Loading…
This event has ended. View the official site or create your own event → Check it out
This event has ended. Create your own
View analytic
Wednesday, June 12 • 10:30am - 11:30am
Meta Discussion of the Field

Sign up or log in to save this to your schedule and see who's attending!

This individual papers session, ”Meta Discussion of the Field”, will include the following:

Meta-Analysis of Digital Games and Learning In Terms of the NRC's Education for Life and Work Outcomes
This meta-analysis synthesizes research in learning in digital games for students in the K-16 grade range. The studies were located in electronic bibliographic databases from Engineering, Computer Science, Medical, Natural Sciences, and Social Sciences fields. Learning is defined and categorized broadly in terms of the Cognitive, Intrapersonal, and Interpersonal clusters of 21st century competencies outlined in the NRC's recent report on Education for Life and Work (Pellegrino & Hilton, 2012). In summary, findings from this meta-analysis indicate that compared to non-game instruction, digital games can enhance student learning as measured by cognitive competencies and some intrapersonal competencies. There was also evidence that certain types of game structures may be more/less effective for certain types of outcomes, underscoring the importance of design beyond simple choice of medium when discussing the affordances of digital games for learning.
Douglas Clark, Emily T. Smith, Stephen Killingsworth

Where Have All the (Educational) Games Gone?
With 91% of children ages 2 to 17 playing videogames at home (NPD, 2011), on average of seven hours per week (Woodard & Gridina, 2000), researchers and game developers are increasingly interested in the potential of implementing video games or game-like environments into classrooms (e.g., see Baek, 2008). However, there are many challenges that prevent the implementation of video games in educational settings (Egenfeldt-Nielsen, 2007, p.63), and many educational games that are presented as under development in academic settings do not reach homes or classrooms. Through analysis of survey-based responses provided by educational game developers, producers, and marketers, this paper examines the barriers and difficulties that impede the development and availability of educational games. Findings indicate that the biggest challenge educational game developers face are finding collaborators to ensure subject-area accuracy and learning integrity. We discuss the implications of this and other findings for the educational game community.
Charles Kinzer, Selen Turkay, Dan Hoffman, Chris Vicari, Christian de Luna, Dao Chantes

Building Partnerships for Impact: The Games and Learning Publishing Council. 
Very few game based learning R and D initiatives have successfully crossed over from small scale innovations to sustainable products or scalable models in either formal or informal learning markets. As a result, private sector investors have been reluctant to help capitalize the sector. This has resulted in a funding gap that is constraining the growth of a new ecosystem of game-based learning products and services.  Now entering the second phase of its activities, the Games and Learning Publishing Council, with support from the Bill and Melinda Gates Foundation, aims to understand the market dynamics and areas of innovation that are ready for scaling within the game-based education field. The Council, which is made up of a multi-sector leadership group of industry, research, philanthropic, policy and practice leaders has  developed analytical tools, national surveys, and periodic reports to help “raise the sector.” The Council’s next phase of activities will include analyses of game-based learning assessments, convening learning institutes for teachers on games, conducting surveys and studies of how teachers use video games, and developing an online resource site that will make research and market information freely available. This session will allow the GLS community to help shape the work of the Council and to hear key perspectives of some of its members. 
Michael Levine


Constance Steinkuehler, Discussant


Discussants
avatar for Constance Steinkuehler

Constance Steinkuehler

Co-Director, Associate Professor, GLS, UW-Madison
Constance Steinkuehler is an Associate Professor in Digital Media at the University of Wisconsin–Madison and co-directs the Games+Learning+Society (GLS) center at the Wisconsin Institute of Discovery and chairs their annual GLS Conference. Her research is on cognition and learning in commercial entertainment games and games designed for impact. In 2011-2012, she served as Senior Policy Analyst in the White House Office of... Read More →

Speaker
avatar for Douglas Clark

Douglas Clark

Vanderbilt University
www.youtube.com/watch?v=2jaznkUOW6E | chais 2013 talk (1 hour) | | http://www.youtube.com/watch?v=xlMfk5rP9yI&feature=youtu.be | cyberlearning summit 2012 talk (10 minutes) | | Doug Clark's research investigates the learning processes through which people come to understand core science concepts. This work focuses primarily on conceptual change, explanation, collaboration, and argumentation. Clark's research often explores these... Read More →
avatar for Michael Levine

Michael Levine

Executive Director, Joan Ganz Cooney Center at Sesame Workshop
Michael Levine oversees the Cooney Center’s efforts to catalyze and support research, innovation, and investment in educational media technologies for young children. Prior to joining the Center, Michael served as Vice President of New Media and Executive Director of Education for Asia Society, managing the global nonprofit organization’s interactive media and educational initiatives to promote knowledge and understanding of Asia and other... Read More →
avatar for Christian de Luna

Christian de Luna

Doctoral Student, Teachers College, Columbia University
An aspiring instructional game designer earning a Doctorate in Education at Teachers College, Columbia University. My research focuses on conveying abstract concepts (i.e., depression and relativity) through game-based learning environments. I have a particular interest in designing games that motivate players to continue exploring these topics beyond the game. | | Experienced with user-centric, iterative design processes and conceptual... Read More →
ET

Emily Tanner- Smith

Research Assistant Professor, Vanderbilt University
avatar for Selen Turkay

Selen Turkay

Games 4 Learning Institute


Wednesday June 12, 2013 10:30am - 11:30am
Beefeaters

Attendees (42)