MINECRAFT.\u003c/h4>\n\u003cp>Simply put, \u003ca href=\"http://www.minecraft.net/\">Minecraft\u003c/a> is a game that lets you build worlds out of blocks. But Minecraft’s visual simplicity belies what is a completely open-ended and therefore terrifically complex world. And the best of that world: it’s up to the player to design. Minecraft is what’s known as a “sandbox” game, giving players almost complete freedom to build within it. While many video games are focused on certain goals — level up, save the princess, destroy the aliens, for example — Minecraft has no clear-cut missions, at least not in that way. Players in Minecraft must scavenge for resources in order to build things — mining for stone to build buildings, mining for coal to build fire. One of the only limitations in-game is time — the sun sets each evening and when it’s dark, spiders and skeletons come out and can attack the characters.\u003c/p>\n\u003ch4>\u003cstrong>2. MAKE A FILM.\u003c/strong>\u003c/h4>\n\u003cp>The next Steven Spielberg might emerge from a summer movie-making project. Kids can exercise their writing, creativity, organization, and artistic skills by making their own movies, just as any director does: writing scripts, choosing actors, practicing lines, not to mention actually filming and editing. For those who own an Apple computer, iMovie \u003ca href=\"http://www.ischool.utexas.edu/technology/tutorials/graphics/imovie/1create.html\">makes the process\u003c/a> very simple. YouTube also offers free editing, and you can find other editing software online.\u003c/p>\n\u003ch4>3. START A DIY PROJECT.\u003c/h4>\n\u003cp>Refrigerators and fireplace mantles might still be covered with children’s projects, but more and more, those projects are finding a home online. That’s just one of the purposes for \u003ca href=\"http://blog.diy.org/\">DIY.org\u003c/a>, a site that allows kids to upload photos of their projects and share it with their friends, family, and the \u003c!--more-->public. Check out all the amazing kid-made projects from across the world.\u003c/p>\n\u003ch4>4. LEARN TO PROGRAM.\u003c/h4>\n\u003cp>It’s hard to argue with the importance of teaching students how to use computers — how to turn on, log on, search the Web, and use applications. These skills are absolutely necessary for students’ academic success as well as for their future job prospects. Here are \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">five tools to introduce kids to programming. \u003c/a>\u003c/p>\n\u003ch4>\u003cstrong>5. BECOME A CITIZEN SCIENTIST.\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp>Citizen science takes scientific inquiry and research out of the lab (and out of the sole purview of scientists and researchers) and puts it in the hand of those without formal scientific training — “citizens,” volunteers, and, yes, students. There are a number of ways that students can engage in citizen science projects over the summer, whether they’re \u003ca href=\"http://www.projectnoah.org/\">spotting animals\u003c/a> or \u003ca href=\"http://leafsnap.com/\">identifying plants\u003c/a>. Here are a few \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/four-fantastic-citizen-scientist-apps-and-sites/\">suggested apps and websites\u003c/a>\u003cstrong>.\u003c/strong>\u003c/p>\n\u003ch4>\u003cstrong>6. AUTHOR A WRITING PROJECT. \u003c/strong>\u003c/h4>\n\u003cp>Budding writers can start a week-long writing project focused on a specific theme. Write about animal skeletons and types of clouds; or invent TV cartoon characters based on exotic animals, or spend the week writing about magic or food or chocolate. Re-imagine your favorite fairytales with your chosen theme. Write and draw short stories, poems, or illustrations inspired by the subject you’ve chosen. Turn the storytelling process upside down by \u003ca href=\"http://writingprompts.tumblr.com/post/7344790970/writing-prompt-223\">using pictures and math equations\u003c/a> to tell a story, or \u003ca href=\"http://writingprompts.tumblr.com/post/10757317003/257\">describe a classroom\u003c/a> through a teacher’s eyes, or describe the days of the week \u003ca href=\"http://writingprompts.tumblr.com/post/6040090734/writing-prompt-199\">as if they were people\u003c/a>. Find hundreds of writing prompts on this \u003ca href=\"http://writingprompts.tumblr.com/\">Tumblr blog\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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But Minecraft’s visual simplicity belies what is a completely open-ended and therefore terrifically complex world. And the best of that world: it’s up to the player to design. Minecraft is what’s known as a “sandbox” game, giving players almost complete freedom to build within it. While many video games are focused on certain goals — level up, save the princess, destroy the aliens, for example — Minecraft has no clear-cut missions, at least not in that way. Players in Minecraft must scavenge for resources in order to build things — mining for stone to build buildings, mining for coal to build fire. One of the only limitations in-game is time — the sun sets each evening and when it’s dark, spiders and skeletons come out and can attack the characters.\u003c/p>\n\u003ch4>\u003cstrong>2. MAKE A FILM.\u003c/strong>\u003c/h4>\n\u003cp>The next Steven Spielberg might emerge from a summer movie-making project. Kids can exercise their writing, creativity, organization, and artistic skills by making their own movies, just as any director does: writing scripts, choosing actors, practicing lines, not to mention actually filming and editing. For those who own an Apple computer, iMovie \u003ca href=\"http://www.ischool.utexas.edu/technology/tutorials/graphics/imovie/1create.html\">makes the process\u003c/a> very simple. YouTube also offers free editing, and you can find other editing software online.\u003c/p>\n\u003ch4>3. START A DIY PROJECT.\u003c/h4>\n\u003cp>Refrigerators and fireplace mantles might still be covered with children’s projects, but more and more, those projects are finding a home online. That’s just one of the purposes for \u003ca href=\"http://blog.diy.org/\">DIY.org\u003c/a>, a site that allows kids to upload photos of their projects and share it with their friends, family, and the \u003c!--more-->public. Check out all the amazing kid-made projects from across the world.\u003c/p>\n\u003ch4>4. LEARN TO PROGRAM.\u003c/h4>\n\u003cp>It’s hard to argue with the importance of teaching students how to use computers — how to turn on, log on, search the Web, and use applications. These skills are absolutely necessary for students’ academic success as well as for their future job prospects. Here are \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">five tools to introduce kids to programming. \u003c/a>\u003c/p>\n\u003ch4>\u003cstrong>5. BECOME A CITIZEN SCIENTIST.\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp>Citizen science takes scientific inquiry and research out of the lab (and out of the sole purview of scientists and researchers) and puts it in the hand of those without formal scientific training — “citizens,” volunteers, and, yes, students. There are a number of ways that students can engage in citizen science projects over the summer, whether they’re \u003ca href=\"http://www.projectnoah.org/\">spotting animals\u003c/a> or \u003ca href=\"http://leafsnap.com/\">identifying plants\u003c/a>. Here are a few \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/four-fantastic-citizen-scientist-apps-and-sites/\">suggested apps and websites\u003c/a>\u003cstrong>.\u003c/strong>\u003c/p>\n\u003ch4>\u003cstrong>6. AUTHOR A WRITING PROJECT. \u003c/strong>\u003c/h4>\n\u003cp>Budding writers can start a week-long writing project focused on a specific theme. Write about animal skeletons and types of clouds; or invent TV cartoon characters based on exotic animals, or spend the week writing about magic or food or chocolate. Re-imagine your favorite fairytales with your chosen theme. Write and draw short stories, poems, or illustrations inspired by the subject you’ve chosen. Turn the storytelling process upside down by \u003ca href=\"http://writingprompts.tumblr.com/post/7344790970/writing-prompt-223\">using pictures and math equations\u003c/a> to tell a story, or \u003ca href=\"http://writingprompts.tumblr.com/post/10757317003/257\">describe a classroom\u003c/a> through a teacher’s eyes, or describe the days of the week \u003ca href=\"http://writingprompts.tumblr.com/post/6040090734/writing-prompt-199\">as if they were people\u003c/a>. Find hundreds of writing prompts on this \u003ca href=\"http://writingprompts.tumblr.com/\">Tumblr blog\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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},
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"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
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},
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"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
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"order": 1
},
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"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"source": "Commonwealth Club of California"
},
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
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"source": "WNYC"
},
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
"fresh-air": {
"id": "fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"hidden-brain": {
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
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"link": "/radio/program/hidden-brain",
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"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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},
"link": "/radio/program/how-i-built-this",
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"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
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