Greg Chung
National Center for Research on Evaluation, Standards, and Student Testing (CRESST) - Senior Researcher

Katie McMillan Culp
Education Development Center Inc - Director of Research

Scot Osterweil
MIT - Creative Dir Education Arcade

Shelley Pasnik
Education Development Center/CCT - Dir & VP

Summary

As digital games gain traction as tools for learning, we need to consider the relative merits of the many possible models for organizing the structure and sequence of gameplay within the larger world of the student, teacher, and educational institutions. Are games best played in or out of class? Are they best played alone or with peers? Should they teach content directly or set the stage for learning? In each of three digital games to be discussed, students’ gameplay has a different organizational and temporal relationship to other educational experiences students have regarding the same content, concepts, or skills. We will discuss the instructional models underlying these games and how those models relate to the nature of the learning goals, student outcomes, and lessons learned about implementation. We will open the floor for game designers and teachers to share opinions about the relative merits of these instructional models and discuss their experiences using games for learning.

Event Type: Sessions
Category: Panel
Theme: Gaming, Learning and Development