Games for
a digital age:
K-12 market map and investment analysis
John Richards, Ph.D.
Leslie Stebbins, M.Ed.
Kurt Moellering, Ph.D.
Winter 2013
The Joan Ganz Cooney Center at Sesame Workshop
preface
In 2011, with generous support from the Bill and
and colleagues have helped chart a current
Council’s analyses and key reports curated
Melinda Gates Foundation, E-Line Media and the
market map of game-based learning initia-
from other business leaders, investors,
Joan Ganz Cooney Center at Sesame Workshop
tives, including an analysis of relevant
scholars, and philanthropic sources.
established the Games and Learning Publishing
trends in education and digital technology
Council. The goal of the Council is to understand
that are likely to impact the game-based
Games for a Digital Age explores the market
the market dynamics for digital learning games
learning market.
potential of a fast moving field, tracking innovations from the commercial game industry
in K-12 schools and to identify areas of innovaIn addition to this report, the Council is docu-
and academic game labs, and examining
Council, which is made up of a multi-sector
menting significant developments on both the
pockets of game-based experimentation in the
leadership group of industry, research, philan-
“demand” and “supply side” of the education
classroom and other learning settings. The
thropic, policy, and practice leaders, is devel-
marketplace. Future efforts will focus on
authors conclude that current approaches to
oping analytical tools, business case examples,
dissemination of:
solving key educational challenges are ripe for
and national survey reports to help build
• analytic briefs focused on the creation of
disruption, but that the marketplace is slow to
successful research-based products, models,
adapt and dominated by forces that may well
based opportunities to “raise the sector.”
and tools for advancing children’s learning
resist high-quality digital products. While
with games;
games are by no means a “silver bullet” to the
Games for a Digital Age advances the Council’s
• practice “proof-points,” including video case
current challenges that roil America’s schools,
efforts to position digital games and new
studies of effective uses of games in the
this report is a timely reminder that our educa-
forms of pedagogy as potentially important
classroom;
tional institutions would be wise to more
allies in creating more personalized and
• the development of a policy and industry
robustly leverage the ubiquitous digital media—
deeper learning in the decade ahead. The
briefs outlining options for new national R&D
including digital games—that currently pervade
report draws on a wide cross-section of
and industry-led investments in the effective
children’s lives.
expert interviews, a literature and document
use of games in advancing deeper student
review, and a deep dive into the market
engagement and achievement; and
forces that are swirling around the evolving
games and learning sector. Dr. John Richards
• the creation of a permanent, online resource
for the education gaming field that blends the
Michael H. Levine
Executive Director
Joan Ganz Cooney Center at Sesame Workshop
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the joan ganz cooney center
public understanding and to identify research-
games for a digital age
tion that are ready for new investment. The
table of contents
preface
executive
summary
introduction
p. 2
p. 4
p. 6
kids online
3
selling to schools
moving forward
p. 10
p. 28
p. 47
the joan ganz cooney center
defining
the k-12 games
landscape
references
endnotes
appendices
p. 54
p. 60
p. 62
executive summary
“Imagine if kids poured their time and passion into
a video game that taught them math concepts while
they barely noticed, because it was so enjoyable.”
understanding the continuum from shortform to long-form games is critical.
•S
hort-form games provide tools for practice
and focused concepts. They fit easily into
the classroom time period and are espe-
- Bill Gates, in his speech to the Education Commission of
the States’ National Forum on Education Policy, July 11, 2012
cially attractive to schools as part of collections from which individual games can be
• Long-form games have a stronger research
This report analyzes the sales and market
apply on the consumer side apply to the
base than short-form games and are
potential for digital learning games in the
K-12 institutional space.
focused on higher order thinking skills
that align more naturally with new
institutional K-12 market. Our analysis is the
This report provides a blueprint for those
common core standards. These games do
series of fifty structured interviews conducted
wishing to succeed in the institutional school
not fit as easily into the existing school
from June 2011 through July 2012. These inter-
space. It defines the two essential areas that
day or classroom time period, but are the
views were with leaders from the developer
must be understood to successfully sell digital
source of new experimentation in the
and publishing industries, and from the
learning games to schools: the K-12 learning
research community and a variety of
government, foundation, investment, and
game landscape and the K-12 institutional
school contexts.
research communities.
market.
The second part, “Selling to Schools,” defines
Schools provide a significant opportunity
The first part, “Defining the K-12 Learning
the complex and expansive K-12 institutional
for investors, publishers, and learning game
Games Landscape,” concludes that:
market, as well as systemic barriers to entry
developers: they are a $600 billion market
• Learning games are not a single type. Rather,
for any new product into the market. However,
(Market Data Retrieval, 2011). However, they
they are best understood in terms of the
we also identify recent enabling trends that
are also a complex market that may seem
functions they serve in the school context.
should give investors, game developers, and
• In terms of selling to the K-12 market,
publishers optimism moving forward.
4
the joan ganz cooney center
result of extensive market research and a
difficult to access because few rules that
games for a digital age
selected as curricular needs arise.
executive summary
The systemic barriers to entry include:
• t he dominance of a few multi-billion dollar
players;
•a
long buying cycle, byzantine decisionmaking process, and narrow sales window;
• l ocally controlled decision making that
creates a fragmented marketplace of
• f requently changing federal and state
government policies and cyclical district
resource constraints that impact the
availability of funding;
• t he demand for curriculum and standards
alignment and research-based proof of
• t he requirement for locally delivered
• t he 2010 National Education Technology Plan;
•a
strong focus on Science, Technology,
broadly, on higher-order thinking skills;
already a roadmap and market that works
• an increasing move in schools from print
to digital materials and from a highly
•a
ffiliate selectively with school reform
leaders to help move schools towards
adoption process;
content-rich, deep curricula that foster crit-
• t he increasing interest in Personalized
ical thinking and problem solving. This is a
Learning Environments (PLEs) and adaptive
longer process, but the types of games
engines; and
produced for such an environment are better
•a
n expanding base of research that shows
deeper involvement with schools offers
learning.
game developers the opportunity to cement
exclusive, long-lasting relationships with a
ingly positive arena for learning games and
learning-game landscape and the K-12
other digital products, including:
market—offers a unique perspective that
• the move to one-to-one computing in
will allow marketers and investors to enter
the school space.
5
supported by research. Furthermore, a
the effectiveness of long-form games in
here—combining an understanding of the
interactive white boards;
for these types of games.
structured to a somewhat flexible textbook
However, recent trends provide an increas-
• the widespread acceptance and purchase of
each of which fits easily into the singlesubject, forty-minute classroom. There is
We believe that the information presented
Device” (BYOD) infrastructure for learning;
•p
roduce collections of short, focused games,
Engineering, and Math (STEM) skills, and more
professional development.
schools and the rise of a “Bring Your Own
recommends that marketers and investors:
developing market.
the joan ganz cooney center
effectiveness; and
and access to the Internet;
Ultimately, “Games for a Digital Age”
games for a digital age
individual districts, schools, and teachers;
• the improvement of school IT infrastructure
introduction
“I’m calling for investments in educational technology
that will help create digital tutors that are as effective
as personal tutors, educational software as compelling
as the best video game.”
Blaster, Oregon Trail, and SimCity have seen
some success in the K-12 institutional market.
These games were engaging and commercially profitable. They managed to catch the
attention of schools and had some success in
the K-12 market at a time when personal
computers were first being introduced in
schools. More recently, a new generation of
games has emerged and is beginning to pene-
the story of a developing market
trate the K-12 market; but this penetration
has been slow. BrainPOP, Discovery Education,
because games may be a model for how
and Explore Learning have created broad
Playing games is a natural and universal
students should engage curricula and can
collections of games and other interactives
human activity. For millennia, games have
aid teachers in their efforts to motivate and
that teachers now access to fill particular
inspired and motivated active learning. They
challenge students, there is renewed interest
places in the curriculum.
encourage collaboration, offer performance
in digital learning games by the government,
challenges, compel adaptation to diverse
foundations, researchers, and the invest-
The perspective of foundations and inves-
situations, leverage and reward practice, and
ment community. Many educators and
tors on learning games combines heady
engage players for a lifetime. As Games and
researchers see learning games as offering a
enthusiasm with a “wait and see” attitude.
Squire (2011, p. 18) argue “play is central to
“promising and untapped opportunity to
There seems to be a great deal of excite-
the learning theories of Dewey, Piaget, and
leverage children’s enthusiasm and to help
ment in these communities for the poten-
Vygotsky.”
transform learning” (Thai, Lowenstein, Ching,
tial of learning games in the K-12 market.
& Rejeski, 2009).
At the same time, the lack of success stories
and easy formulas for dealing with distribu-
In the past decade, digital games have
become the most successful segment of the
Over the past thirty years, games such as
tion issues makes both somewhat reluctant
market for consumer digital products.
Where in the World is Carmen Sandiego?, Math
to jump in.
6
the joan ganz cooney center
Following this commercial success, and
games for a digital age
- President Barack Obama (Lee, 2011)
introduction
overview
difficult to sell . . . it is becoming less expen-
is more encouraging than not, as founda-
sive to develop which is helping on the return
tions, government representatives from NSF,
on investment” (CS4Ed interview, April 2012).
This report provides information and recom-
and investors all feel games inevitably will
Additionally, several investors also say that
mendations for investors, game developers,
succeed in the school space, with many
they are particularly interested in funding
and publishers hoping to succeed in the K-12
believing there may be movement in the
early stage entrepreneurs in the immersive
institutional space. To do this, we analyze the
next several years. Tom Vander Ark expresses
games space even though they are not seeing
two discrete fields investors must understand:
the beliefs of many: “I think it is fair to say
much to fund in this space right now.
first, the continuum of learning games,
learning games and game-based content will
including different types of games and research
Optimism for the viability of learning games
on their effectiveness; and second, the unique
now” (CS4Ed interview, April 2012).
in the K-12 classrooms comes from the very
and, at times, complex landscape of the K-12
top of the funding community. According to
institutional market. We have explicitly not
Overall, the attitude of investors, despite their
the Atlanta Journal-Constitution, Bill Gates
looked at the rich consumer market for digital
questions about learning games in the K-12
believes “there are lessons to be learned from
learning games, nor have we examined the less
space, is one of “when” and “how,” not “if.” For
the enthusiasm kids have when playing video
traditional adjacent markets, e.g. after school,
example, Josh Cohen, Managing Partner of
games, including that winning can be a moti-
independent distance learning courses, game
City Light Capital, sees that investors “are
vator and that students should be able to
design contests, or homeschooling.
generally optimistic” about learning games
move to the next level when ready.” In an
even though he “can’t point to any winners in
interview with the Constitution, Gates stated,
Many of our conclusions come from extensive
terms of being able to make money.”
“We’re not saying the whole curriculum turns
research that is exclusive to this report
Nevertheless, he finds “an intuitive accep-
into this big game. We’re saying it’s an
(see Appendix B for the Literature Review).
tance and excitement” in spite of a general
adjunct to a serious curriculum” (interview
Between June 2011 and April 2012, fifty
“lack of proof or data” (CS4Ed interview, April
with Jaime Sarrio, AJC). Last year in fact, the
in-depth interviews were carried out with
2012). Vander Ark says that his firm, Learn
Bill and Melinda Gates Foundation gave $20
game developers, game publishers, founda-
Capital, recognizes that although “[g]ames
million in grants to provide schools with
tion and government funders, and non-profit
historically have been expensive to make and
teaching tools—including learning games.
and for profit education investors.
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the joan ganz cooney center
be part of every student’s day five years from
games for a digital age
However, the big picture from our interviews
introduction
The interviewees include individuals
Games and Simulations (Honey and Hilton,
successful approaches to the K-12 institu-
from multiple communities:
2011and the recent AERA Journal review of 300
tional market.
• Game developers: companies that create
research articles on the impact of learning
games for third party distribution.
games in education (Young, et al., 2012).
Part 2, Selling to Schools: The K-12 Institutional
Market, begins with a brief overview of the
• University researchers: funded research
This report has three parts: (1) Defining the
existing K-12 institutional market and an
environment.
K-12 Learning Games Landscape, (2) Selling to
analysis of the sales process in that market.
Schools: The K-12 Institutional Market, and (3)
Learning games are almost always purchased
Moving Forward.
to supplement the core curriculum. In many
• Game publishers: companies that both
create and distribute games.
ways, they are no different from other supple-
• Educational publishers: companies that
Part 1 of the report, Defining the K-12 Learning
mental materials that are purchased and
materials to the K-12 market.
Games Landscape, provides an analysis of the
used in schools. Supplemental materials that
nature of learning games themselves based
succeed commercially must meet a market
services industry, including venture capital,
on our market research and interviews. We
need (e.g., reading remediation), be easy to
mergers and acquisitions, and investment
use this data to provide a taxonomy and
use and cost effective, fit into the curriculum,
banking.
overview of products and approaches in the
make the teacher’s job of teaching easier, and
market. We adopt a useful and, in our judg-
make the student’s job of learning effective
tions with an interest in education and
ment, critical distinction between long-form
and measurable.
learning games.
games (games that continue for more than a
• Investors: companies from the financial
• Foundations: non-profit funding organiza-
class period and may extend for weeks), and
The title of a recent paper, “K-12 entrepre-
National Science Foundation and the Office
short-form games (games that take place
neurship: Slow entry, distant exit,” (Berger
of Science and Technology Policy.
within a single class, often for under ten
& Stevenson, 2007) summarizes the some-
minutes). The taxonomy and continuum of
what unique dynamics of this market that
This report is also driven by the focus of recent
game products presented in this section
currently present systemic barriers to entry
studies such as the National Research
clarify what types of games are being
for any new product. These barriers include
Council’s Learning Science Through Computer
discussed and illustrate the elements of
the dominance of a few multi-billion dollar
• Government: program officials from the
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the joan ganz cooney center
market and sell a variety of educational
games for a digital age
and development efforts in the university
introduction
players, a long buying cycle, selling costs, a
report gives an up-to-date, comprehensive
byzantine decision-making process, demand
view of this evolving market.
for curriculum and standards alignment,
Part 3, Moving Forward, takes a step back
a need for professional development. Such
to explain some of the macro-trends that
barriers are compounded by shifting federal
are producing big picture optimism for
and state government policies, as well as by
investors and developers. It also puts
local decision-making that creates a frag-
together what we have presented about
mented pre-K-12 public school marketplace
learning games and the current state of the
of 50 states, 13,600 districts, and 99,000
K-12 market to draw two broad conclusions
schools.
investors should consider when making
games for a digital age
requirements for proof of effectiveness, and
funding decisions in the K-12 space.
However, the K-12 environment is evolving.
The technology infrastructure is becoming
9
1. Investors should support collections of
short-form games that maximize teacher
been energized by changes in state policies,
flexibility, align to standards, and can be
technologies like the interactive whiteboard
utilized during a 40-minute class.
have paved the path to digital lessons, and
the use of interactives is enlivening learning
2. I nvestors looking for long-form games to
and engaging students. Teachers themselves
support will succeed to the extent that
are becoming more digitally savvy.1 Long-held
they can simultaneously be involved in
assumptions about the K-12 market are
education reform movements that will
losing validity. From our perspective, this is a
re-imagine the school day to promote
technologically disruptive time for the K-12
in-depth study, provide longer class
market, and with disruption comes opportu-
periods, involve open ended projects, and
nity (Christensen, 1997). This part of the
engage critical thinking skills.
the joan ganz cooney center
ubiquitous, a print to digital transition has
defining the
K-12 games landscape
the nature of learning games
Games have been characterized as having four traits:
a goal, rules, a feedback system, and voluntary
participation (McGonigal, 2011). Along these same lines,
key researchers in the field have identified games as
“incorporating a voluntary activity structured by rules,
defining the K-12 games landscape
“formative assessment based on an adaptive
engage 21st century skills, it is not neces-
other quantifiable feedback (e.g., points) that
engine,” while the other cited products with
sarily clear that these conclusions apply to
facilitates reliable comparisons of in-player
aspects of game mechanics such as badges,
many shorter forms of learning games.
performances” (Klopfer, Osterweil, & Salen,
rewards, and points. Although the Software
2009, p. 11). Learning games differ from
and Information Industry Association (SIIA)
All games have game mechanics that are the
entertainment and training games because
Codie awards category is for “Games and
central element of the game and, to some
they “… target the acquisition of knowledge
Simulations” (and researchers are sometimes
degree, are integrated with the learning
as its own end and foster habits of mind and
careful to distinguish between simulations
content. As James Gee argues in his keynote
understanding that are generally useful or
and games), for the purposes of this report we
at the 2012 Games for Change conference,
useful within an academic context” (Klopfer,
have included simulations in our broad defini-
the extent to which the mechanics of
et al, 2009, p. 21). In this report we are only
tion of learning games.
creating motivation and directing attention
games for a digital age
with a defined outcome (winning, losing) or
is intrinsic to the content of the game can
looking at digital learning games—that is a
greatly influence learning outcomes.2
Such a wide range of products is confusing to
some form of electronic media (computer,
the K-12 audience, because “games” can vary
game console, or cell phone).
from products that are prototypical to ones
Gamification is the use of game-based elements
that only leverage somewhat extraneous
or game mechanics to drive user engagement
The language of gaming and learning games is
game mechanics to engage and to motivate.
and actions in non-game contexts. In gamifica-
still in flux, and there has been little agree-
Confusion among types of games is of partic-
tion, the game mechanics are divorced from
ment between experts in the field about what
ular concern when examining the research
the content being taught and are instead added
falls under the category of “learning game”
evidence of the effectiveness of games in
in the form of some sort of reward element
and what is not a game, but has “game-like”
learning. Most university-based research
after completion of an activity. For example, a
elements. Not surprisingly, the literature of
evaluates learning games in environments
short-form math game that involves answering
games contains no agreed upon definition of a
that engage students for several weeks with
math questions where correct answers are
learning game. When we asked our inter-
immersive, challenging experiences. Thus,
followed by a badge or the reward of playing a
viewees what they considered a game, we
when researchers argue that learning games
“dunk the clown” game would be called gamifi-
found no consensus. One extreme cited any
are efficacious, promote critical thinking, and
cation. David Dockterman, Ed.D., Chief
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the joan ganz cooney center
game that must be played by manipulating
defining the K-12 games landscape
Architect, Learning Sciences with Tom Snyder
interactive media to support learning in its
Productions/Scholastic is concerned about this
broadest sense” (Stone, 2008, p. 277).
lessons that can be devoted to a single topic.
Nearly all games fall clearly along a
use of game mechanics, stating “Gamification
continuum ranging from short-form to long-
(CS4Ed interview, March, 2012).
created a matrix of more than 30 game charac-
form with a critical distinction and a
teristics or key variables to classify and char-
bi-modal distribution pattern based on fitting
In what follows, we define a time continuum
acterize learning games. We tested this model
in a class period. As noted by Rob Lippincott,
for games. We also attempt to categorize and
by placing current games into our matrix (see
Sr. Vice President of Education, PBS, “Games
provide examples of different types of learning
Appendix A). The matrix is oriented toward
don’t fit the time box of a class period; a
games in order to better understand the value
the K-12 institutional market: what will assist
game succeeds when it is sticky and gobbles
and market potential of each in the K-12
developers and others in determining what
up more time. You want games in school to
world. In practice, there are many different
types of games will have a higher chance of
finish quickly and speed up learning” (CS4Ed
types and “degrees” of learning games, so that
success in this market.
interview, April 2012).
The Time Continuum
We placed games into these two time-based
any such categorization must encompass a
loosely structured family of meanings where
categories, short-form and long-form. Within
learning games can be grouped along this
continuum and seen to possess some, but not
What struck us as most important in
these broad areas fall dozens of different
always all, of the same traits. Some of these
analyzing the matrix and reflecting on the
kinds of games, ranging from three-minute
more specific traits include objectives,
interviews was the critical need to fit into the
apps to open, immersive Multi-User Virtual
outcomes, feedback, conflict, competition,
inflexible time constraints of the school
Environments (MUVEs) that involve lengthy
challenge, opposition, interaction, and repre-
calendar. The school day is divided into class
game playing. In addition to the length of
sentation of story (Prensky, 2001). Learning
periods, and this division limits lesson length.
play, the mechanics of a gaming experience
games can be “purposeful, goal-oriented, rule-
Furthermore, the combination of standards
varies broadly, with simple “add-on” gamifi-
based activities that the players perceive as
and the scope and sequence tied to core
cation-type reward systems falling typically
fun” (Klopfer, 2008, p. 4). “They move beyond
curriculum create “coverage” requirements
at the short end of the time continuum, and
entertainment per se to deliver engaging
that place practical limits on the number of
more complex, multiple-path, role playing
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the joan ganz cooney center
Based on our initial set of interviews, we
games for a digital age
can begin to undermine a kid’s desire to learn”
defining the K-12 games landscape
games (see Table 1).
genre grouping that differed in part from
games, the game mechanics are typically
previous classification attempts by calling
intrinsic to the learning experience rather
attention to the need for different theories to
When marketing games in the K-12 space,
than placed at the end of or external to the
“explain how learning operates in each
knowing how games fit into the school
game play itself.
domain” (Squire, 2008). Though Squire’s
curriculum and school schedules is critical.
framework was not focused on market issues,
Because of the importance of this distinction
We are not the first to note the relevance of
the “time” factor is relevant both for ease of
for schools, we provide the following loosely
time played in creating a framework for
entry into the K-12 space as well as for evalu-
classified collection of game types divided
learning games. In 2008, Kurt Squire created a
ating learning outcomes for different types of
into short-form and long-form categories
with examples. It is essential to keep the
continuum delineated here in mind when
Table 1. Framework for Examining Different Games (Squire, 2008)
Timescale Openendedness
Targeted
games (puzzle,
mini-games)
1-4 hours
Weeks
Linear games
(Viewtiful Joe,
Ninja Gaiden)
20-40 hours
Open-ended,
sandbox games
100-200
hours played
over multiple
months
Persistent worlds
(WoW, Everquest)
500+ hours
Month
2-24
months
6-48
months
Low
Low
High
High
examining the sales and marketing strategies involved in selling learning games to
Modes of
Creative Expression
Eduational
Examples
Style of completion;
level creation
Supercharged
Style of completion,
machinema
Full Spectrum
Warrior; epistemic
games
In most K-12 schools the day is organized in
Civ, Sim City
or discussion connected to curricular mate-
Style of completion,
multiple solution
paths, modding
Modding, social engineering, game play
schools in section 2 and when reading our
final recommendations in section 3.
1. Short-Form Learning Games
blocks of time that average 40 minutes or
less. Transition time and time for instruction
rial frequently leaves only 20 to 30 minutes
for actually using a learning game. Short-
Quest Atlantis
13
form games are interactive digital activities
that fit within a single class period and have
the joan ganz cooney center
Time to
Completion
Game Genre
games for a digital age
games falling at the long end. In longer-form
defining the K-12 games landscape
some components common to all learning
find such games easy to access and under-
immersive game play as a critical factor
games. They focus on a particular concept or
stand, and the games fit neatly into the
supporting a broad arena of social and cogni-
on skill refinement, skills practice, memoriza-
short blocks of time available in the struc-
tive learning (Shaffer, 2006; Bogost, 2007).
tion, or performing specific drills.
tured school day.
A number of individual studies have demon-
Successful short-form games meet an impor-
2. Long-Form Learning Games
strated that specific long-form games
perform better when compared to typical
tant and defined market need, whether it is by
lectures. Examples from research studies
an interactive white board, or by providing
single class period. Typically game playing is
include Supercharged!, an electrostatics game
individual students with practice on a specific
spread over multiple sessions or even several
that showed a 28% increase in learning
concept or skill. Short-form games include
weeks. Long-form games lend themselves to
(Squire, Barnett, Grant, & Higginbotham,
drill and practice, brief simulations, visualiza-
the development of 21st century skills such as
2004); Geography Explorer, a geology game
tions, or simulated training tools, and different
critical thinking, problem solving, collabora-
that showed a 15 to 40% increase in learning
types of “game-like” interactive learning
tion, creativity, and communication. Squire
(McClean, Saini-Eidukat, Schwert, Slator, &
objects. These types of games have the poten-
underlines the distinction between the sophis-
White, 2001); Virtual Cell, a cell biology game
tial to be embedded in personalized learning
ticated learning skills developed through
that showed a 30–63% increase in learning
environments or adaptive engines that
immersive experiences versus games where
(McClean et al., 2001); and River City, a game
combine data and feedback loops that are
students are rewarded for memorizing vocab-
that showed a 370% increase in learning for
becoming increasingly popular in schools.
ulary words or performing math drills. Squire
D students and 14% increase for B students
views games such as Civilization III as having
(Ketelhut, 2007).
This type of game product is starting to
the potential to push students to engage
gain traction in the K-12 market, due in part
actively in problem solving, reflection, and
Recent research also points to the signifi-
to its alignment to standards and to exten-
decision making related to historical and polit-
cance of the engagement factor produced by
sive product lines that cover many topics
ical situations (Squire as quoted in Klopfer,
long-form learning games. Engagement
within the curriculum or meet an impor-
Osterweil, Groff, & Haas, 2009). Other
fosters motivation and keeps students
tant, albeit narrow, market need. Teachers
researchers concur, and view long-form,
involved in the learning experience. While
14
the joan ganz cooney center
Long-form learning games extend beyond a
games for a digital age
demonstrating a concept to the whole class on
defining the K-12 games landscape
Game Taxonomies
focused on extrinsic rewards for skills prac-
games has proven to be a significant barrier
tice, longer form games where game play and
to their widespread adoption. As Dave McCool,
In a comprehensive review of the research
learning are closely connected have been
co-founder, President and CEO of Muzzy
literature on learning games, Tobias and
proven to be even more engaging than
Lane Software explains, “For us, with Making
Fletcher (2011) conclude that the findings on
following a learning task with an external
History3, it was a matter of having a product
learning from games and the transfer of that
reward (Habgood & Ainsworth, 2011).
that was deep and narrow and was only
learning to external tasks are “less robust than
needed for content that was covered for one
one might wish.” They call for the development
The authors of a report issued by the
week of the curriculum” (CS4Ed interview,
of a taxonomy of games in order to help clarify
Committee on Science Learning at the
February 2012). In our interview, Scott Traylor,
future research on what types of outcomes
National Research Council concluded that
CEO and founder of 360KID, argued that long-
might be expected from what types of games
simulations and games have great potential
form games can more easily fit into the home-
and for what types of students. From our inter-
to improve science learning in the classroom
work side of the equation and that class time
views we believe it also is critical to develop
because they can “individualize learning to
can be reserved for discussing results of the
such a taxonomy in light of the distinction
match the pace, interests, and capabilities of
homework activities, strategies, and content
between short-form to long-form games.
each particular student and contextualize
learned (CS4Ed interview, March 2012). This
learning in engaging virtual environments”
“flipped classroom” model addresses the
Taxonomies have attempted to classify
(Honey & Hilton, 2011). The authors also
classroom time factor in that teachers can
learning games for a variety of goals. They
echoed previous research demonstrating the
control how much time is spent on discussion
typically focus on efficacy research and on
appeal and engagement of learning games,
sessions. However, there remain challenges
determining whether a particular game type
and indicate that games can help support
with connectivity for students from lower-
is effective for particular types of learning. An
new inquiry-based approaches to science
income households. As more schools experi-
early attempt by Herz (1997) divided games
instruction by providing virtual laboratories
ment with various forms of online and
into the following types:
or field learning experiences that overcome
blended learning, a better fit between available
• Action
practical constraints.
class time and long-form games may emerge.
• Adventure
• Puzzle
15
the joan ganz cooney center
The time required for playing long-form
games for a digital age
many educational software products have
defining the K-12 games landscape
• Role-Playing
taxonomy synthesizes previous attempts to
and wrong answers, differentiate instruction
• Simulations
develop a list of types of learning games.
according to student responses, provide data
for teachers and administrators, and can be
The game map developed for this report
1. Drill and Practice
used in conjunction with teacher-led classroom activities. One of the most successful
builds on previous attempts at game taxono-
drill and practice programs from the late
developed by Squire, 2008; Wilson, et al. 2009;
ical short-form games. They are focused on
1980’s, MathBlaster, is still available from
Liu & Lin, 2009; Frazer, Argles, & Willis, 2008;
the acquisition of factual knowledge or skill
Knowledge Adventure.4
and others). However, it is primarily related to
development through repetitive practice.
marketing into the institutional market for
Small tasks such as the memorization of
Motion Math5 produces learning games that
learning games, and only secondarily on
vocabulary word definitions, math facts, or
are played on mobile devices or tablets.
issues of learning games and efficacy. This
touch typing skills are the focus of drill and
Motion Math HD, the first Motion Math
practice games. Many online interactive drill
product, is a fractions number line game
and practice programs provide some sort of
developed at the Stanford School of
game mechanic to bolster student engage-
Education and launched successfully in 2010
ment. Sometimes the game mechanic is inte-
with investment and foundation support.
grated into the learning content and some-
The learning piece—e.g. understanding frac-
times it comes at the end of a group of
tions, percentages, decimals, and pie
activities in the form of gamification such as
charts—is directly connected to the game
providing the student with a small reward or
mechanic so that, for example, learners steer
the opportunity to play a quick game after
a bouncing ball to the correct spot on a
achieving a certain score on the content-
number line. Motion Math is standards-
learning portion of the tool. Some drill and
based and grounded in research that, among
practice games also provide an instructional
other things, suggests that learning is
component in addition to the quiz or practice
enhanced when physical experiences
piece, are able to provide feedback on right
connect to intellectual content, and that
Genre types
The following categories or genres were
created with the assumption that some degree
of overlap between categories is inevitable:
1.
Drill and Practice
2.Puzzle
3.
Interactive Learning Tools
4.
Role Playing
5.Strategy
6.Sandbox
7.Action/Adventure
8.Simulations
16
the joan ganz cooney center
Drill and practice activities are the prototyp-
games for a digital age
mies, (including more recent taxonomies
defining the K-12 games landscape
Study Island6 produces a variety of web-
understanding of a specific process. Typically
based drill and practice programs. These
players must unravel clues to achieve a win
include assessment and skills practice in all
state, which then allows them to level up.
major subject areas and are aligned to state
Foldit8 is a puzzle learning game focused on
a pre-test and are then provided with drills
protein folding. Designed by a research team
that target their needs and level. Then, after
at the University of Washington’s Center for
successfully completing lesson units,
Game Science, this game’s objective revolves
students are rewarded with a choice of short
around folding the structure of selected
motivational games. The program further
proteins using various tools provided within
provides teachers with assessment data.
the game. Researchers analyze the highest
games for a digital age
and Common Core standards.7 Students take
scoring solutions to determine whether
2. Puzzle Games
there is a native, structural configuration
17
that can be applied to the relevant proteins
learning games work best when there is no
separation between game play and content
learning.
in the “real world.” Scientists can then use
skills often involving shapes, colors, or
such solutions to solve real-world problems
symbols that the player must directly or
by targeting and eradicating diseases and
indirectly manipulate into a specific
creating biological innovations. This game
pattern. Tetris is an example of a classic
makes use of crowdsourcing and distributed
puzzle game.
computing as well as gamification to make
the program more appealing to a wider audi-
As with Tetris, puzzles are typically short-form
ence. Learners using the game are given a
in design. A new variety of long-form puzzle
score and can join groups and share solu-
games present a series of related puzzles that
tions. Remarkably, a team of gamers used
contain a variation on a single theme such
Foldit to solve the structure of a retrovirus
as pattern recognition, logic, or the
from an AIDS-like virus that had previously
the joan ganz cooney center
Motion Math is standards-based and grounded in
research
Puzzle games emphasize problem-solving
defining the K-12 games landscape
stumped scientists (University of
understand what they are, how to make use of
specific time period in history and grapple
Washington, 2011).
them for limited parts of the school day, and
with challenges that occurred at the time
how to use them to meet specific learning
being studied in order to more fully compre-
goals such as memorizing math facts or
hend concepts such as slavery or civics.
3. Interactive Learning Tools
learning about George Washington.
Multi-User Virtual Environments (MUVEs) are
Interactive learning tools or objects are short
BrainPOP has also added a new product for
a form of role-playing and simulation games
integrated into a larger curriculum. These
younger children called BrainPOP Jr., which
that enable participants to access virtual
items can have game-like properties or can be
incorporates games into each brief anima-
worlds, interact with online artifacts, repre-
connected to games or rewards. In the K-12
tion. The site now links their own interactives
sent themselves online via an avatar,
world, learning objects can be short anima-
to various free learning games available
communicate with other participants, and
tions, videos, interactive quizzes, or other tools.
through a portal called Game-Up.
take part in experiences that model real
world environments (Dede, Nelson, Ketelhut,
Clarke & Bowman, 2004).
with interactive items like quizzes attached.
Role-playing games portray some sequence
Early role-playing games such as Oregon Trail10
Its short animations and interactive tools
of events within the game world which gives
were immensely successful in schools. In this
cover science, social studies, English, math,
the game a narrative element. Players have a
simulation, students played roles that
arts, music, health, and technology and have
range of options for interacting with the
required successful navigation of the onerous
been aligned with curriculum standards by
game world through their characters and
conditions that pioneers encountered in the
state. The site was marketed initially to
can take multiple paths or double back and
Westward expansion.
parents and became very popular in the
revisit times of places they have previously
consumer market, transitioning gradually into
explored (Hitchens & Drachen, 2009). Role-
schools. Similar to the drill and practice games
playing games are particularly useful for
mentioned above, these short-form anima-
subjects such as social studies, for example,
tions fit easily into the school day. Teachers
where students can be immersed in a
essentially more than 1,000 animated lessons
18
the joan ganz cooney center
4. Role Playing
BrainPOP , frequently thought of as a game, is
9
games for a digital age
pieces of online instruction that can be easily
defining the K-12 games landscape
iCivics11 is a web-based learning game
content to state standards. iCivics is a free
immersive games into the formal education
founded by former Supreme Court Justice
resource to schools.
environment, the challenges specific to middle
Sandra Day O’Connor. It is designed to
school students, and issues of engagement
Similarly, Mission U.S.12 is a series of multi-
and teacher reluctance to learn new technolo-
active participants in U.S. democracy. iCivics
player games that immerse players in U.S.
gies. As the product was created, the devel-
includes role-playing games that simulate
historical content. “For Crown or Colony?”
opers addressed these issues to the degree
such things as being “President for a Day” or
places the player in the role of a printer’s
possible and tried to solve the challenges of
arguing a case before the Supreme Court.
apprentice in 1770 Boston. In “Flight to
scalability. In the end, after years of successful
This game is aligned to state standards and
Freedom” the player is a slave in Kentucky in
research and development, River City did not
includes teacher materials, lesson plans,
1848. It is funded by the National Endowment
have the kind of funding needed to go to
and PowerPoint presentations. Its modular-
for the Humanities and the Corporation for
market on its own and could not find an
ized format is especially appealing to
Public Broadcasting with several partners in
industry partner willing to take the product to
teachers, allowing them to select specific
the non-profit sector.
market, even when it was offered for free.
River City13 is a research-based project funded
CSI14, also funded by the NSF as well as Rice
by the National Science Foundation (NSF) that
University, CBS, and the American Academy
involves an interactive computer simulation
of Forensic Sciences, is a series of role-playing
for middle grade science students to learn
games based on the CSI television series
scientific inquiry and 21st century skills. It
designed to teach students the process of
combines the look and feel of a learning
forensic investigation and problem solving.
game with content developed from National
CSI is known for its extremely high quality
Science Education Standards and the
graphics and navigational features that rival
National Educational Technology Standards.
games in the consumer market.
The creators of River City were well aware of
Martha Madison15, a new game currently being
the challenging nature of introducing
designed by Second Avenue Software, also uses
games for a digital age
teach civics and inspire students to be
19
pieces of the content and connect that
the joan ganz cooney center
iCivics provides opportunities to engage in
role-playing games such as Executive Command.
defining the K-12 games landscape
role-playing to teach students. It is focused on
engaging girls in STEM learning and careers.
platform, which allows for publishing to a
diverse array of applications including tablets,
computers, consoles, and mobile devices.
Martha Madison is being designed to align with
emerging Common Core standards in science.
5. Strategy
Strategy games are multiplayer games
involving resource management, planning,
and strategic deployment (Frazer et al., 2008).
social studies and history.
systems” (Squire 2008, p. 179).
Civilization V16 is an incredibly popular
Making History II: The War of the World17
consumer strategy game (over nine million
is a multiplayer strategy game developed by
units sold worldwide) developed by Firaxis.
Muzzy Lane Software that takes place in the
Players strive to become “Ruler of the World”
years up to and including World War II.
by establishing and leading a civilization
Players take control of nation-level trade and
from prehistoric times into the space age,
diplomacy, industrial and technology devel-
and make strategic decisions regarding
opment, transportation infrastructure, and
diplomacy, expansion, economic develop-
military movement and deployment. The
ment, technology, government, and military
product originally targeted schools, but
conquest.
caught on in the consumer space. Muzzy
20
Lane sold 50,000 copies of this game at $39.99
Civilization has made inroads into the K-12
a piece, with about 10-20% of these sales
market albeit with some reservations. At
going to the K-12 classroom. (K-12 discounts
issue: historical accuracy, and whether
for packs of 5 and 10 and units of 25 for $500
students are in fact learning the properties of
were also sold.) A sequel, Making History: The
complex systems or just simple heuristics
Great War, takes place in the years up to and
that help them succeed in the game (Squire &
including World War I.
Durga, in press). The game exposes players to
historical content and asks them to balance
6. Sandbox
multiple variables, as well as make tradeoffs
related to financial, military, technological,
Sandboxes are open-ended exploration envi-
and cultural issues. Under the best of circum-
ronments rather than linear, goal-oriented
stances, students use the game “…as a model
games. They are characterized by multiple user
the joan ganz cooney center
The game is being created using the Unity 3D
to think about history and the design of social
games for a digital age
Civilization V is a strategy game that exposes
players to historical content.
The most successful strategy games are in
defining the K-12 games landscape
paths and open-ended structures. These games
to see how it was created, make changes and
tend to be highly learner centered, designed to
upload a new version.
Lure of the Labyrinth is designed for middleschool pre-algebra students. It includes a
foster 21st century skills including problem-
large number of math-based puzzles wrapped
frequently allow players to experiment with the
place blocks to build anything they can imagine
into a narrative game in which students work
mechanics of game play. Some Sandbox games
in order to survive monsters that come out at
to find their lost pet and save the world from
also allow different content to be placed within
night. This popular product has sales of more
monsters. The developers have created exten-
the Sandbox “container, versatility that can
than 7 million units and an educational adap-
sive resources to help teachers incorporate
often appeal to teachers. Sandbox games follow
tation, MinecraftEdu.19 The adaptation further
the game in their teaching. Originally devel-
in a tradition of student construction that
offers custom versions designed for teachers
oped in 2007 at the MIT Education Arcade,
derives from the Logo programming movement
and students, onsite workshops and in-service
Lure of the Labyrinth is designed to be used by
in the 80’s and 90’s, which despite never
training, and world-building tools that make it
students outside of the classroom. Teachers
becoming commercially successful, has
easier to incorporate curricular content. A video
and students then use class time to discuss
certainly captured the imagination of
case study of its use in the classroom is
the strategies students used and concepts
researchers and educators (Feurzeig, Papert,
available at on the Joan Ganz Cooney Center
discovered in playing.
Bloom, Grant & Solomon,1969; Papert, 1980).
website.
20
This game is designed to foster collaborative
Scratch18 is a programming language that
7. Action/Adventure
skills and includes a messaging system as a
function of game play, giving the students the
makes it easy to create interactive stories,
animations, games, music, and art that
Action/Adventure games typically involve
opportunity to share strategies and work in
follows in the Logo tradition and was devel-
players traveling to an unknown space or
teams. Lure of the Labyrinth also provides
oped by the Lifelong Kindergarten Group at
environment, often in the role of a traveler or
teachers with assessment data on student work.
the MIT Media Lab. A critical component is
warrior. Some action/adventure games
the Scratch Online Community where
include fighting games, and most action/
students are able to share and augment
adventure games are massive multiplayer
projects, download others’ work, open it up
online games (Harushimana, 2008).
8. Simulations
A learning simulation is the manipulation of
21
the joan ganz cooney center
Minecraft is a consumer game where players
games for a digital age
solving, collaboration, and creativity, and
defining the K-12 games landscape
vocabulary while interacting with non-player
operates on time, space, or magnitude to
cant amount of resources to develop, but can
characters and other students in the envi-
exert change. Kurt Squire argues that “if it is
fit easily into a classroom curriculum.
ronment. The MiddWorld game framework is
not a simulation on some level, it is probably
Molecular Workbench21 is a collection of free,
also designed so that the games can be repli-
not a good educational game” (CS4Ed inter-
interactive, scientific simulations and learning
cated for other languages and cultures in
view, June 2012). Many simulations clearly
modules developed by the Concord
addition to their initial versions for Spanish
lack the dynamics typical of games, but some
Consortium with support from the National
and French.
overlap a great deal with games types such as
Science Foundation (NSF). The simulations are
strategy and sandbox. In an early analysis of
typically used within a larger curriculum
Whitebox Learning23 designs simulations
simulations as learning tools (and the Sim
where they can help demonstrate concepts
using CAD to provide a simplified version of a
series by Maxis in particular), Star expresses
discussed in class such as gas laws, diffusion
realistic development process such as
concern about the assumptions and simplifi-
heat transfer, chemical reactions, and fluid
building a bridge or dragster while simulating
cations built into any simulation (Star, 1994).
mechanics, and student progress can be
the scientific method. Students can then
tracked (Project WISE at University of
analyze, test, and evaluate what they’ve built
Often, simulations do not have the true
California, Berkeley; Linn 2012). Molecular
through virtual game play that involves, for
mechanics that would characterize them as
Workbench also acts as a tool for students to
example, a drag race or monster truck rally.
games, but for the purposes of this report both
create their own simulations in order to
Like many learning simulations, the Whitebox
longer simulations and brief simulations are
demonstrate their own learning of scientific
Learning System was created as a complement
being included in the broad category of
concepts.
to hands-on activities; students explore
learning games. Short, two or three minute
designs in the simulated environment and
simulations or visualizations have been devel-
MiddWorld Online22 is a web-based quest and
then go on to build real world models based
oped for many content areas, but are probably
role-play simulation. Students immerse
on these explorations.
most common in the K-12 sciences or more
themselves in culturally accurate environ-
broadly in Science, Technology, Engineering,
ments (such as going to a café in Paris and
EcoMUVE24 is a curriculum research project
and Math (STEM) fields. Simulations are
ordering coffee), while practicing their
at Harvard’s Graduate School of Education
common in adult training environments as
language skills and using target language
that uses immersive simulations to teach
22
the joan ganz cooney center
well. Short simulations can require a signifi-
games for a digital age
a model of some event in such a way that it
defining the K-12 games landscape
middle school students about causal
schools have combined games with other
patterns within ecosystems. The project
learning objects into collections. We distin-
includes two one-week computer based
guish three types of collections by the
modules that take place in a four-week
manner in which the teacher or student
curriculum, and uses a Multi-User Virtual
accesses specific objects.
Environment (MUVE) that has the look and
feel of a commercial videogame. Also similar
1. Digital Repositories
games for a digital age
to a commercial gaming environment, here
students explore and collaborate in teams,
Curated digital repositories are libraries of
but their purpose is to learn science by
short-form games and other learning
exploring and solving problems within a
objects that consist of extensive product
realistic simulation. The curriculum uses a
lines and cover large areas of curriculum.
jigsaw pedagogy in which each student plays
These libraries have structured metadata
a different role (e.g., water quality specialist,
that facilitate search, and their objects are
naturalist, microscopic specialist, investi-
typically aligned to standards. BrainPOP’s
gator) and data is generated from student
repository (described earlier) is in 20% of all
activities that provide embedded assessment
schools in the United States and is designed
(Dede, 2012).
to be as flexible as possible to fit the needs
grade level, including content drawn from
of a classroom teacher. As General Manager
over 1,500 public media producers and 350
of BrainPOP Din Heiman describes, “The
local stations. The collection includes
story of BrainPOP is all about appealing to
resources from the PBS series NOVA,
teachers” (CS4Ed interview, February 2012).
Frontline, American Experience, The Electric
Short-form games are being used more
PBS LearningMedia is a repository of classroomready digital resources searchable by content area
and grade level.
Company, and Sid the Science Kid as well as
frequently in schools, but they can be difficult for teachers to find and apply to fast
PBS LearningMedia25 offers a repository of
resources funded by NASA, the National
moving classroom situations. The most
tens of thousands of classroom-ready, digital
Science Foundation, the National Institutes of
successful efforts to bring games into
resources searchable by content area and
Health, the Department of Education, the
the joan ganz cooney center
Collections of Short-Form Games
23
defining the K-12 games landscape
Library of Congress, National Public Radio and
services to assist teachers in using the
progressions with embedded assessments to
the National Archives. Recently digital
collection. The company has also created
help students learn math skills. Teachers are
content from Annenberg Learner, part of the
Reflex, an online game-based system that
provided with dashboards that allow for
Annenberg Foundation, was added to the
helps students learn basic math facts.
ongoing progress monitoring. Each student
receives diagnostic assessments to measure
collection. The collection is aligned to the
Common Core State Standards and is avail-
2. Adaptive Engines
current math fact skills and is then provided
with 10-minute daily sessions of adaptive
able free to all preK-16 classrooms. It includes
instruction in either English or Spanish. The
and in-depth lesson plans. PBS also offers
culty implicit as players move to new levels.
program targets both accuracy and speed
professional development courses related to
An adaptive engine manages this progression
using a research-validated algorithm. Fastt
the collection and the ability to customize it
through a game, personalizing the experience
Math is aligned to the common core.
for schools and districts for
and/or providing students with material that
seamless integration into local systems.
is challenging but that the user is capable of
Dreambox works with three central elements:
solving. According to Josh Cohen, managing
a robust curriculum, an intelligent adaptive
ExploreLearning26 has an extensive library of
partner of City Light Capital, adaptive
platform, and a highly engaging environment.
interactive, online math and science simula-
learning platforms“… take student data and
According to their CEO, Jessie Woolley-Wilson,
tions called “Gizmos” for grades 3-12. These
give feedback so that the student is essen-
they do not consider themselves a gaming
called Gizmos are designed to supplement
tially being quizzed and seeing what they get
company because their focus is on learning
existing curricula and are correlated to state
right and what they get wrong. Gaming does
as the primary objective, whereas for many
standards, connected to over 200 textbooks,
two things, it is a massive data aggregator
gaming companies, fun comes first (CS4Ed
and include more than 450 interactives
and it is really fun and engaging” (CS4Ed
interview, March 2012). Dreambox does use
searchable by standard, grade, textbook, and
interview, April 2012).
separate rewards, but they contain learning
activities such as more math games. This
topic. Gizmos are currently being used in all
50 states and have been the subject of a
Fastt Math Next Generation27 teaches math
provider also does not try to hide the learning
number of research studies. ExploreLearning
fact fluency, using an adaptive technology
involved, instead leveraging the fact that kids
offers training and professional development
that creates individualized learning
are extremely motivated by their own
24
the joan ganz cooney center
At the heart of gaming is the increasing diffi-
games for a digital age
videos and interactives, audio and photos,
defining the K-12 games landscape
language, science, and workforce readiness for
independently, as it guides the student
developed an intelligent, standards-aligned
K-16. It can be used as a teacher-aided instruc-
through the math curriculum in a logical
adaptive platform that collects data with
tional tool or as a one-on-one tutoring resource
order. Throughout the puzzle games in
every click to demonstrate what a student
with minimal guidance. Skills Tutor provides
MangaHigh, students are able to rank their
knows and does not know and build a
differentiated instruction, diagnostic testing,
performance and teachers are provided with
personal learning path. The path is not tied to
prescriptive assignments, and automatic
data on student proficiency.
age or grade and is not linear for all students.
reporting. It also has a management system
Dreambox focused on what is viewed as the
that enables teachers to assign lessons by stan-
“hot” area of K-2, but now has expanded up to
dard and to monitor progress on real-time
grade 5.
usage. The program can be used with smart
As comprehensive core curricula move from
mobile devices and aligns to state and national
print to digital, many supplemental mate-
standards.
rials including games are embedded as
Knewton is an online adaptive learning platform that is currently designed to support
3. Integrated Digital Curricula
components. Digital curricula are designed
MangaHigh has created a large collection of
for networked classrooms where every
courses. The company’s main focus is on the
free math games that were originally devel-
student has a computing device. These
backend, developing a sophisticated algo-
oped for the U.K. market and are now offered
sophisticated curricula and connected tech-
rithm that allows for individualization. The
in the United States. MangaHigh’s most
nology elements are aligned to standards,
company does not appear to be developing
powerful game is Prodigi, a mathematics
may be personalized, generally allow
much content, but rather is outsourcing that
adaptive engine that features thousands of
searching for specific topics by level of diffi-
job to other organizations. Recently Knewton
math problems with solutions and hints that
culty, and form a foundation for the broader
and Pearson announced a partnership that
adapt to each student’s ability and learning
acceptance of learning games in the class-
should provide access to the K-12 market.
speed. Students, teachers and parents can
room (Dede, 2012).
customize Prodigi by skipping items that have
Skills Tutor28 is a division of Houghton Mifflin
already been mastered in the classroom, or
Time To Know30 is a comprehensive digital
Harcourt. It provides an online supplemental
focus on areas that need specific attention. If
teaching platform that contains integrated
adaptive engine for math, reading, writing,
necessary, students can use Prodigi
core curriculum in reading and math for the
25
the joan ganz cooney center
college level students in developmental math
29
games for a digital age
mastery and achievement. Dreambox has also
defining the K-12 games landscape
The most important factor in the failure to
for mobile devices that are designed to be
platforms are designed to operate in one-to-
achieve scale for long-form games such as
played for 1 to 3 minutes a dozen times a
one classrooms, deliver a personalized curric-
River City had to do with trying to fit a long-
day. These games are being developed in
ulum to every student, and provide support for
form game into an unaccommodating school
reaction to limited classroom time, limited
the teacher to manage all classroom activities
structure. Clarke & Dede report that River
access to technology, and the rise of mobile
(cf. Dede & Richards, 2012). The Time To Know
City failed to achieve scale in schools
and tablet devices in the classroom.
curriculum contains open-ended explorations,
because it needed to be a more flexible
practice environments, games, videos and
product that could retain its success in a
Klopfer et al. (2009, pg. 2) have put forward
other digital learning objects.
variety of contexts, and that this flexible
the idea that eventually long-form games will
robust-design approach has intrinsic limits:
bring about changes in the organization of
The Discovery Education Science Techbook31
the school day to provide for in-depth, longer-
are core curriculum digital products for
[S]ome essential conditions that affect the success
form activities such as immersive games. The
elementary and middle school science that
of an educational innovation cannot be remediated
successful reading intervention program
have been adopted in a number of states
through ruggedizing. Further, in the shadow of
Read 180 from Scholastic, Inc. that
including Florida, Texas, and Oregon. A “tech-
high stakes testing and accountability measures
combines whole group and small group
book” contains a large collection of online
mandated by the federal No Child Left Behind
instruction with adaptive software requires a
learning tools and games ranging from
legislation, persuading schools to make available
90-minute time block and has been imple-
videos, quizzes, animations, simulations, and
multiple weeks of curricular time for a single
mented in schools that have adjusted their
puzzles, all aligned to standards, made
intervention is very hard (2009, pg. 230).
time blocks to accommodate the program.
Similar to these findings at Harvard, the
reading intervention product serving a critical
won the 2012 CODIE award for the best
MIT Education Arcade has found that their
need. Examples of schools shifting the struc-
educational product.
long-form immersive games are not being
ture of the school day to accommodate a new
adopted easily into the schools because of
technology program are rare. Ultimately,
the time factor. Recently the Arcade has
games that fit into a discrete school period
been working on math and biology games
have a higher chance of success, while longer
the joan ganz cooney center
complete K – 8 science curriculum. Discovery
Class Time and School Reform
26
32
However, Read 180 is a research-proven
completely searchable, and organized into a
games for a digital age
upper elementary grades. Digital teaching
defining the K-12 games landscape
games have yet to gain acceptance. It is clear
interviews demonstrated significant interest
that changes in the basic organization of the
by the research, foundation, and government
school day and the relationship between
communities to make reform possible.
classroom time and homework are still a long
However, in the next section of this report, we
way off. Most teachers will continue bending
analyze the sales and marketing processes
the technology to fit their needs rather than
for the distribution of digital games to
the other way around.
schools as they are today.
learning built into good games that could and
should be applied to school learning. “If
games for a digital age
James Gee enunciates a dozen principles of
implemented in schools they would necessitate significant changes in the structure and
27
nature of formal schooling as we have long
keynote address to the 2012 Games for
Change Annual Conference33 goes further in
re-defining the changes that will be needed in
how classroom time is managed in the next
wave of education reform.
Such challenges to achieving scale have
resulted in bringing the research-funded
gaming community in line with other efforts
to reform public schools. Even though school
reform requires a long-term effort, our
the joan ganz cooney center
known it” (Gee 2007, p.30). Gee’s recent
selling to schools
In this section, we examine the dynamics of the
institutional K-12 market, both as a primer for
investors and game developers who are new to the
market, and as a means for analyzing traditional
barriers to entry. We also look ahead and offer a
picture of how current levels of funding and
selling to schools
“T he stigma of games seems to have pretty much fallen
away at this point. It is a much more friendly market
than it was ten years ago. The time issue is a factor and
maybe cost, but less so.”
expected, which in turn translates into additional funding largely determined by per
pupil allocation. Here, the market divides
into public and private segments, and typically, start-ups need to target either the
public or the private market. However, the
market further segments by grade level and
curriculum area. Because purchasing
authority is determined by rank—superin-
legislation will be affecting the market
other students. The challenge is to provide
tendent, principal, curriculum coordinator,
in the short and long term. Specific
these benefits while maintaining educa-
and teacher, buying decisions are mostly a
recommendations are restated at the
tional quality.
function of product pricing. The following
end of each section.
discussion analyzes school demographics,
funding, the importance of district size, and
significant positive changes in technology
Total expenditures for K-12 public schools
29
infrastructure.
are more than half a trillion dollars, with
Here, games are sold into schools as supple-
the vast majority of funding going to sala-
mental materials.34 They complement the
ries and benefits. As such, products and
class content, either replacing particular
services that can draw from the salary and
units or focusing on specific concepts or
benefits portion of budgets have a much
topics. However, selling anything to schools
There are 54 million students enrolled in
larger growth potential. Doing this means
is a difficult and time consuming process;
public and private schools in the U.S. An addi-
items that either make the teacher more
products take a long time to become estab-
tional 1.5 million homeschoolers constitute
efficient—able to handle more students—or
lished, but once successful, they persist in
3% of the market (see Table 2). The National
provide services directly to students,
the market for years and can produce stable
Center for Education Statistics (NCES) proj-
thereby freeing the teacher to engage with
and reliable revenue. K-12 is a large market
ects steady growth in enrollments to 57.9
1. Demographics
the joan ganz cooney center
The K-12 Institutional Market
games for a digital age
- Dave McCool, Co-Founder, President and CEO, Muzzy Lane
and steady growth in student enrollment is
selling to schools
million students in 2020 (NCES 2011a, Table 1,
Table 2. Public and Private school enrollments and teacher population.35
p. 31). During this time, private school enroll-
Private
Total
Schools
99,000
33,000
132,000
The teacher population has grown from 3.0M
in 1995 to 3.7M in 2008 and is projected to
Students
48,023,000
5,488,000
53,511,000
grow to 3.9 million in 2020 (NCES 2011a, Table
Teachers
3,210,000
437,000
3,647,000
16). The Department of Education projects
more than a million new teachers will be
Staff
6,355,000
779,000
7,134,000
needed in the next eight years because growth
Homeschoolers
1,500,000
is occurring at the same time as the baby
games for a digital age
Public
ments will decline slightly.
boomer component of the teaching profession
per pupil spending will grow from the current
amount of funding its local schools will
ents an opportunity for companies engaged in
$10,439 to $11,905 in 2020 (in constant 2008
have (see Figure 1). As a result, per-pupil
teacher professional development.
dollars). Overall, public school spending is
spending varies widely, with economically
projected to increase from $513.8B to $627B in
healthy states and more affluent communi-
2020, (NCES 2011a, Table 18, p. 55).
ties more likely to devote resources to
Public school students make up 86% of the
educational technologies. Because funding
school and homeschool population, and
public school teachers are 89% of all teachers.
2. Funding
In most years, approximately 92% of school
for education is dependent on tax revenues,
funding has come from state and local
education budgets are the last to suffer in a
sources. These funds are largely spent on
recession, and the last to recover.
capital outlays and salaries. On average,
Increases in the student population feed into
48% of funding for education comes from
The relative contributions of state funding
the positive long-term outlook for the K-12
state sources and 44% comes from local
(48%), local funding (44%), and federal funding
market because funding is largely determined
funding; however, average household
(8%) have remained constant for some time.36
by a per pupil allocation. NCES projects that
income in a community directly affects the
While federal dollars constitute only 8% of
30
the joan ganz cooney center
is retiring. This demographic dilemma pres-
selling to schools
total funding, this money is very important to
and adult education. The ARRA funding also
Act (ESEA, currently designated “No Child Left
the technology vendor community because it
included $39.7B from the education portion of
Behind”) and its ten Titles, and parts and the
supports supplemental programs and
the “State Fiscal Stabilization Fund” designed
Individuals with Disabilities Education Act
services that often include technology.
to augment depleted state budgets.
(IDEA). The third source, the E-Rate, is administered by the Universal Service Administrative
Furthermore, in 2009 the American Recovery
Federal funding for K-12 education comes prin-
Company (USAC) under the direction of the
provided a onetime additional $97.4B to
cipally from three distinct sources. The
FCC. Other agencies, such as the National
education department budgets for direct K-12
Department of Education administers two of
Science Foundation, NIH, and NASA support
program support as well as postsecondary
these: the Elementary and Secondary Education
research in education and have Small Business
Innovation Research (SBIR) programs that are
designed to support Research and Development
Figure 1. Federal, state and local funding for education 1987 to 2008.
games for a digital age
and Reinvestment Act (ARRA), “the Stimulus,”
that has the potential for commercialization.
700,000,000
3. Policy and Funding: Looking Forward
31
600,000,000
Local
State
Federal
2007–08
2006–07
2005–06
2004–05
2003–04
2002–03
2001–02
2000–01
1999–2000
1998–99
1997–98
or 2014. Cuts in both overall public education
1996–97
0
1995–96
and state level—is not promising for FY 2013
1994–95
100,000,000
1993–94
educational technology—at both the national
1992–93
200,000,000
1991–92
fervent, the current funding situation for
1990–91
300,000,000
1989–90
tive new models for education has been
1988–89
400,000,000
1987–88
Although political rhetoric in favor of innova-
budgets and in funds earmarked for technology speak to other priorities and to the
economic stresses dominating U.S. government and state-level policy.
the joan ganz cooney center
500,000,000
selling to schools
While the U.S. Department of Education is
will be likely to fund the current law as-is
publisher, knowing what funding you can
projecting rising costs for K-12 educational
until reauthorization or new legislation is
align with can be critical for having sales.
institutions in the form of almost 260,000
passed.
Experienced companies in the K-12 space
new children to educate in the 2011–2012
Despite this overall downturn in funding,
analyze their products and services to create
2011), the Center on Budget and Policy
there is promise for educational technology.
collateral that aligns product features with
Priorities reports that in the coming fiscal
Technology will receive an increasingly
specific grant requirements. This alignment
year, “at least 23 states have enacted identifi-
larger proportion of the shrinking pool of
includes narrative for grants that school
able, deep cuts in Pre-K and/or K-12
funds if it can further demonstrate value in
personnel can use in proposals. This is an
spending.” Even those products being
terms of both educational effectiveness and
essential component of the marketing collat-
purchased with more generally allocated
cost efficiency.
eral, and generally involves at least one dedicated person assigned to assist districts with
funds may see a drop in institutional sales
4. Opportunities with Grants
grant-writing.
come from non-technology funds, the
Much of school funding for products and
5. Districts: Size Matters
picture is not encouraging.
services is derived from state and federal
over the coming year. In those areas where
games for a digital age
school year (Williams, Leachman, & Johnson,
32
sales of technology products and services
The single most important factor affecting
Additionally, educators are in a “wait and see”
funding criteria for both formula and compet-
K-12 marketing and sales is the size of the
period as the reauthorization of ESEA (NCLB)
itive requirements. Furthermore, schools can
district. Examining the educational tech-
is debated. Because it is an election year and
use grant funding to purchase products and
nology market from a geographical or district
consensus among the different parties who
services only if what they purchase meets the
funding viewpoint risks overlooking the vast
control the branches of Congress will be
requirements outlined by the federal or state
majority of districts nationwide. Of the 13,600
difficult, any reauthorization of this largest
departments of education. Companies selling
districts nationwide, the largest 26 claim
funding vehicle for K-12 education reform
to the K-12 market can assist districts in
12.3% of the students, and the largest 6.4%
will be unlikely to occur until after November
navigating, sourcing, and writing state,
(874 districts) have 53.5% of the students (see
2012. Until that time, continuing resolutions
federal, and foundation grants. If you are a
TABLE 3). The remaining 93.6% of the districts
the joan ganz cooney center
grants to school districts that meet certain
selling to schools
25,000 students or more), in spite of the fact
to have sophisticated IT infrastructure and
of the districts in the country have fewer than
that these districts have 33% of the students.
may be outsourcing critical functions. These
2,500 students enrolled.
At the other extreme, there are 6,400
districts are very likely to have need of IT infra-
districts with fewer than 1,000 students—a
structure services, including cloud computing
There are 874 districts with at least 10,000
lack of volume that makes it hard to justify
that can provide backup and security.
students. Nationally, 6.4% of public school
any targeted sales to this segment. The
districts have 53% of the students.
sweet spot is the 3,500 districts with
One additional market approach is to target
between 2,500 and 25,000 students. They
education service agencies. These are
The sales process is very different depending
have approximately 50% of the students in
consortia formed by smaller districts in
on the size of the district. Larger districts
the country.
order to consolidate their buying power.
These “intermediate units” are influential
often require several years of “pilot testing”
before anything can be rolled out district-
District size also has an impact on technology
and an important sales target. They are
wide, and employ a formal purchasing
infrastructure. Smaller districts, particularly
known by different names and acronyms in
process that may involve several levels of
those with under 2,500 students, are unlikely
different states. For example, in New York
tions. Smaller districts may still have a formal
Table 3. Student population in districts with more than 10,000 students
purchasing process, but the decision-process
may be much simpler.
When 6% of the districts contain over 50% of
the student population, they also have over
50% of the money. The larger publishers have
dedicated personnel selling to the largest
school districts. Smaller companies and
startups do not have the capacity or time to
sell to the largest 2% of districts (those with
Districts
Students
Districts Size
# of
% of
# of (millions)
% of
100,000 or more
26
0.2%
5.9
12%
50,000 to 99,999
61
0.4%
4.2
9%
25,000 to 29,999
193
1.4%
6.6
14%
10,000 to 24,999
594
4.4%
9.0
19%
Total
874
6.4%
Total
54%
33
the joan ganz cooney center
approval and multiple committee presenta-
games for a digital age
contain only 47% of the students. Two-thirds
selling to schools
these are BOCES; in Texas ESCs; and in
schools they visit still have horrific infrastructures
activities and real-time assessments. BYOD
Georgia and Michigan they are RESAs. Most
(CS4Ed interview, April 2012).
is being embraced by schools throughout the
country as a way of achieving one-to-one
of these belong to the Association of
initiatives (Devaney, 2011a). This tactic is a
rooms where every student has a computer
natural solution for schools seeking to meet
have become increasingly common in U.S.
the challenges of the move to digital curri-
schools. This trend has accelerated in the
cula and to move forward on the goals
In the past, schools were not receptive to
past four years, abetted by a price drop for all
contained in the National Education
technological innovation because many
devices and the increasing popularity of
Technology Plan.
lacked the basic technology infrastructure.
tablets and mobile devices in schools.
6. Infrastructure
Seventy-seven percent of children ages 12
This lack of resources blocked any attempt to
One-to-one computing is ubiquitous
to 17 own cell phones (Pew, 2012), and about
including games or simulations. In our judg-
throughout higher education where almost
a third of these are smart phones that have
ment, this picture is changing dramatically.
all students now carry around multiple
many of the same capabilities as laptops.
Together, these changes comprise a tech-
devices. Today, K-12 is finally embracing this
Even kindergarten students now have
nology-driven disruption. This is a time of
goal of one-to-one due to the increasing
access to mobile devices. As such, the BYOD
change in the classroom. As noted by Vic
acceptance of digital curricula, the need to
movement could have a dramatic and
Vuchic, Associate Program Officer at the
prepare students for 21st century skills in a
compelling effect on how student-computer
Hewlett Foundation,
digital world, and the encouraging research
ratios are measured and understood. The
results of one-to-one initiatives (Greaves,
impact on the market for software and
Wilson, Gielniak & Peterson, 2010).
digital content and resources could also be
The buzz driving the VC community may be
significant. The resulting increase in access
because the infrastructure is possibly maturing to
a level where you can do distribution and reach at
b) The Rise of “BYOD”: “Bring Your Own
and cost-savings should increase demand
a reasonable cost. There may be enough districts
Device” (BYOD) involves students bringing
and provide resources for applications. At
and enough infrastructure that it takes a lot less
their own cell phones, tablets, and laptops
the same time, the likely diversity of
capital to have a fair impact. But the majority of
into the classroom for use in educational
devices in a given classroom or school may
34
the joan ganz cooney center
base curriculum on digital resources,
games for a digital age
a) Moving to One-to-One: One-to-one class-
Education Service Agencies.
selling to schools
have a great impact on developers who will
multiple devices; the incentives to do so will
d) Internet Access: The U.S. Department of
need to ensure some degree of standardiza-
change as standards begin to emerge and
Education reports that as of 2008, effectively
tion of display, navigation across platforms,
demand and competition grow.
all public school computers were connected
to the Internet and the current student to
screen sizes, and operating systems.
However, the BYOD trend may have lopsided
rapid and widespread acceptance, purchase,
The move towards universal connectivity is
effects on hardware and software spending
and installation of interactive whiteboards
largely due to the E-Rate program. Across the
from district to district, and issues such as
in the education community has almost no
board, connectivity is continuing to improve,
security, privacy, the digital divide, and
precedent. In a recent survey of technology
although gaps in support and technology
adequate teacher professional development
leaders, interactive white boards were iden-
infrastructure continue to plague schools.
will need to be addressed for BYOD to gain
tified as the most useful classroom tool
ground quickly. Further, more focused
(MDR, 2012). Resnick, 2011 reports that more
e) Related Industry Trends in IT: Overall trends
research is needed to shed light on the real
than 63% of teachers have their own interac-
in the hardware and software industries have
nature of educational software and platform
tive white board, and another 7% share one
an important influence on the direction of
use by older students, who may be more
with one or two other teachers.
technology purchases by K-12 institutions.
mobile services, resources, software, and
The interactive whiteboard market continues
Several notable developments affecting
business-to-consumer products on their own
to increase, growing by 15% in 2011 for total
education include:
(or their parents’) initiative. The related possi-
revenues of $1.4 billion, and it is predicted to
• Cloud-based services: The growth and expansion
bility of one-to-one classrooms on a larger,
grow more than three-fold over the next 5
of storage and resources, virtualization tools,
district-wide scale could also affect how
years (FutureSource Consulting, 2011). Even in
and improved Internet access have made it
vendors—content vendors especially—
the current economy, digital sales of interac-
easier for companies to offer key software
approach their digital offerings. At the
tive white boards, online digital content, LMS/
products and services online. In turn, this
moment, many content publishers are not
SIS, and mobile devices are up, and print sales
trend has lowered costs for implementation
fully up to speed in offering useful formats
are down.
and training on new software for schools and
likely to take advantage of free online and
and easy interfaces for their products across
educators (Anderson & Rainie, 2010).
35
the joan ganz cooney center
computer ratio is less than 3:1 (see Figure 2).
games for a digital age
c) Interactive White Boards: The incredibly
selling to schools
Figure 2. The student to computer ratio, and the percentage of
public school computers from 1994 through 2014 (projected)37
educational products become increasingly
sophisticated in tracking incredibly finegrained student-, educator-, school-, and
8
district-level information (Johnson, Smith,
7
Levine & Haywood, 2010).
6
• Social networks and community websites:
5
The increasing acceptance, use, and
consumer understanding of collaboration
3
technologies and platforms for educators
2
and students to share ideas, resources,
1
2014
2012
2010
2008
2006
2004
2002
2000
1998
1996
reviews, and information on an up-to-the1994
0
second basis has led to these resources
being co-opted for educational purposes.
7. Recommendations
With this overview of the current realities
• Mobile technologies: A flourishing ecosystem
of third-party developers who supply useful
institutional markets for their products and
of the demographics, funding, and techno-
apps (Adkins, 2011).
logical possibilities in the K-12 market,
•C
heap data storage: Whether they are tied to
our recommendations for learning game
tional applications for mobile devices.
cloud-based services or on-site servers, data
investors, publishers, and developers are
Although mobile technology was not a main
storage and management systems have
that they should:
focus of institutional spending in 2009-2010,
continued to become more scalable and
• target the 3,500 districts with between 2,500
a new pool of entrepreneurs and established
cost-effective, both of which are key
companies (e.g., Apple and Nokia) have been
elements for schools. Available data storage
paying increased attention to potential K-12
is also important for vendors, as
applications has sparked interest in educa-
and 25,000 students;
• assist districts in navigating, sourcing, and
writing state, federal, and foundation grants;
36
the joan ganz cooney center
Student to Instructional Computer Ratio
Percent of Public School Instructional Computers with Internet Access
games for a digital age
4
selling to schools
• target education service agencies. These are
1. Market Segmentation
In the 1980s, basal curriculum accounted for
as much as 75% of spending on instructional
consortia formed by smaller districts in
a) Core vs. Supplemental Materials: The distinc-
materials. By 2000, spending on basal and
tion between “core,” or what is commonly
supplemental had become equal. Now
interactive white boards, as these are
called “basal,” curriculum and “supplemental”
supplemental instructional materials,
becoming ubiquitous in classrooms; and
curriculum is critical within the education
including testing and assessment and refer-
publishing industry. The core curriculum is the
ence materials, are at least double the basal.38
order to consolidate their buying power;
• support learning games that can be used on
• anticipating BYOD, support learning games
main carrier for content in a course and typi-
mobile devices.
cally has a defined scope and sequence.
In addition, the line between what is
Traditionally, the core was the textbook for the
considered basal and what is considered
course, which often came with a variety of
supplemental is being blurred. Some
other materials, such as videos, software, and
schools are finding that their needs are
teacher professional development.
better met through picking and choosing
The Dynamics of Selling to K-12
In this section we present the common
games for a digital age
on inexpensive computing devices and
37
supplemental materials than through a
market categories for institutional sales. As
Supplemental materials literally supple-
New Schools Venture Fund, “One of the
ment basal materials, and can take a variety
problems with going to scale is that the
of forms, including for example, a four-
Because purchase of supplemental materials
distribution channel is very tricky to figure
week module that covers a particular topic
can sometimes be funded through nontradi-
out” (CS4Ed interview, April 2012). District
in depth, a video that shows a dramatic
tional instructional materials budgets,
distribution channels not only are distin-
event, a game that provides practice for a
supplemental content needs to be linked to
guished by district size, as mentioned
skill or concept, or a consumable workbook.
standards. In the future, vendors may need to
above, but also by grade level and curric-
It is rare for a teacher to make an individual
meet other curriculum requirements such as
ulum area.
decision on the core curriculum, but
scope and sequence, as well as appropriate
teachers do frequently choose supple-
reading level. Today, publishers are required
mental materials on their own.
to submit a worksheet correlating their
monolithic basal product.
content to standards. This is challenging to
the joan ganz cooney center
noted by Valerie Sakimura, Senior Analyst,
selling to schools
complete for digital materials, particularly
cannot use state money to buy it, which virtu-
make up about 90% of the basal programs
games, given the non-linear, adaptive inter-
ally excludes it from consideration by other
adopted in the 22 adoption states; adoption of
faces involved with online content.
districts in the state. Typically multiple prod-
digital materials has been slow (Tullis, 2008).
ucts are approved for adoption. In this way,
b) State Adoption of Instructional Materials:
adoption gives the publisher a “hunting
c) Content Areas: District budgets are allo-
Twenty-two states follow a formal adoption
license”, but it is still necessary to convince
cated to specific curriculum content areas.
process to review and approve K-12 textbooks
individual districts to purchase your product.
Typically, different curriculum coordinators
Winning adoption in the influential states of
expertise. Historically reading/English
align with state standards and meet state
Florida, Texas, and California makes the
language arts (ELA) and mathematics
regulations relating to a range of require-
adopted product much more valuable in all
together had the lion’s share of the curric-
ments. In most states, local school districts
states and almost guarantees its success. The
ulum budget, and with the advent of high-
can use state funds only for approved and
adoption process includes a strict schedule
stakes testing, even more emphasis has been
adopted resources, though some states
spanning more than six years. There is a
placed on these two areas. A 2011 educa-
require only a percentage of the funds be
lengthy review process to verify each state’s
tional technology survey by The Software &
used for approved resources.
standards alignment, adherence to other
Information Industry Association (SIIA) on
state regulations, and district quality reviews.
digital products and services preK-12
Roughly $7 billion is spent each year on K-12
Political trends, such as the role of drill and
reported a stronger emphasis on reading,
instructional resources, and adoption state
practice in math education, can also play a
English and language arts (47% of total) than
purchases make up roughly 1/3 or $2.2 billion
role in adoptions.
has been reported in other market studies
that combined digital and print products
of the total (Tullis, 2008). The adoption process
is a high-stakes game with significant risks,
The minimum cost of submitting a product for
(SIIA 2011). The SIIA survey also found
costs, and rewards for vendors. Adoption is “all
adoption is estimated at $1 million per subject
higher overall sales in Science (19%) and
or nothing.” If a textbook is adopted, it can be
area, per state. For basal reading or math-
lower sales in social studies/history and
sold as core curriculum in the adopting state.
ematics, the cost can be as much as $50
other content areas (5% each). Overall find-
If a textbook fails to be adopted, a district
million nationwide. Print-based materials still
ings from the SIIA report, Resnick 2012, and
38
the joan ganz cooney center
the process is to ensure that core materials
games for a digital age
have responsibility over their own area of
and other core resources. The primary goal of
selling to schools
the American Association of Publishers 2010
2. Channel Analysis
extreme, less costly items can be purchased
by teachers using a restricted budget or their
surveys, all show a dominance by English/
own money.
language arts materials’ revenue from sales
Direct sales (where the company controls the
of content, with arithmetic/mathematics in
sales channel), can be separated into four
second place for all studies.
basic channels (see Table 7). The least expen-
Sales price determines channel, customer,
sive items are sold by mail order or through a
type of product and sales cycle.
company’s web site. More expensive products
provide simulations, probes, and interac-
are sold (in order from lowest to highest price
Indirect sales or “sales outsourcing,” uses an
tivity may contribute to the outcome for
of product) through telesales, an inside sales
external company (a third party), to complete
science materials in the SIIA survey. It
force, or a field sales force. Expensive prod-
the sale. This keeps overhead low and allows
should be noted that all of the studies were
ucts can take up to eighteen months for a
a small company such as a game developer to
undertaken before rather significant digital
sale to close and require a direct relationship
concentrate on what they do best. Typically,
science adoption competitions in both
sell to a superintendent. At the other
the third party will take a percentage of the
games for a digital age
The particular capability of technology to
39
Texas and Florida.
the overall market for digital instructional
content approaches $3B in the U.S., with
revenue from market segments for digital
content areas as follows:
Table 7. Correlation of sales price, cycle, typoe of product, customer and direct
sales channel (all figures are rough approximations).39
Sales Channel
Field Sales
Inside Sales
Telesales
Mail Order/Web
Customer
Superintendent
District and
Site Admin
Principal/
Teacher
Teacher
Type of Product Sold
Enterprise/
Integrated
Single
Solutions
Packaged
Products
Packages
Products
Sales Cycle
18 Months
6–12 Months
90 Days
30 Days
Typical Sale
$50,000+
$5,000 to $25,000
$1,000 to $2,500
$100 to $500
• English/language arts is close to $1.4B.
• Mathematics is near $696MM.
• Science is close to $553MM.
• Social studies is close to $160MM.
• Other content areas are close to $160MM.
the joan ganz cooney center
The report of the SIIA survey estimated that
selling to schools
sale. Indirect sales is particularly effective if
there is demand—because, for example, a
product has received positive publicity. Third
parties have no commitment to your products and will sell whatever the customer is
requesting. Going to indirect sales does not
reduce the need for a solid marketing effort—
Table 8. Typical school buying cycle for major products
July–November
Determination of need and selection of products to review
December–March
Request for Proposal (RFP) process
March–May
Review of RFP responses and vendor selection
June–August
Issuance of purchase order by district
In anticipation of new budgets beginning in
4. Market Leaders
For inexpensive items, a company can use a
July, major content conferences occur in the
distribution outlet, including catalog sales.
spring. These conferences are designed to
In the educational market a few huge players
Resellers and Value Added Resellers (VARs) are
produce leads for sales in the following fiscal
dominate in all content categories (see Table 9).
similar in scale to telesales, handling products
year. For products that are ready to launch, the
This certainly presents barriers to entry that for
with a typical sales price of $2,500–$5,000.
timing of these conferences is critical.
new players can appear insurmountable. As
Laurie Racine, Co-Founder and Managing
force and may specialize in particular large
That said, purchasing decisions in the
Director of STARTL, puts it, “Distribution in K-12
districts where they know the terrain.
education market are highly decentralized,
is a key problem because of the big three
with patterns and dates that vary from state
publishers” (CS4Ed interview, April 2012). These
to state and even from district to district
publishers have products and services in almost
within a state. It is common in the education
every K-12 market segment and have expanded
Generally, the buying cycle in education follows
market to have funds encumbered long
through aggressive acquisitions, particularly in
a predictable seasonal calendar and a July 1
before they are spent. Vendors are compelled
the last ten years. In the arena of learning games
through June 30 fiscal year. In addition, struc-
to continuously market and sell to schools in
and interactives, they have successfully part-
tural constraints designed to protect public
order to remain involved in the process. The
nered or outsourced work to game developers
monies and reinforce competitive bidding
buying cycle for major products typically
such as Tabula Digita and 360KID.
affect the timing and length of the sales cycle.
involves four stages (see Table 8).
3. The School Buying Cycle
40
the joan ganz cooney center
Independent agents are parallel to a field sales
games for a digital age
if anything, it actually requires more.
selling to schools
In addition, second tier companies have also
The other large category of major players in
Wisconsin-Madison, “Huge textbook
been fairly active in mergers and acquisitions.
education are the testing businesses such as:
publishers dominate the market and squash
Private equity has also taken an interest in the
ETS, Scantron, College Board, and Princeton
innovation and the smaller publishers sweep
education space, as seen in the acquisition of
Review. Scantron purchased GlobalScholar in
around the edges but with little innovation.
BlackBoard and Edline and the sale of
2011, just after Global Scholar had acquired
The model of point-by-point purchase by the
Archiplelago Learning.
Spectrum K12.
teacher, individual, or parent and how to sell
to this market needs to be resolved” (CS4Ed
More than half of those interviewed
interview, June 2011). This is particularly
giant companies such as Microsoft, Adobe,
mentioned market dominance by large
important given that teachers spend over
Oracle, IBM, NBC, Discovery, and NewsCorp,
publishers as a major impediment to the
$500 annually of their own money on class-
who normally are not in the education
success of learning games. The consensus
room materials (NSSEA Retail Market
space, have taken a significant interest in
was that this dominance hinders innovation.
Awareness Study, 2010.)
education during the last decade. NewsCorp
According to Constance Steinkuehler, Senior
acquired Wireless Generation in 2010 for
Policy Analyst at the Office of Science and
Further, the sheer size of the “big three” makes
example, for approximately $360 million
Technology Policy in the Executive Office of
them slow to adapt to new trends in educa-
in cash.
the President of the United States and an
tional games. As Scott Traylor, CEO and founder
assistant professor at from the University of
of 360KID, has found: “The larger publishers
41
2011
2010
Company
Total Revenue
K-12 Revenue
Total Revenue
K-12 Revenue
Pearson
$9,058 M
$3,993 M
$8,759 M
$3,500 M
McGraw-Hill
$6,246 M
$949 M
$6,072 M
$1,109 M
HMH
$1,1295 M
$1,295 M
$ 1,507 M
$1,507 M
and are having a lot of trouble transitioning
from print and do not understand what makes
a good game. The smaller more nimble players
who make engaging learning games have
trouble getting into the adoption cycle or at
least seen by districts, administrators or
teachers who might be interested in their
game” (CS4Ed interview, March 2012).
the joan ganz cooney center
often take two or three years to move forward
Table 9. 2010 and 2011 revenue for the largest companies in the K-12 institutional market.40
games for a digital age
In addition to the education market players,
selling to schools
Given this, one way for newer or smaller
Partnerships outside of the Big Three also
media production, particularly in games,
companies to enter the market is to partner
have the potential for creating success: part-
more efforts can succeed if the right partners
together or with one of the Big Three—a
nerships with universities, foundations,
come together” (In Press).
significant opportunity for current investors
media conglomerates, and smaller publishers.
to pursue. For example, Muzzy Lane sees
Each relationship brings diverse expertise,
partnering with a large publisher as a good
resources, and an increased reach.
strategy going forward because the Big Three
Partnerships with academic institutions can
a) Standards Alignment: Throughout the 1990s,
have long ago figured out distribution and
provide a research base for a project and
legislative activity relating to education
sales issues, and because the big entities are
create credibility, and in terms of iCue, part-
focused on raising academic standards and
finally ready to enter the learning games
nerships with distribution companies such as
holding schools accountable for student
market to some degree. Co-founder and pres-
Blackboard and online universities provided
performance (NCES, 2003). By the late 1990s,
ident Dave McCool reports with enthusiasm
distribution that eventually helped NBC
the vast majority of states had developed
that this partnership is working well. “[Muzzy
Learn get off the ground when they were
standards for English/language arts, math,
Lane] started very much on a supplemental
unable to work successfully with textbook
science, and social studies. These standards
line with McGraw Hill, but now they are
companies. Partnerships with foundations
directly impacted curriculum, as well as
looking for more interactive stuff, not just
brought in needed resources as well.
“high-stakes” statewide assessments. By the
nicely and blend with the other activities”
Klopfer and Haas explain the benefits of
tering tests in 4th and 8th grades, and 46
(CS4Ed interview, February 2012). Likewise,
partnerships:
states were issuing district report cards annu-
Emantras, a company in the education
“[M]ost of these companies, individuals, and
ally (NCES, 2003).
market in K-12, higher education, and virtual
nonprofits know little about schools, teachers,
schools as well as in healthcare publishing,
students, or the market forces operating on
The federal No Child Left Behind (NCLB) Act
has had some success partnering with larger
each of them. At best they know only one
of 2001 increased attention given to standard-
companies— in their case Pearson, McGraw-
piece of this puzzle. It is hard to know more
ized testing by mandating assessment and
Hill, Cengage Learning, and others.
than that. But given the volume of interest,
accountability for all states. A measure of
and the growing expertise in educational
Annual Yearly Progress (AYP)
42
the joan ganz cooney center
year 2000, almost all states were adminis-
games for a digital age
digitized textbooks. Games really fit that bill
5. Key Market Demands
selling to schools
became a critical school-level evaluation with
ways to help students achieve required profi-
solving. The assessments that are now
punishments instituted if schools failed to
ciencies. Short-form skills practice games such
being developed for the CCSS are trying to
achieve AYP goals. Since the passage of NCLB,
as MotionMath, Sokikom, and Dreambox, as well
address these shortcomings.
each state has created its own process for
as other curricular materials that are aligned
developing and implementing standards.
to state standards, are seeing increased adop-
States have been quick to adopt the Common
Standards for what students are expected to
tion in schools as well.
Core in order to affirm their commitment to
the federal “Race to the Top” school reform
know varies greatly from state to state.
efforts. Presumably, states that move to CCSS
sure students are able to pass state standard-
(CCSS) were released in June of 2010 to
will continue to assess using tests designed
ized tests, and this has created both a chal-
provide an agreed-upon set of state-led
for their old state standards until the CCSS
lenge and a market for any basal or supple-
educational standards in English/language
assessments are released, with the result that
mentary curriculum resource that is effective
arts and mathematics for grades K-12. Led
during the transition there will be confusion
in helping teachers assist their students in
by the National Governors Association
for publishers attempting to create materials
meeting the goals of NCLB legislation.
Center for Best Practices and the Council of
targeting assessments. Finding the right mix
According to Steinkuehler, “Schools don’t
Chief State School Officers, the CCSS has
of standards alignment—whether to existing
have money unless they can tie the instruc-
now been adopted by all but five states
state standards or to the Common Core—is
tional materials to standards. And teachers
(Alaska, Minnesota, Nebraska, Texas, and
one more factor that needs to be attended to
cannot justify a purchase unless it will
Virginia). Frameworks for Common Core
in designing useful learning games for
contribute to learning standards” (CS4Ed
Standards for science are expected to be
schools. But, the eventual establishment of a
interview, June 2011).
released by 2014 or 2015. The limited nature
single set of standards for all states and the
of the high stakes tests based on the state
subsequent process of aligning content to one
Such standards present both challenges and
standards has impacted the ability to
set of standards will lower the cost of entry
opportunities for learning games. Short-form
develop the kind of engaging, immersive
and open the market to smaller companies.
drill and practice games that include forma-
experience that fosters difficult-to-assess
tive assessment and teacher feedback are
21st century learning skills such as
b) Platform Compatibility: Increases in BYOD
becoming more attractive to teachers seeking
creativity, collaboration, and problem
initiatives and the use of interactive
43
the joan ganz cooney center
The final Common Core State Standards
games for a digital age
Schools have focused their efforts on making
selling to schools
whiteboards, tablets, mobile devices, and
standards, producing cross-platform products
(National Staff Development Council, 2011). As
laptops in the K-12 school setting is forcing
is expensive and often involves different
more teachers are becoming supportive of
both schools and technology developers to
development teams for each major platform
using games in the classroom, initial as well as
support mixed device environments. The issue
type. Thankfully, such issues are likely to be
ongoing professional development support
with this is that each tool enters the market
resolved in the next few years, lowering the
will likely be paired with the purchase of new
bundled with a different level of software and
cost burden of making products available to
digital curriculum products such as interactive
cross-platform compatibility, and providing
multiple devices and browsers.
tools or learning games. In a recent survey
c) Professional Development: Teacher support
(Millstone, 2012), results indicated that the
Schools must ensure that their wireless infra-
goes a long way toward determining the long-
majority of teachers first learn about using
structures have enough bandwidth and that
term success of any game in the classroom.
digital games in the classroom from in-service
their device management capability is suffi-
However, according to Victoria Van Voorhis,
professional development workshops (46%),
cient to handle the increased demand from
CEO of Second Avenue Learning, “Teachers
followed by self-directed study (35%).
multiple devices. School administrators must
can also be a big barrier. They are not familiar
be aware that they might buy new technolo-
with gaming and are unclear about how to
In 2012, Congress appropriated $3.1 billion for
gies that are not able to communicate or
use games in the curriculum—are they for
teacher programs that are designed to
connect with each other or with other compo-
independent practice, group work, or inte-
improve the quality of teachers in the K-12
nents that already exist in the school infra-
grated learning?” (CS4Ed interview, June 2011).
classroom. These funds account for 4.5% of
structure. In turn, developers must ensure that
Professional development to familiarize
the total discretionary budget of the U.S.
their products can run on multiple platforms
teachers with games is essential for ensuring
Department of Education. The programs
and be hosted in multiple infrastructure envi-
that they can successfully integrate learning
include monies to support professional devel-
ronments. To do so, developers are often
games into their classrooms.
opment in technology integration. The funds
are distributed by the U.S. Department of
required to create and maintain different
versions of a game or simulation for each
Teachers themselves include among their top
Education to states and local education agen-
major platform type. Despite progress being
four priorities for further professional develop-
cies, and in some cases they are distributed
made in universal design and interoperability
ment “using technology in the classroom”
directly to individual teachers.
44
the joan ganz cooney center
platform can present significant challenges.
games for a digital age
sponsored by the Joan Ganz Cooney Center
even forward/backward compatibility within a
selling to schools
d) Research on Effectiveness: The No Child
equivalent of a “placebo” in a medical
approach to product evaluation is effective
Left Behind (NCLB) Act requires that schools
setting). Maintaining both treatment and
in gathering sufficient enough information
use federal money only on products and
control groups is difficult given the turnover
about efficacy to guide the design and
services that have an established research
of student populations. The SBR requirement
evolution of a particular product,
base through “Scientifically Based Research”
that statistical analysis of quantitative
(SBR). SBR is, in essence, a randomized trial
measures be standardized using large
similar to the clinical trials required for
samples ignores the risk of finding no effect
pharmaceuticals. In an effort to avoid poor
due to imprecise measurement, misuse of the
The K-12 market is unique and it can be diffi-
quality evaluations, NCLB designates any
product, or irrelevant variables in the
cult to access. We recommend that learning
type of research that does not meet SBR
research environment.
game investors, publishers, and developers
consider the following:
Unfortunately, the requirements of NCLB
• Market games as supplemental material.
product to be used in schools, but using SBR
fail to acknowledge that evaluating
• Keep in mind that English/Language arts
in the education field is fraught with chal-
different types of products requires
budgets are larger than any other curric-
lenges, and it should be noted that SBR is
different kinds of evaluation design and
ulum area, with math a somewhat
costly and time-consuming. However, as
devalues valid research methods that are
distant second.
NCLB now stands, SBR is required on all
useful in ferreting out product effectiveness
new products (Richards & Walters, 2008).
and supporting product development.
sales of learning games. Doing this keeps
Any developer of a game needs to under-
Formative evaluation, ad hoc measures, and
overhead low and allows a small company
stand the complexity and limitations of SBR
various quasi-experimental procedures
such as a game developer to concentrate
in order to comply with its requirements.
provide useful information about the effec-
on what it does best—develop great
tiveness of a new product at relatively low
learning games.
• Consider using a third party to complete
Among the numerous challenges are the
cost, and they can greatly aid in improving
difficulties of randomly assigning subjects to
the product, even though they lack the
companies roll out new products and
treatment and control groups in a classroom
putative rigor of SBR. Few products are full-
market them in the spring, in anticipation
setting and creating a true control group (the
grown at birth, and an iterative, multimodal
of a new budget as of July 1.
• Remember the buying cycle: successful
45
the joan ganz cooney center
important to document the efficacy of any
games for a digital age
requirements as being of poor quality. It is
6. Recommendations
selling to schools
• Develop partnerships to leverage the
• Consider developing short- or long-form
resources of the Big Three publishers and
games that can be used as homework to
universities, foundations, media conglomer-
avoid the constraints imposed by discrete
ates, and other small publishers.
blocks of class time.
• Create and market short-form games that
are aligned to state standards and the soonto-come Common Core standards.
platforms and in multiple infrastructure
environments.
• Integrate teacher training and professional
games for a digital age
• Ensure that products can run on multiple
development opportunities with any new
learning game.
46
• Remember that any learning game that
Scientifically Based Research standards
mandated by the No Child Left Behind Act.
• Develop collections of short-form games
that allow teachers great flexibility for using
them within the 40 minute classroom
period. Develop long-form games in
conjunction with engaging schools in large
and small reforms to reallocate school time
to allow longer game playing and more
immersive learning.
the joan ganz cooney center
receives federal money must adhere to the
moving forward
Investment in Education Technology
The majority of our interviewees were excited and
enthusiastic about the potential of learning games in
schools. This optimism was balanced by the realities
of the market. Josh Cohen, Managing Partner of City
Light Capital, says that his organization is actively
looking at companies in the marketplace, “But our
excitement will be based on two things: their ability
moving forward
companies received investment capital 127
from $100 million the previous year.
to a higher performance outcome from a
times in 2011, an increase from the 106
Amplify is focused on digital curriculum
learning standpoint. And to the extent that
funded in 1999, and well above the annual
with analytics that are aligned to the
those two things happen we will be signifi-
averages of the past decade (Global Silicon
Common Core using a tablet-based
cantly more interested than we are today”
Valley Advisors, 2012). The survey also
platform.41
(CS4Ed interview, April 2012). Tom Vander Ark,
reported that while the number of compa-
partner at Learn Capital, explains their invest-
nies funded increased, the capital raised on
In some of the interviews investors talked
ment in Blue Duck Education (MangaHigh) as
average was $9.0 million per company,
about skirting the institutional market alto-
such: “Toby Rowland [CEO] would say proce-
which was down 30.4% from $13.0 million
gether. Dr. Bobbi Kurshan, President of
dural fluency is their strength, they have devel-
per company in 1999.
Educorp Consulting said, “We just closed on
oped games around the mechanics of math-
a deal in January [2012] on a new gaming
The National Venture Capital Association
company. It was a combination of digital
Toby would also be quick to say that adoption
reported similar findings (see Figure 3),
assets and investment from the Vancouver
and monetization has been a challenge. There
discovering that investment in education
Aquarium and FableVision, a spinoff called
is so much free stuff out there… and the use-
technology companies has tripled in the
Sparkbridge in Boston. … We looked at both
barriers like adoption have been a tough combi-
past decade rising from $146 million in 2002
the school market and the afterschool
nation in the game space” (CS4Ed interview,
to roughly $429 million in 2011. The
learning market (museums, boys and girls
April 2012).
increase in funds began to pick up signifi-
clubs) and we ended up creating something
cant speed beginning in 2009, with invest-
in the afterschool space after doing a lot of
In 2011 there was a notable rise in invest-
ments increasing by $150 million from the
research” (CS4Ed interview, March, 2012).
ment capital in educational technology,
previous year, even though the economy
This mix of enthusiasm and caution is
including in learning games. According to a
was entering a recession (National Venture
captured best by Josh Cohen, Managing
national market survey done at the time by
Capital Association, 2011). A recent signifi-
Partner of City Light Capital. When we
GSV Advisors, investors funded educational
cant investment by News Corp was
asked him about the excitement over games
technology companies at levels not seen
announced in August of 2012. News Corp
and the educational market he said that
since the late 1990’s. Education technology
plans to invest $180 million in Amplify, up
people “…are taking that leap of faith. Matt
48
the joan ganz cooney center
ematics rather than using math as a barrier. …
games for a digital age
to prove that people using their product leads
moving forward
LeBlanc’s Friends television character’s
will probably be great. There is a little bit of
though all the elements are exciting to
theory of food: meat is good and jam is
the ‘meat and jam’ mentality out there,
some folks” (CS4Ed interview, April, 2012).
good so if you put meat and jam together it
which may turn out to be disgusting even
This expansion of venture investment into
educational technology is matched with
Foundation-based university and game
Figure 3. Venture Capital investment in education technology companies, 2002 through 2011.
developer collaboration. ATT has contributed
$3.8 million to expand GameDesk42, a nonprofit organization based on research at
100
the University of Southern California. The
400
Institute of Play, a nonprofit video game insti-
80
tute, will manage the new Games, Learning
games for a digital age
500
200
60
Cumulative: 438
40
100
20
Number of Deals
300
million in grants from the John D. and
Catherine T. MacArthur Foundation, the Bill &
Melinda Gates Foundation, Electronic Arts,
and the Entertainment Software Association.
Macro-Trends Support Optimism
Cumulative: $1.97 billion
Much of the optimism about the role of
Sum of equity invested
Note: Data include educational technology companies in
elementary and secondary education, higher education,
lifelong learning, and informal education.
2011
2010
2009
2008
2007
2006
2005
2004
2003
0
2002
0
Number of deals
games in education results from specific
macro-trends that point to learning games
becoming an increasingly, large part of the
K-12 landscape. These macro-trends have
been noted at various points in this report.
Source: National Venture Capital Association, Thomson Reuters
49
They are: the growing ubiquity of tablets and
mobile devices, the National Education
the joan ganz cooney center
Millions of dollars
and Assessment (GLASS) Lab43 with $10.3
moving forward
Technology Plan, the current emphasis on
STEM and 21st Century Skills
Challenge launched by the Joan Ganz Cooney
Center and E-Line Media in partnership with
STEM and 21st century skills, the print to
The recent focus on improving STEM skills
the Department of Education’s Digital
computing, and the emergence of personal
(Science, Technology, Engineering and Math)
Promise Initiative, the Entertainment
learning environments.
and fostering higher order thinking skills (21st
Software Association, AMD Foundation,
century skills) has generated an interest in
Microsoft, and PBS-CPB Ready to Learn. This
learning games as a potential tool for helping
competition is aimed at motivating students
improve teaching and learning in these impor-
to develop an interest in STEM learning and
There is widespread agreement among
tant areas. The federal government, through
careers by asking them to participate in a
investors, educators, school administrators,
the Department of Education, the National
video game design competition.
and the Department of Education about
Science Foundation (NSF), and other agencies,
changes on the horizon for the K-12 market.
is pushing for more attention to be focused on
The growth of tablets and mobiles, apps and
helping students develop STEM skills.
Tablets and Mobile Devices
collections of short-form games, and intelli-
Print to Digital Transition
games for a digital age
digital transition, the deployment of cloud
50
There is a shift in existing budgets for classPresident Obama himself has called for the
room materials away from printed and
seen as a positive trend for supporting
improvement of STEM education, and his
toward digital materials. Ricci & Worlock
learning games going forward. Several of
2013 budget for the Department of Education
(2012), predict that the trend toward the
those interviewed referenced the increased
and his Blueprint are focused on strength-
purchase of digital textbooks is slow but
use of mobile devices and apps by younger
ening STEM44 education and fostering higher
steadily increasing, with the digital textbook
children, and this increase was confirmed in
order thinking skills. Additionally, President
market predicted to approach almost 25% of
two recent market research reviews (Gutnick,
Obama’s 2009 “Educate to Innovate”
total textbook sales by 2014. New state laws
Robb, Takeuchi & Kotler, 2010; Chiong &
campaign includes partnerships with
and policies compel the adoption of digital
Shuler, 2010).
industry, foundations, universities, and non-
materials, and the move toward more online
profits to support STEM and 21st century skill
learning and the development of virtual
development in schools. One piece of this
classes and schools are also having some
campaign is the National STEM Video Game
influence. Notable examples of new
the joan ganz cooney center
gent adaptive platforms that provide data is
moving forward
learner centered, as PLEs can directly connect
Indiana, and West Virginia. These policy
instructional data systems for a much more
with learner interests and allow students to
advancements open public funds tradition-
refined analysis of performance.
be actively involved in the design of their
ally allocated to printed textbooks to educa-
The relevance and importance of evidence-
learning experiences. This approach is unlike
tional technologies, including content, plat-
based decision-making continues to grow as
a differentiated activity that might place a
forms, and device-specific applications, as the
districts move to digital instructional mate-
student into one of three levels of difficulty.
presence of dedicated readers and tablet
rials motivated by the desire to save money,
In PLEs, learners can select the appropriate
computers dramatically increase in schools
increase student engagement, and provide
technologies and resources to support their
around the nation. These changes in state
more timely and flexible resources. Costs
own learning and they can call on a network
laws will have a significant impact on the
and the drive to improve learning outcomes
of peers, teachers, and others to aid them
creation, sales, and distribution of textbooks
are accelerating this push. While concerns
in this. Ongoing assessments are embedded
and digital content going forward, including
about quality, Internet access, infrastruc-
in the learning process, and teachers steer
the potential for interactive materials and
ture, teacher professional development, and
learners toward being independent, setting
learning games.
slow-moving school bureaucracies may
their own goals, and actively reflecting on
slow the process of change, they will not
their own learning. As Stephen DeBerry,
significantly impede this global trend.
Partner, Kapor Capital explains, “Junyo is an
The Deployment of Cloud Computing
interesting example [of an investment they
Universal connectivity, coupled with cloud-
Personal Learning Environments (PLEs)
just made]. It has the same incredible predictive analytics that Zynga has, and applies it
provided data and computing services will
have a profound impact on the creation,
Learning games have great potential to help
to education. …We think this is a really big
sales, and distribution of textbooks and
bring the model of adaptive, personalized
idea because education delivery right now
digital content going forward. Many large
learning environments (PLE) to fruition (SIIA,
broadly uses the same mechanism for
districts have made the move to the cloud.
2010). These PLEs rely on adaptive learning
everyone, although everyone learns differ-
This not only eases the burden of deploying
engines and are intrinsic to many long-form
ently” (CS4Ed interview, March 2012).
interactive materials and learning games in
learning games. They are particularly attrac-
classroom and non-classroom environments,
tive to educators because they are truly
51
the joan ganz cooney center
but can provide access to administrative and
games for a digital age
legislation include laws in Texas, Florida,
moving forward
The National Educational Technology Plan
curriculum area and grade range. Many
Short-form games provide tools for practice
administrators and teachers confuse short-
and focused concepts and fit easily into the
The National Educational Technology Plan
form and long-form games depending on
classroom. While most lack the depth and
calls for a PLE—a validated, integrated system
what experiences they have had. This confu-
research base of long-form games, it appears
that provides real-time access to learning
sion could impact the success of selling
they are gaining traction in the classroom.
results, that connects to levels of difficulty and
learning games to schools.
Unfortunately, for particular types of skill
development, they have a useful though
assistance, and that contains self-improving
interactions with learners. PLEs should be able
to build upon—and integrate with—learning
Investors should support collections of
short-form games that maximize teacher
flexibility and are aligned to standards.
management systems and digital teaching
Collections of short-form games can be
(In 2011, it was estimated that 75% of all
particularly attractive to schools because they
districts had implemented some form of LMS.
have the ability to fit well into the current
Projected LMS sales for 2013 were $375 million
K-12 classroom structure and are easier to
(Simba Information, 2011)).
align to standards. Product lines composed of
Recommendations
Investors should support long-form games
that are affiliated with education reform
initiatives; particularly those initiatives
that re-imagine the school day in ways that
promote in depth study, longer class
periods, open ended projects, and critical
thinking skills.
collections of short-form games and other
materials are starting to experience success
Long-form games come from stronger
in the institutional market. These types of
research terrain and are focused on higher
The single most important thing investors
games also have the potential to be
order thinking skills. As we have demon-
can do to move learning games successfully
embedded in personalized learning environ-
strated above, these games are starting to
into the K-12 space is to keep in mind how a
ments or to be leveraged by adaptive engines
receive more attention and support. To the
game will be used in the classroom setting.
that combine instruction with the use of data
degree that classrooms shift from a hyper-
It is crucial when approaching the institu-
and feedback loops that are becoming
focus on high stakes testing and free up the
tional market to clearly communicate the
increasingly popular in schools.
structure of the learning day to aid in
type of game being sold, as well as the
fostering 21st century skills, long-form
52
the joan ganz cooney center
platforms that are now widespread in schools.
somewhat limited role to play.
games for a digital age
features to increase effectiveness through
moving forward
games will have a place in the classroom.
Of particular relevance for learning games,
any product trying to make its way into the
Until those changes occur, long form games
NETP calls for fundamental changes in the
institutional market. Therefore, it is incum-
that manage to enter the institutional space
structure of the school day, including longer
bent upon game developers to consider how
will need to bend to fit the existing space,
and more school days, access to learning
their product meets the goals of teachers
rather than expect that the classroom will
online, flexibility in schedules, and a reduc-
and students, how it will be flexible and
naturally shift to embrace the requirements
tion in the use of “seat time” to determine
adaptable enough to fit into the school day,
of long-form games.
student advancement. In addition, the plan
and how it can be used easily.
However, the National Education Technology
collaborative activities to spur learning, using
Plan (NETP, 2010), Transforming American
technology to improve content such as virtual
Education: Learning Powered by Technology,
online environments and games, and using
offers investors in learning games hope. NETP
data to inform and improve instruction
calls for applying the advanced technologies
(Devaney, 2011).
games for a digital age
focuses on using social interactions and
53
that are used in everyday life to the education
Making games work in the classroom
teaching and learning, to scale up effective
requires an understanding not only of issues
practices, and to use data to improve student
specific to learning games, but also of the
learning. The model of learning described in
systemic barriers to entry and constraints of
the plan focuses on personalized learning
the K-12 environment for any supplemental
experiences and on linking what is taught to
product in the K-12 space. The dominance of
what students need to learn. It calls for the
a few entrenched players, the long buying
use of state-of-the-art technologies, for
cycle, the multi-layered decision making
“Universal Design for Learning,” and for using
process, the fragmented marketplace, the
the affordances of technology to support
demand for curriculum alignment, the
continuous and lifelong learning.
requirement of a research base, and the need
for professional development all will impact
the joan ganz cooney center
system in order to foster more effective
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Wilson, K.A.,Bedwell, W.L., Lazzara, E.H., Salas,
endotes
12
http://www.ket.org/missionus
23
http://www.whiteboxlearning.com
13
http://rivercity.activeworlds.com
24
http://ecomuve.gse.harvard.edu
watch?v=lwQgAkHC7NE
14
http://forensics.rice.edu
25
www.pbslearningmedia.org
3
http://making-history.com
15
http://www.secondavenuelearning.com
26
http://www.explorelearning.com
4
http://www.knowledgeadventure.com
16
http://www.civilization5.com
27
http://teacher.scholastic.com/math-fact-
1
PBS/Grunwald Associates (2010.) and Bill and
Melinda Gates Foundation (2012).
2
http://www.youtube.com/
5
http://motionmathgames.com
17
http://making-history.com
28
6
7
http://www.studyisland.com
19
http://scratch.mit.edu
20
http://www.mangahigh.com
30
www.timetoknow.com
31
http://www.discoveryeducation.com/
http://www.joanganzcooneycenter.org/
publication/national-survey-and-video-
portfolio company of Thoma Bravo LLC.
60
29
http://minecraftedu.com
Learning. Archipelago Learning recently
merged with Plato Learning and is now a
case-studies-teacher-attitudes-about8
9
10
32
http://read180.scholastic.com
33
http://new.livestream.com/g4c/
http://mw.concord.org/modeler
21
http://www.oregontrail.com/hmh/site/
oregontrail
22
http://www.middleburyinteractive.com/
products/middleburyprep.php
11
techbook
digital-games-in-the-classroom/
http://fold.it/portal
http://www.brainpop.com
www.skillstutor.com
http://www.icivics.org
jamespaulgee
the joan ganz cooney center
Study Island is a division of Archipelago
18
games for a digital age
fluency/fastt-math-next-generation
endotes
34
There are a couple of notable exceptions to
definitions of “supplemental” vary across
this generality. For example Quest to Learn
these sources. For our analysis, we have
in New York City is a school with a games-
included testing, assessment, and reference
based curriculum.
material (in contrast with Outsell), and
excluded furniture/fixtures and equipment
35
http://www.instituteofplay.org/
43
2012/06/2498glass-lab-press-release
44
http://www2.ed.gov/policy/elsec/leg/blueprint/index.html
(in contrast with Resnick et al., 2012).
NCES, 2011. Public school data tables 70,
85, 91, 92, 2009/2010. Private school data
table 40, 2007.
39
The
sales channel analysis in TABLE 7
is adapted from information produced
originally by Kevin Custer, Partner in ARC,
36
Source NCES 2011 tables 35, p.68 and
180, p.260.
Capital Development and an industry
veteran. Custer’s original analysis was
adjusted by CS4Ed based on interviews
37
From NCES 2010, p. 614 Table 425, NCES
and conversations with more than a dozen
2011 p. 173, Table 108—trend line from
experienced professionals who have a
2009 to 2014 interpolated.
history of selling to the institutional market.
The
historical data is generally accepted in
Source: Hoovers (Dun & Bradstreet)
40
the industry, and was confirmed in the
accessed June 7, 2012 and annual reports.
industry interviews (in particular, Richard
HMH filed and reported out of bankruptcy
Casabonne, CEO Casabonne Associates and
in 2012. Some of these revenues are for
former President Leapfrog Education and
International sales.
SVP at Harcourt, CS4Ed interview, May
2012). Data for 2010 and 2011 are from
Associated Press, 2012.
41
Resnick, Sanislo & Oda, 2012, and Ricci and
Worlock, 2012 (Outsell). Note that the
http://www.gamedesk.org
42
61
the joan ganz cooney center
38
games for a digital age
table 63 65, Fall 2009; Home school data
appendix a: game map: institutional requirements
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s
Pu
zz
le
ic
e
D
(w rill
ith P
Ad rac
ve tic
nt e
ur
e)
Dr
ill
-P
ra
ct
ic
Si
e
m
(S u
ho la
rt tio
)
n
Fu
t
N
1. Role Played in School
Basal/Core Curriculum
N
N
N
N
N
N
N
N
N
N
Y
Y
Y
Y
Supplemental/
After School/At Home
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Test Prep
N
N
N
Y
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
Y
Pre-K-2
N
N
N
Y
N
Y
N
N
N
N
N
N
N
N
N
N
N
N
N
Grade 3-5
N
Y
Y
Y
N
Y
N
Y
Y
N
N
N
N
N
N
N
Y
N
Y
Y
Y
N
Y
Y
Y
Y
Y
Y
Y
Y
Y
Professional Development
games for a digital age
St
u
dy
Isl
an
d
Dr
ill
-
Pr
ac
t
M
at
h
Dr
ill
ot
io
n
M
A. Institutional Requirements
Long Form
Pr
ac
t
ic
e
Short Form
ve
r
appendices
2. Grade Level
N
Y
Y
6th Only
N
Y
Grade 9-12
Y
Y
Y
N
Y
N
Y
Y
Y
Y
Y
Y
N
Y
N
N
Y
Y
N
Teachers
N
N
N
N
N
N
N
N
N
N
N
N
N
N
Y
N
N
N
N
Reading/ELA
N
N
Y
N
N
Y
N
N
Y
N
N
N
N
N
N
Y
N
N
Y
Math
Y
Y
Y
Y
N
Y
Y
Y
Y
N
Y
N
N
N
N
Y
Y
Y
Y
Science
Y
N
N
N
Y
Y
Y
N
N
N
Y
N
Y
N
Y
N
Y
Y
Y
N
N
Y
Y
N
Y
N
Y
Y
N
Y
3. Content Area
Social Studies
N
N
Y
N
N
N
Y
Y
Phys.Ed/Hlth
Y
Y
N
N
N
N
Y
N
N
N
N
N
N
N
N
N
N
N
Y
Art - Visual and Performance
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
Y
Y
Y
N
N
N
Assessment
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
Foreign Languages
N
N
N
N
N
N
N
N
N
Y
N
N
N
N
N
N
N
N
N
21st C. Skills/Tech
N
N
Y
N
Y
Y
N
N
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
N
Vocational Training
N
N
N
N
N
N
N
N
N
N
Y
N
N
N
N
N
N
N
N
Re-use with different
subjects e.g. Starlogo
N
N
N
N
N
N
N
N
N
N
N
Y
N
N
N
N
Y
Y
N
Combines two or more subjects
N
N
N
N
N
N
N
N
N
N
Y
N
N
N
Y
Y
Y
Y
N
62
the joan ganz cooney center
Grade 6-8
N
appendix a: game map: institutional requirements (continued)
N
Y
N
il l e
P
(L uzz
on le
g &
Fo A
rm dv
) ent
ur
Ro
e
le
Pl
ay
in
g
W
hy
v
in
th
in
ec
ra
ft
Y
M
Y
La
by
r
N
CS
I
Y
G
M am
ec es
ha ta
ni r
c
Pl
ay
in
g
Pu
Ac zz
tio le
n/ &
Ad
ve
nt
ur
Sa
e
nd
bo
x
Ro
le
Pl
ay
in
g
iC
iv
ics
Ci
ty
Ri
il iz
bo
x
at
io
n
V
Ro
le
ul
at
io
n
Si
& mu
St la
ra ti
te on
gy
R
Si ole
m P
ul la
at yi
io ng
n &
Si
m
Ci
v
M
id
d
W
or
ld
Tr
ai
l
on
Hi
Or
eg
W
hi
te
ul
at
io
n
Si
m
gh
Si
m
ul
at
io
n
le
Pu
zz
an
ga
N
M
Po
pt
N
Fo
ld
it
Ph
ys
le
ts
ro
pi
ca
as
te
r
Bl
at
h
M
ur
eU
Y
In
Le ter
ar ac
ni tiv
ng e
To
ol
s
Pu
zz
le
ic
e
D
(w rill
ith P
Ad rac
ve tic
nt e
ur
e)
Dr
ill
-P
ra
ct
ic
Si
e
m
(S u
ho la
rt tio
)
n
Fu
t
Y
4. School Integration
Alignment with Standards
Y
N
N
Y
N
N
N
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
N
Y
Y
Gaming Literacy Required
N
N
N
N
N
N
N
N
N
N
N
Y
N
N
N
N
Y
N
N
Teacher Facilitation Needed
N
N
N
N
N
N
Y
N
N
N
Y
N
Y
N
Y
Y
Y
N
N
Time involved in playing:
< 1 class period or > 1 class period
<1
<1
<1
<1
<1
<1
>1
>1
>1
>1
>1
>1
>1
>1
>1
>1
>1
>1
>1
CD-ROM or Download Application
N
N
D
BOTH
N
N
D
N
CD
D
N
BOTH
CD
N
N
N
D
N
N
Online - Web/LMS/Social
Networking Site
N
Y
Y
Web
Y
Y
N
Y
N
W
W
N
N
Web
Y
Y
Y
Y
Y
Video Game Console
N
N
N
N
N
N
N
N
Y
N
N
N
N
N
N
N
N
N
N
Handheld Game Console
(e.g. PSP, DS)
N
N
Y
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
Mobile (Tablet, Phone)
Y
Y
Y
N
N
under dev.
N
N
N
N
N
N
N
N
Y
N
N
N
N
iPad/
iPhone
PC/Mac
Handheld
& PC/Mac
PC/Mac
PC/Mac
PC/Mac
PC/Mac
N
PC/Mac/
iPad/iPhone
PC/Mac
PC/Mac
PC/Mac
PC
PC/Mac
Handheld
& PC/Mac
PC/Mac
PC/Mac
PC/Mac
PC/Mac
N
Y
Y
N
Y
Y
Y
N
N
Y
Y
N
N
Y
Y
Y
N
Y
Y
5. Platform
Hardware
Requirements
Internet Connection Needed
63
the joan ganz cooney center
Pedagogy Built In
games for a digital age
St
u
dy
Isl
an
d
Dr
ill
-
Pr
ac
t
M
at
h
Dr
ill
ot
io
n
M
A. Institutional Requirements
Long Form
Pr
ac
t
ic
e
Short Form
ve
r
appendices
appendix a: game map: game characteristics
W
hy
v
il l e
P
(L uzz
on le
g &
Fo A
rm dv
) ent
ur
Ro
e
le
Pl
ay
in
g
N
N
N
N
Y
Y
Y
N
N
Y
Y
N
Y
Y
Y
N
Y
N
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
N
Y
Y
N
N
Y
N
N
N
N
Y
Ri
Y
N
N
Y
Y
N
N
M
La
by
r
in
ec
ra
ft
in
th
CS
I
G
M am
ec es
ha ta
ni r
c
Pl
ay
in
g
Pu
Ac zz
tio le
n/ &
Ad
ve
nt
ur
Sa
e
nd
bo
x
Ro
le
Pl
ay
in
g
ics
iC
iv
Ci
ty
at
io
n
V
Ro
le
ul
at
io
n
Si
& mu
St la
ra ti
te on
gy
R
Si ole
m P
ul la
at yi
io ng
n &
ul
at
io
n
Tr
ai
l
Hi
bo
x
Si
m
gh
Si
m
ul
at
io
n
le
Pu
zz
Si
m
il iz
Y
Y
Ci
v
Y
Controlled (as Opposed
to Open Ended)
W
hi
te
Fu
t
Help/Hints/Instructional Supports
M
St
u
N
W
or
ld
Y
N
id
d
Y
Y
Practice Without Penalty?
M
Y
N
on
N
N
N
Or
eg
N
Y
Y
an
ga
N
Y
M
Y
Y
N
Fo
ld
it
Po
pt
Y
at
h
Ph
ys
le
ts
ro
pi
ca
as
te
r
Bl
ur
eU
Y
Y
1. Game Origin
Consumer
N
Institution
Both Consumer and Institution
N
Y
Y
Y
N
N
N
Y
Y
Y
Y
Y
Y
Y
Y
N
N
Y
Y
N
Y
Y
Y
Y
Y
N
Y
Y
Y
N
Y
Y
Y
Y
Y
N
Y
Y
Y
N
N
2. Game Rules/Structure
S
S
S
BOTH
BOTH
S
BOTH
BOTH
M
BOTH
BOTH
M
S
M
BOTH
M
BOTH
BOTH
Turn-based
N
N
N
N
N
N
N
N
Y
N
Y
N
N
N
N
N
N
N
N
Y
Finite Answers e.g. Multiple Choice
Y
Immediate Feedback
on Failures/Successes
Y
Goal Completion vs.
Expansion of Play
GC
Y
Y
Y
N
Y
Y
N
Y
N
N
N
N
N
Y
N
Y
Y
Y
Y
Y
Y
Y
Y
Y
N
Y
N
Y
Y
Y
Y
GC
GC
GC
GC
GC
GC
GC
E
GC
GC
GC
GC
GC
E
E
GC
3. Gamification/Reinforcers
Points as End Goal
Y
Y
Y
Y
N
Y
Y
Y
Y
N
N
N
N
N
N
N
N
N
Points as Currency
N
N
N
N
Y
N
N
Y
N
N
Y
N
Y
N
Y
Y
N
Y
Badges/Awards/Trophies
N
Y
N
Y
Y
N
N
N
Y
N
Y
N
Y
N
Y
N
Y
Y
Rankings and Leaderboards
Y
Y
N
N
Y
Y
Y
N
N
Y
N
N
Y
N
N
N
Y
N
Levels
Y
Y
N
Y
Y
Y
Y
N
Y
N
N
N
N
N
Y
N
Y
N
Exchange of Virtual Goods
N
N
N
N
Y
N
N
N
N
N
Y
N
N
N
Y
Y
Y
Y
Produces an Artifact
N
N
N
N
N
N
N
N
Y
Y
N
Y
N
Y
N
Y
Y
N
64
the joan ganz cooney center
Single or Multi-player
games for a digital age
N
N
M
In
Le ter
ar ac
ni tiv
ng e
To
ol
s
Pu
zz
le
ic
e
D
(w rill
ith P
Ad rac
ve tic
nt e
ur
e)
Dr
ill
-P
ra
ct
ic
Si
e
m
(S u
ho la
rt tio
)
n
dy
Isl
an
d
Dr
ill
-
Pr
ac
t
M
at
h
Dr
ill
ot
io
n
B. Game Characteristics
Long Form
Pr
ac
t
ic
e
Short Form
ve
r
appendices
Fu
t
Ci
v
Ri
iC
iv
CS
I
La
by
r
B. Game Characteristics
Social Network Supported
N
N
N
N
Y
N
Y
Y
Y
N
Y
N
N
N
Y
Y
Y
Y
Develops & Encourages
Mentoring Relationships
N
N
N
N
N
N
N
N
Y
Y
N
Y
N
Y
Y
Y
Y
Y
Social/Friending Component
N
N
N
N
Y
N
Y
N
Y
N
N
N
N
N
N
Y
Y
Y
Conflict or Competition Present
Y
Y
N
N
Y
Y
Y
Y
N
Y
Y
N
Y
N
Y
Y
Y
N
Strong Resemblance to Real World
N
N
N
N
N
Y
N
N
Y
Y
N
Y
Y
Y
N
N
N
N
Augmented Reality
N
N
N
N
N
N
N
N
N
N
N
N
N
Y
N
N
N
N
at
h
id
d
in
ec
ra
ft
in
th
ics
V
il l e
W
hy
v
G
M am
ec es
ha ta
ni r
c
M
at
io
n
bo
x
Ci
ty
il iz
ve
r
Tr
ai
l
gh
W
or
ld
on
W
hi
te
M
Or
eg
an
ga
ca
Hi
ro
pi
Fo
ld
it
Po
pt
M
at
h
as
te
r
ts
Bl
ur
eU
Ph
ys
le
M
M
dy
Isl
an
d
ot
io
n
ic
e
Pr
ac
t
Pr
ac
t
Pl
ay
in
g
P
(L uzz
on le
g &
Fo A
rm dv
) ent
ur
Ro
e
le
Pl
ay
in
g
Pl
ay
in
g
Pu
Ac zz
tio le
n/ &
Ad
ve
nt
ur
Sa
e
nd
bo
x
Ro
le
Ro
le
ul
at
io
n
Si
& mu
St la
ra ti
te on
gy
R
Si ole
m P
ul la
at yi
io ng
n &
Si
m
ul
at
io
n
ul
at
io
n
Si
m
Si
m
le
Pu
zz
In
Le ter
ar ac
ni tiv
ng e
To
ol
s
Pu
zz
le
ic
e
D
(w rill
ith P
Ad rac
ve tic
nt e
ur
e)
Dr
ill
-P
ra
ct
ic
Si
e
m
(S u
ho la
rt tio
)
n
Dr
ill
-
Dr
ill
-
Short Form
4. Degree of Collaboration/Social
games for a digital age
St
u
M
appendices
appendix a: game map: game characteristics (continued)
Long Form
5. Simulation Characteristics
65
the joan ganz cooney center
appendix a: game map: type of learning
W
hy
v
il l e
P
(L uzz
on le
g &
Fo A
rm dv
) ent
ur
Ro
e
le
Pl
ay
in
g
G
M am
ec es
ha ta
ni r
c
in
ec
ra
ft
in
th
Y
N
N
Y
N
N
N
N
N
Y
N
Y
N
Y
Y
Y
Y
Y
Y
N
Y
Y
N
N
N
Y
N
Y
Y
Y
Y
N
N
Y
Y
Y
N
Y
Y
N
Y
Y
Y
N
Y
Y
Y
Y
Y
Y
Y
Y
N
Y
Y
Y
Y
N
Ci
v
Ri
iC
iv
N
N
N
Y
N
N
N
N
N
N
Y
Y
N
N
Y
Y
Y
Y
Y
N
Y
N
N
Y
N
N
N
N
N
Y
N
N
N
Y
N
Y
N
Y
N
Y
Y
N
Y
N
M
La
by
r
Y
Y
M
Pl
ay
in
g
Pu
Ac zz
tio le
n/ &
Ad
ve
nt
ur
Sa
e
nd
bo
x
CS
I
N
Y
Y
Y
Y
Y
Y
Y
Y
Y
N
Y
N
N
Y
Y
Y
N
N
Y
Y
N
N
N
N
N
N
N
N
N
N
Y
N
N
N
N
N
Conceptual Skills
Y
N
N
N
Executive Function/Orgnizational
N
N
N
N
Physical Skills (visual or motor)
Y
Skill Practice
Y
Y
Pattern and Rule Recognition
Y
N
21st Century Skills (critical thinking,
problem solving, collaboration,
creativity, communication)
N
N
Social/P.O.V./Empathy Development
N
Distributed Cognition/xpertise in
developing knowledge cultures
N
Habit of Mind (e.g. scientist at work probing, observing environment.)
2. Advanced
66
the joan ganz cooney center
Y
N
M
Ro
le
Pl
ay
in
g
ics
Ci
ty
il iz
bo
x
at
io
n
V
Ro
le
ul
at
io
n
Si
& mu
St la
ra ti
te on
gy
R
Si ole
m P
ul la
at yi
io ng
n &
Si
m
ul
at
io
n
id
d
W
or
ld
Tr
ai
l
on
Or
eg
W
hi
te
Si
m
gh
Hi
an
ga
Fo
ld
it
Si
m
ul
at
io
n
le
Pu
zz
ca
ro
pi
Po
pt
ts
Ph
ys
le
as
te
r
Bl
at
h
M
ur
eU
N
In
Le ter
ar ac
ni tiv
ng e
To
ol
s
Pu
zz
le
ic
e
D
(w rill
ith P
Ad rac
ve tic
nt e
ur
e)
Dr
ill
-P
ra
ct
ic
Si
e
m
(S u
ho la
rt tio
)
n
Fu
t
Y
1. Basic
games for a digital age
St
u
dy
Isl
an
d
Dr
ill
-
Pr
ac
t
M
at
h
Dr
ill
ot
io
n
M
C. Type of Learning
Long Form
Pr
ac
t
ic
e
Short Form
ve
r
appendices
Y
N
N
Y - free
or
$2.99/mo
Free
Free
Y**
New
release
not avail.
Y - $495
N
Y
Y
Y
N
N
Y
Not avail.
N
N
Y
Y
N
N
Y
N
the joan ganz cooney center
** 6
Installs: $163
50 User Network: $700
at
h
at
h
Ri
iC
iv
N
Student
Class $250
Free
N
Y
N
Free
N
N
N
N
Ci
ty
at
io
n
bo
x
Y
N
N
N
N
N
N
N
N
N
Y
N
N
N
Professional Development
N
Y
N
N
N
N
N
N
N
N
N
Y
N
Y
Y
N
Free
Free
Y - $20
Free
Free
N
Y
N
Y
Free
N
N
Y
Y
N
Y
N
Y
N
in
th
V
il l e
W
hy
v
G
M am
ec es
ha ta
ni r
c
in
ec
ra
ft
M
N
La
by
r
Tech Support
N
CS
I
ics
ve
r
il iz
Ci
v
Tr
ai
l
W
or
ld
W
hi
te
id
d
on
gh
ca
Hi
ro
pi
an
ga
Po
pt
as
te
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games for a digital age
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appendices
appendix a: game map: business model
Long Form
67
appendices
appendix b: games & learning literature review
Games & Learning
Literature Review
I.
Bringing game-based learning to scale: The business challenges of serious games . . . . . . . . . . . . . . 70
Leslie Stebbins, M.Ed., MLIS
Summit on educational games: Harnessing the power of video games for learning . . . . . . . . . . . . . 70
John Richards, Ph.D.
Bringing simulations and games to scale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Moving learning games forward: Obstacles, opportunities & openness. . . . . . . . . . . . . . . . . . . . . . 71
Getting serious games into the K-16 Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
The more we know: NBC news, educational innovation, and learning from failure . . . . . . . . . . . . . . 72
Game changer: Investing in digital play to advance children’s learning and health . . . . . . . . . . . . . . 72
September 2012
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
II. Scaling game-based learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Essential facts about the computer and video game industry . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
The US market for self-paced eLearning products and services: 2010–2015 forecast and analysis . . . . . 73
Video games in the 21st century: The 2010 report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Infographic: Video game industry statistics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Learning science through computer games and simulations . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Video games and learning: Teaching and participatory culture in the digital age . . . . . . . . . . . . . . . 74
Educational video game design: A review of the literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Motivating children to learn effectively: Exploring the value of intrinsic integration in
educational games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Computer games and learning—where next? The breadth and scope of the use of computer
games in education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Relationships between game attributes and learning outcomes: Review and research proposals. . . . . . 75
Committee for learning science: Computer games, simulations, and education workshop . . . . . . . . . 76
The effectiveness of instructional games: A literature review and discussion . . . . . . . . . . . . . . . . . 76
Our princess is in another castle: a review of trends in serious gaming for education . . . . . . . . . . . . 77
References and resources for using education games and simulations in the classroom . . . . . . . . . . . 77
68
the joan ganz cooney center
IV. Research on effectiveness of learning games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
games for a digital age
III. Market data—gaming industry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
appendices
appendix b: games & learning literature review
Games & Learning
Literature Review
Deep learning properties of good digital games: How far can they go? . . . . . . . . . . . . . . . . . . . . . 77
Good video games and good learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Leslie Stebbins, M.Ed., MLIS
The ecology of games: Connecting youth, games, and learning . . . . . . . . . . . . . . . . . . . . . . . . . 78
John Richards, Ph.D.
Design factors for educationally effective animations and simulations . . . . . . . . . . . . . . . . . . . . . 79
Best practices for using learning games & simulations in the classroom:
Guidelines for K-12 educators. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Designing assessments and assessing designs in virtual educational environments. . . . . . . . . . . . . . 79
Reality is broken: Why games make us better and how they can change the world . . . . . . . . . . . . . . 80
September 2012
V. Design properties of effective games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Digital media: New learners of the 21st century . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Fear, apprehension, stereotypes, oh, my! Exploring teachers’ reactions to virtual gaming . . . . . . . . . . 80
A framework for addressing challenges to classroom technology use . . . . . . . . . . . . . . . . . . . . . . 81
Families matter: Designing media for a digital age. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Learning by playing: Video games in the classroom. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Engineering play: A cultural history of children’s software . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Using civilization simulation video games in the world history classroom. . . . . . . . . . . . . . . . . . . . 83
Making learning meaningful: An exploratory study of using multi-user environments (MUVEs)
in middle school science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
69
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games for a digital age
VI. Barriers & opportunities: children, parents, and teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
appendices
appendix b: games & learning literature review
Introduction
Research on game-based learning is still in its
infancy, but initial studies and anecdotal findings suggest enormous potential for engaging
properties of effective games, and the barriers
Summit on educational games: Harnessing
the power of video games for learning.
and opportunities ahead.
Federation of American Scientists. (2006).
effectiveness of games for learning, design
Scaling Game-Based Learning
students and improving learning. Early forays
http://www.fas.org/gamesummit/
This article includes a full report, fact sheet,
Carmen Sandiego?” became widely popular in
Mayo, M. (2011). Kaufman Foundation/MIT.
awareness of key research challenges and
the 1980s, but other successes in the past
http://www7.nationalacademies.org/bose/
opportunities for educational games, to
twenty years have been rare. Challenges
Gaming_Sims_Commissioned_Papers.html
provide stakeholders with a coordinated
related to distribution, acceptance, and finan-
roadmap. The roadmap is designed to raise
understanding of them and to encourage
Computer and video games have enormous
developers to shift their efforts to the
potential to transform both informal and
consumer side of the gaming industry. A
formal learning, but this potential is not
Bringing simulations and games to scale.
number of changes in the past few years have
being realized due to business challenges
Chapter 6, pages 105–188, in National
led researchers and industry leaders to grow
including distribution, consumer accep-
Research Council. (2011). Learning science
increasingly encouraged about the potential
tance, and financial sustainability. See also:
through computer games and simulations.
for learning games in schools, as the attitudes
“Response to Merrilea Mayo’s Paper Bringing
Committee on Science Learning: Computer
of parents and educators appear to be shifting
Game Based Learning To Scale: The
Games, Simulations, and Education, Margaret
and recent studies and pilots of new learning
Business Challenges of Serious Games” by
A. Honey and Margaret L. Hilton, Eds. Board
games have seen positive results.
Alan Gershenfeld, and “Bringing Game
on Science Education, Division of Behavioral
Based Learning To Scale: A Response” by
and Social Sciences and Education.
This annotated bibliography focuses on recent
Scot Osterweil. (Both available at URL listed
Washington, DC: The National Academies Press.
research and reports related to the learning
above.)
http://www.nap.edu/openbook.php?
dialog and interdisciplinary partnerships.
record_id=13078&page=R1
70
the joan ganz cooney center
cial sustainability have led educational game
game industry, the issue of sustainability, the
games for a digital age
PowerPoint, R&D challenges report, and
“The Oregon Trail” and “Where in the World is
Bringing game-based learning to scale:
The business challenges of serious games.
into the educational arena by games such as
appendices
appendix b: games & learning literature review
This chapter considers the potential to scale up
model of sales and distribution . . . to schools
the use of simulations and games for science
and school districts and (2) a model of sales
academic researchers, designers, learning
learning. It includes an overview of current
and distribution to parents, students, and
scientists, and educational practitioners could
market penetration of games in formal and
individuals for informal learning. Success in
play an important role in scaling up research
informal learning contexts, identifies barriers to
the second model, elements of which could
and development of games and simulations.
increased distribution and sales, and discusses
be emerging, could prove to be a way to
alternative future pathways to scale.
enable access to the first model.
Moving learning games forward: obstacles,
opportunities & openness
Conclusions reached: (chapter excerpt):
their children’s educational progress could
Klopfer, E., Osterweil, S., and Salen, K. (2009)
• Several barriers slow large-scale . . . use. . . .
constitute a large and important initial
Cambridge: MIT, The Education Arcade.
There is not yet a coherent market for either
market for increased sales and use of . . .
http://education.mit.edu/papers/
games or simulations in schools that is
games. However, parents may have ques-
MovingLearningGamesForward_EdArcade.pdf
analogous to the textbook market. Increased
tions about the educational value of . . .
use of games and simulations in schools . . .
games, and these questions could poten-
This white paper provides an overview of the
will require clear alignment with curriculum
tially be addressed through the creation of a
current state of the field of game-based
and professional development support for
respected, independent, third party system
learning and proposes strategies for those
teachers. These issues are dealt with
to evaluate and certify educational
wishing to enter the domain.
primarily at the local level in highly decen-
effectiveness.
71
require a sustained approach. Because a
tions. If districts, schools, and universities
game or simulation needs to be updated and
Van Voorhis, V. (November 2010). GoogleTechTalks.
express interest, this will encourage the
improved on an ongoing basis, it is not
http://www.youtube.com/watch?v=q7_aOnFRnkc
development and use of these new learning
enough to simply develop and launch a
technologies.
standalone game or simulation. An ongoing
Van Voorhis discusses the “challenges in
development, research, and support effort is
taking learning games and interactive media
required for dissemination at scale.
from the margins to the mainstream across
• There appear to be two basic . . . models for
reaching scale: (1) a traditional top-down
• Simulations and games for science learning
the joan ganz cooney center
to scaling up the use of games and simula-
Getting serious games into the K-16
Classroom
tralized structures, posing a serious barrier
games for a digital age
• Parents of K-6 students concerned about
• Partnerships that include industry developers,
appendices
appendix b: games & learning literature review
and-health/
why, given the efficacy data that we have
between NBC and MIT in launching iCue, an
about serious games, aren’t they being inte-
interactive learning venture that combined
Children as young as 4 are immersed in a new
grated into the educational experience of
social networking, online video, and gaming
gaming culture, but many parents, educators,
today’s students? Drawing on her years as a
into one multimedia learning site. iCue was an
and health professionals, concerned over
classroom educator, a leader in creating new
exciting project that provided NBC with the
violence, sexual content, and reports of addic-
media for integration into school curricula,
possibility of reaching younger viewers, and
tion, do not consider games to be a positive force
and a business strategist, she offers a unique
MIT with the venue to test new educational
in children’s lives. “Game Changer” addresses
and multi-faceted perspective. Van Voorhis
methods. iCue was ultimately a failure. In the
this critique, offering a new framework to use
believes that solving the challenges of design
book, the authors, members of the MIT devel-
games to help children learn healthy behaviors,
and implementation in serious games are
opment team, review the lessons learned
traditional skills such as reading and math,
essential to scaling the potential learning
about new media and the challenges of
and 21st-century skills such as critical thinking,
outcomes. More importantly, she observes
bringing innovation to the K-12 space.
global learning, and programming design. The
that serious games have not been developed
Included are the challenges of an education
report specifies how increased national invest-
with business models informed by effective
system overly focused on “teaching to the test,”
ment in research-based digital games might
publishing and financial sustainability strate-
television producers uncomfortable with inno-
play a cost-effective and transformative role
gies. Van Voorhis provides suggestions for
vative media, and confusion about the educa-
and provides comprehensive action steps for
addressing these issues while focusing on the
tional market and how it works.
media industry, government, philanthropy, and
academia to harness the appeal of digital games
proven learning outcomes games offer K-16
educators and students” (abstract from
GoogleTalks).
Game changer: Investing in digital play to
advance children’s learning and health.
Thai, A. M., et al. (2009). New York: The Joan
to improve children’s health and learning.
Market Data—Gaming Industry
The more we know: NBC news, educational
innovation, and learning from failure
http://www.joanganzcooneycenter.org/publica-
Klopfer, E. and Haas, J. (2012). Cambridge:
tion/policy-brief-game-changer-investing-in-
Essential facts about the computer and
video game industry.
MIT Press.
digital-play-to-advance-childrens-learning-
Entertainment Software Association (2011).
Ganz Cooney Center at Sesame Workshop.
72
the joan ganz cooney center
This book is a story about the collaboration
games for a digital age
the K-16 spectrum.” Her essential question is
appendices
appendix b: games & learning literature review
http://www.theesa.com/facts/pdfs/ESA_
http://www.ambientinsight.com/Reports/
period, the entire U.S. economy grew at
EF_2011.pdf
eLearning.aspx
a rate of less than two percent.
This report discusses sales, demographic, and
The US market for self-paced eLearning prod-
usage data about video and computer games in
ucts and services reached $18.2 billion in 2010.
try’s value added to the U.S. Gross Domestic
the United States. For example, the report
The demand is growing by a five-year
Product (GDP) was $4.9 billion.
states that:
compound annual growth rate (CAGR) of 5.9%
•F
or the four-year period of 2005–09, direct
and revenues will reach $24.2 billion by 2015.
employment for the industry grew at an
However, growth is much higher in specific
annual rate of 8.6 percent. Currently,
segments. For example, growth rates in the
computer and video game companies
• The average player is 37
PreK-12, healthcare, and association segments
directly and indirectly employ more than
• 58% of video game players are male
are 16.8%, 16.3%, and 14.3% respectively.
120,000 people in 34 states. The average
• 47% most often play puzzles, board games,
(Though not the same as learning games, the
salary for direct employees is $90,000,
market for self-paced eLearning products has
resulting in total national compensation of
relevance to the learning games market.)
$2.9 billion.
games
game shows, trivia, or cards online
• 91% of parents are present when their children’s games are purchased
• 45% of parents play video games with their
children at least weekly
• $25.1 billion was spent by consumers on
games in 2010.
Video games in the 21st century:
The 2010 report.
Ambient Insight Market Report.
Jackson, N. The Atlantic. (June 3, 2011).
Siwek, S. Entertainment Software
Association. (2010).
http://www.theesa.com/facts/pdfs/
VideoGames21stCentury_2010.pdf
The US market for self-paced eLearning
products and services: 2010–2015 forecast
and analysis.
Infographic: Video game industry statistics.
• Sixty-seven percent of U.S. households hold
individuals who play video games.
• The average age of a video game player is 34,
and he or she (probably he: 60 percent are
• From 2005 to 2009, the entertainment software industry’s annual growth rate
exceeded 10 percent. Over the same
male) spends an average of eight hours every
week playing video games.
• Seventy-six percent of parents believe that
73
the joan ganz cooney center
• 55% play on phone or handheld devices
games for a digital age
• 72% of American household play computer
• I n 2009, the entertainment software indus-
appendices
appendix b: games & learning literature review
the parental controls available in all new
learning science through interaction with
video game consoles are useful. Further,
digital simulations and games. It considers
teach the younger generations of gamers
parents impose time usage limits on video
the potential of digital games and simula-
might be. [Squire] is particularly interested in
games more than any other form of enter-
tions to contribute to learning science in
whether video games themselves might be
tainment. Eighty-three percent of parents
schools, in informal out-of-school settings,
among one of the more effective mediums to
place time limits on video game playing,
and everyday life. The book also identifies the
teach through. Incorporating ten years of his
whereas 75 percent place limits on Internet
areas in which more research and research-
own research as well as work done by other
usage.
based development is needed to fully capi-
researchers, academics, and game designers,
talize on this potential. Learning Science will
Squire makes the case for game play as a way
guide academic researchers; developers,
of learning and presents it in an accessible
publishers, and entrepreneurs from the
manner. He also makes predictions for the
digital simulation and gaming community;
future of education and how games and other
and education practitioners and policy
digital media forms will fit into learning prac-
makers toward the formation of research and
tices” (abstract).
National Research Council. (2011).
development partnerships that will facilitate
Committee on Science Learning: Computer
rich intellectual collaboration. Industry,
Games, Simulations, and Education,
government agencies and foundations will
Educational video game design: a review
of the literature.
Margaret A. Honey and Margaret L. Hilton,
play a significant role through start-up and
Dondlinger, M. J. (Spring/Summer 2007).
Eds. Board on Science Education, Division of
ongoing support to ensure that digital games
Journal of Applied Educational Technology, 4(1).
Behavioral and Social Sciences and
and simulations will not only excite and
http://www.eduquery.com/jaet/JAET4-1_
Education. Washington, DC: The National
entertain, but also motivate and educate.”
Dondlinger.pdf
Video games and learning: Teaching and
participatory culture in the digital age.
Much attention has been directed to the use of
video games for learning in recent years, in part
Squire, K. (2011) New York: Teachers College Press.
due to the staggering amounts of capital spent
Academies Press.
http://www.nap.edu/openbook.
php?record_id=13078&page=1
This book reviews the “available research on
on games in the entertainment industry, but
74
the joan ganz cooney center
Learning science through computer games
and simulations.
games for a digital age
Research on Effectiveness of
Learning Games
“The book explores what the best ways to
appendices
appendix b: games & learning literature review
educational games and their learning
successful integration of gaming in education
player attention and hold it for lengthy periods
content. . . . The results showed that children
is the work of Consolarium, which uses
of time as players learn to master game
learned more from the intrinsic version of
games as the center of a curriculum topic
complexities and accomplish objectives. This
the game. . . . [T]hese studies offer evidence
and serves as stimuli to support learning
review of the literature on video game research
for the genuine value of an intrinsic
investigations.
focuses on publications analyzing educational
approach for creating effective educational
game design, namely those that present design
games. The theoretical and commercial
elements conducive to learning, the theoretical
implications of these findings are discussed”
underpinnings of game design, and learning
(abstract).
outcomes from video game play.
Relationships between game attributes
and learning outcomes: Review and
research proposals.
Wilson, K. A., et al. (2009). Simulation Gaming,
“Games are an effective and cost-saving
Royle, K. and Colfer, S. (2010) Developmental
method in education and training. Although
Habgood, M. P. J. and Ainsworth, S. E. (2011).
and Applied Research in Education (CeDARE)
much is known about games and learning in
Journal of the Learning Sciences, 20(2), 169–206.
and British Educational Communications
general, little is known about what compo-
and Technology Agency (BECTA).
nents of these games (i.e., game attributes)
http://www.wlv.ac.uk/default.aspx?page=25083
influence learning outcomes. The purpose of
“The concept of intrinsic motivation lies at
40, 217–66.
this article is threefold. First, we review the
the heart of the user engagement created by
digital games. Yet despite this, educational
This document provides a comprehensive
literature to understand the ‘state of play’ in
software has traditionally attempted to
overview of the use of computer games in
the literature in regards to learning outcomes
harness games as extrinsic motivation by
education. Issues covered include the preva-
and game attributes--what is being studied.
using them as a sugar coating for learning
lence of games in our culture, the challenges
Second, we seek out what specific game attri-
content. This article tests the concept of
to integrating educational games into the
butes have an impact on learning outcomes.
intrinsic integration as a way of creating a
current curriculum, and current gaps in the
Finally, where gaps in the research exist, we
more productive relationship between
research literature. An example of the
develop a number of theoretically based
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the joan ganz cooney center
Motivating children to learn effectively:
Exploring the value of intrinsic integration
in educational games.
Computer games and learning—where
next? The breadth and scope of the use of
computer games in education.
games for a digital age
also because of games’ ability to captivate
appendices
appendix b: games & learning literature review
proposals to guide further research in this
area” (abstract).
Committee for learning science: Computer
games, simulations, and education
workshop.
National Research Council. (October 2009).
Gaming_Sim_October_Agenda.html
• Dede, C. Learning context: Gaming, gaming
This report documents a review of 48 empirical research articles on the effectiveness of
simulations, and science learning in the
instructional games. It also includes summa-
classroom. http://www7.nationalacademies.org/
ries of 26 other review articles and 31 theoret-
bose/Dede_Gaming_CommissionedPaper.pdf
ical articles on instructional gaming. Based on
• de Jong, T. Learning with computer
simulations: Evidence and future directions.
• Clark, D.B., Nelson, B., Sengupta, P., and
this review the following 5 conclusions and 4
recommendations are provided. Conclusions:
(1) The empirical research on the instructional
D’Angelo, C. Rethinking science learning
effectiveness of games is fragmented, filled
through digital games and simulations:
with ill-defined terms, and plagued with meth-
These workshop papers and presentations
Genres, examples, and evidence.
odological flaws. (2) Some games provide
represent current knowledge on learning
http://www7.nationalacademies.org/bose/
effective instruction for some tasks some of
games and simulations from prominent
Gaming_Sims_Commissioned_Papers.html
the time, but these results may not be general-
researchers.
• Barab, S.A. The Quest Atlantis project: A 21st
See especially:
alacademies.org/bose/Gaming_Sims_
games are the preferred instructional method
• Kafai, Y. B. State of evidence: How can games
Commissioned_Papers.html
in all situations. (4) Instructional games are
more effective if they are embedded in
The effectiveness of instructional games:
A literature review and discussion.
instructional programs that include debriefing
Hays, R. T. (2005). (Technical Report No. 2005-
play increases the effectiveness of instruc-
004). Orlando, FL: Naval Air Warfare Center
tional games. Recommendations: (1) The deci-
Training Systems Division.
sion to use a game for instruction should be
S.A. (2009). Assessment of student learning in
http://www.dtic.mil/dtic/tr/fulltext/u2/
based on a detailed analysis of learning
science simulations and games. http://www7.
a441935.pdf
requirements and tradeoffs among alternate
org/bose/Kafai_Gaming_Presentation.pdf
• Horwitz, P. (2009). Interactive curriculum and
assessment: The road to scaling?
• Quellmalz, E. S., Timms, M. J., and Schneider,
nationalacademies.org/bose/Schneider_
and feedback. (5) Instructional support during
instructional approaches. (2) Program
the joan ganz cooney center
programs. (3) No evidence indicates that
learning? http://www7.nationalacademies.
76
izable to other games or instructional
century curriculum. http://www7.nation-
and simulations be used to increase science
games for a digital age
http://www7.nationalacademies.org/bose/
Gaming_CommissionedPaper.pdf
appendices
appendix b: games & learning literature review
managers and procurement officials should
actions, including meta-game social collabora-
along with the learning that can accompany
insist that instructional game developers
tive elements” (abstract).
them. Gee notes that “the most important
properties of entertainment digital games
demonstrate how their game will support
that allow them to achieve powerful learning
instruction. (4) Instructor-less approaches (e.g.,
References and resources for using
education games and simulations in
the classroom.
web-based instruction) must include all
SIIA/FETC (2008).
involved) and of creating commitment and
‘instructor functions’” (abstract).
http://tinyurl.com/3pstoju
attachment to play and learning in the game.
instructional objectives. (3) Games should be
used as adjuncts and aids, not as stand-alone
effects, in the sense both of learning to play
the game (and the content and skills thereby
Our princess is in another castle: A review
of trends in serious gaming for education.
Comprehensive annotated bibliography on
serious games that really use the power of
learning games and simulations including
gaming, then these features will have to be
Young, M. F. et al. (March 2012) Review of
research, case studies, and links to learning
present and implemented well. In the end, I
Educational Research vol. 82 (1), 61–89.
games and key websites related to learning
am not sure this can always be the case when
games.
we leave the domains (content) usually
over 300 research articles related to video
games and academic achievement. While
Design Properties of
Effective Games
covered in entertainment games, though this
is a matter for future research. That it can be
done in some domains is certainly suggested
by the fact that it has already been done to a
some encouraging evidence was found to
history, and physical education, there was
Deep learning properties of good digital
games: How far can they go?
Civilization or SimCity, games that connect to
little research evidence at this point in time
Gee, J. P. (2009). Arizona State University.
domains (e.g., history, geography, urban plan-
that video games impact learning in science
http://www.jamespaulgee.com/node/37
ning) that we think of as serious. How far this
support learning games for language learning,
certain extent in entertainment games like
paradigm can be extended is, again, an open
and math. The authors call for researchers to
distinguish between simulations and games
This study by noted educational games
and focus their research questions on the
researcher James Paul Gee discusses the
“situated nature of game-player-context inter-
merits of good digital games and their design
question.”
Gee elaborates on the following properties in
77
the joan ganz cooney center
This review article analyzes the findings of
games for a digital age
I would argue that if we are to make deep
appendices
appendix b: games & learning literature review
this work:
Gee, James Paul (2007).
13. Explore, Think Laterally, Rethink Goals
•Property 1: Does game play allow and
http://www.academiccolab.org/resources/
14. Smart Tools and Distributed Knowledge
documents/Good_Learning.pdf
15. Cross Functional Teams
encourage the player to “psych out” and take
16. Performance Before Competence
advantage of an underlying rule system to
accomplish personally held goals to which the
Gee asks the question: How can we make
player is emotionally attached?
learning in and out of school, with or without
using games, more game-like in the sense of
microcontrol that creates either a sense of
using the sorts of learning principles young
Ed. Salen, K. Cambridge: MIT Press.
embodied intimacy or a feeling of reach in
people see in good games every day when and
http://mitpress.mit.edu/solr/The%20
power and vision?
if they are playing these games reflectively and
ecology%20of%20games
• Property 3: Does the game offer the player
strategically?
experiences that meet the conditions for
This book “aims to expand upon and add
nuance to the debate over the value of
good games incorporate:
games—which so far has been vociferous but
and help players find and use effectivity–
1. Identity
overly polemical and surprisingly shallow.
affordance matches between smart bodies
2. Interaction
Game play is credited with fostering new
or tools and worlds?
3. Production
forms of social organization and new ways of
4. Risk Taking
thinking and interacting; the contributors
models to make learning from experience
5. Customization
work to situate this within a dynamic media
more general and abstract?
6. Agency
ecology that has the participatory nature of
7. Well-Ordered Problems
gaming at its core. They look at the ways in
encourage the player to enact his or own
8. Challenge and Consolidation
which youth are empowered through their
unique trajectory through the game, thereby
9. Just in Time and On Demand
participation in the creation, uptake, and
creating his or her own story?”
10. Situated Meanings
revision of games; emergent gaming litera-
11. Pleasantly Frustrating
cies, including modding, world-building, and
12. System Thinking
learning how to navigate a complex system;
• Property 4: Does the game allow, encourage,
• Property 5: Does the game use modeling or
• Property 6: Does the game allow and
Good video games and good learning.
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the joan ganz cooney center
Gee explains the following learning strategies that
good learning?
games for a digital age
• Property 2: Does the game allow the player
The ecology of games: Connecting youth,
games, and learning.
appendices
appendix b: games & learning literature review
and how games act as points of departure for
Wilson, L. (2009). SIIA.
participation in socio scientific inquiry in
other forms of knowledge, literacy, and social
http://tinyurl.com/lerpeo
ecological sciences. Design-based methods
were used to refine and align the enactment of
organization.” (from abstract)
virtual narrative and scientific investigations
implementation of learning games in class-
to a challenging problem solving assessment
Design factors for educationally effective
animations and simulations.
rooms including getting support from teachers
and indirectly to achievement test items that
and administrators, addressing issues related
were independent of the curriculum. In study
Plass, Ja. L., Homer, B. D., and Hayward, E. O.
to technical infrastructure and professional
one, one-sixth grade teacher used the curric-
(2009). Journal of Computing in Higher Education,
development, and implementation using
ulum in two of his classes and obtained larger
21, 31–61.
appropriate pedagogies.
gains in understanding and achievement than
his two other classes, which used an expository text to learn the same concepts and skills.
principles for the design of animations and
Designing assessments and assessing
designs in virtual educational
environments.
simulations that assure their educational effec-
Hickey, D., Ingram-Goble, A., and Jameson,
back were introduced. In study two, the same
tiveness. In addition to established principles,
E. (2009). Journal of Science Education and
teacher used the curriculum in all four of his
new and revised design principles are
Technology, 18(2), 187–208.
classes; the revised curriculum resulted in
presented that have been derived from recent
http://www.gamesforchange.org/images/
even larger gains in understanding and
research. Our review focuses on the visual
uploads/Hickey,_Jameson,__Ingram-
achievement. Gains averaged 1.1 SD and 0.4
design and interaction design of these visual-
Gobel_2009.pdf
SD, respectively, with greater gains shown for
“This paper reviews research on learning from
dynamic visual representations and offers
“This study used innovative assessment prac-
feedback. Principles for assessing designs and
tices to obtain and document broad learning
designing assessments in virtual environ-
outcomes for a 15-hour game-based curric-
ments are presented” (abstract).
ulum in Quest Atlantis, a multi- user virtual
environment that supports school-based
the joan ganz cooney center
Best practices for using learning games &
simulations in the classroom: Guidelines
for K-12 educators.
79
out, and two forms of virtual formative feed-
students who engaged more with formative
izations and presents existing research as well
as questions for future inquiry” (abstract).
Further treatment refinements were carried
games for a digital age
This report provides a blueprint for successful
appendices
appendix b: games & learning literature review
together an intellectually stimulating view of
collaborate with peers worldwide, and
human culture past, present, and future. And
empower them to direct their own
McGonigal, J. (2011). New York: Penguin Press.
while not downplaying the potential for
learning. The documentary dives into cutting-
negative consequences, such as ‘gamer
edge educational and cognitive research to
“As addictive as Tetris, McGonigal’s pene-
addiction,’ McGonigal makes an inspiring
explore how increasingly powerful forms of
trating, entertaining look into gaming
case for the way games can both enhance
digital media impact today’s learner. Viewers
culture is a vibrant mix of technology,
our personal happiness and help society”
meet some of the country’s most noted educa-
psychology, and sociology, told with the
(from review by Publishers Weekly, November
tional experts and thought leaders in the digital
vision of a futurist and the deft touch of a
22, 2010).
education realm, including Nichole Pinkard,
storyteller. For the nearly 183 million
Americans who will spend an average of 13
hours a week playing games, McGonigal’s
book is a welcome validation of their
Barriers & Opportunities: Children,
Parents, and Teachers
Henry Jenkins, Katie Salen, and Mimi Ito. The
film criss-crosses the nation to showcase reallife examples of how digital media is exploding
in educational environments, from the innova-
pation with games is detrimental to society
PBS Learning Matters.
Wisconsin classroom that uses mobile devices
and culture, McGonigal argues persuasively
http://www.pbs.org/teachers/
and location-based networking to model civic
that games are in fact improving us. ‘Game
digitallearners/watch/
activity and teach history” (from abstract).
argues, ‘it’s a 21st Century way of thinking
This one-hour PBS documentary “takes viewers
and leading.’ And games, she argues, partic-
to the frontlines of what is rapidly becoming an
ularly the new wave of Alternative Reality
education revolution. The film explores how
Fear, apprehension, stereotypes, oh, my!
Exploring teachers’ reactions to virtual
gaming.
Games, are not about escapism but a
exceptional instructors are increasingly using
Sprague, D. R. and Kayler, M. (2011). Proceedings
powerful new form of collaboration and
digital media and interactive practices to ignite
of Society for Information Technology &
community building. The book moves effort-
their students’ curiosity and ingenuity, help
Teacher Education International Conference
lessly from Herodotus to Halo, stitching
them become civically engaged, allow them to
2011 (2248–2253). Chesapeake, VA: AACE.?
design isn’t just technological craft,’ she
that employs game-based learning to a
80
the joan ganz cooney center
tive Quest 2 Learn public school in Manhattan
or who may worry that our growing preoccu-
Digital media: New learners of the 21st
century.
pursuits. But for those who don’t understand,
games for a digital age
Reality is broken: Why games make us
better and how they can change the world.
appendices
appendix b: games & learning literature review
their children from chatting online and
Researchers have begun to explore the impact
menting technological innovations in the class-
visiting social networking sites. . . . [O]nly
of game-based learning. Most of this research
room: (a) Research & Policy factors, (b) District/
half of parents are playing with their kids on
has focused on what children learn while
School factors, (c) factors associated with the
newer platforms such as video game
engaged in virtual games. This study looks at
Teacher, (d) factors associated with the
consoles: They report spending more time
what 61 teachers learned as they explored a
Technology-Enhanced Project, (e) factors associ-
with their children engaged in traditional
Massively Multiplayer Online (MMO) virtual
ated with the Students, and (f) factors inherent
activities . . . watching television, reading
gaming environment of their choice over a
to Technology itself.
books and playing board games. More than
half of parents are concerned about the
four-week period. Data included individual
health, but fewer than 1 in 5 parents think
conclusion of the experience. Teachers
Takeuchi, L. (June 2011) Joan Ganz Cooney
their kids spend too much time with digital
discussed reactions to the games. The results
Center. http://www.joanganzcooneycenter.org/
media. . . . Lack of exercise and online
show that teachers were fearful and had diffi-
publication/families-matter-designing-
privacy are parents’ greatest concerns. Most
culty trusting strangers they encountered.
media-for-a-digital-age/
believe that video games help children foster
effect of media usage on their children’s
skills that are important to their academic
They were goal-oriented and found the openThe report profiles how parents’ personal
achievement. Rule setting peaks at age 7.
experiences with media are one of the key
Parents with children older than 7 are more
A framework for addressing challenges to
classroom technology use.
factors shaping the approaches they take in
likely to set parent controls on their
guiding their children’s media consumption.
computers.
Groff, J., and Mouza, C. (2008). Association for the
A national survey . . . found that nearly two-
Advancement of Computing in Education Journal,
thirds [of parents] limit media consumption
Recommendations from the report include:
16(1), 21–46.
on a case-by-case basis. . . . 57% recognize
• Tailor media platforms that take into account
endedness of the MMOs to be overwhelming.
that digital media presents ways for children
children’s social, cognitive, and physical
The authors discuss six central factors, each
to converse and connect with friends and
development.
with its own critical variables, that interact with
family, but two-thirds of parents restrict
• I nvestigate co-viewing for video games,
81
the joan ganz cooney center
and individual narratives written at the
Families matter: Designing media for a
digital age.
reflective logs, web-based group discussions,
games for a digital age
one another to produce barriers to imple-
appendices
appendix b: games & learning literature review
becoming powerful tools for intellectual
linked to children, learning, and play. Ito gives
will encourage adults to engage with children
exploration. The school is the creation of
an account of a pivotal period in the 1980s
to further enhance their learning.
Katie Salen, a professional game designer and
and 1990s, which saw the rise of a new cate-
professor of design and technology and
gory of consumer software designed specifi-
faulted for children spending less time social-
Robert Torres, a learning scientist, as well as a
cally for elementary school aged children.
izing face-to-face with peers and family.
small group of curriculum and game
‘Edutainment’ software sought to blend
Producers should design content that drives
designers. The school hopes to make learning
various educational philosophies with inter-
participants to interact and play together.
feel more relevant to students and more
active gaming and entertainment, and
• Design for healthy development including
connected to the world beyond school by
included such titles as Number Munchers,
using game-based learning. The article
Oregon Trail, KidPix, and Where in the World
provides a snapshot of current thinking and
Is Carmen Sandiego?
• Foster teamwork—Digital media are often
exercise, imaginative play, and socializing.
• Develop Industry Educational Standards
reactions to game-based learning including
from report.)
the ideas and experiences of Michael Levine
Drawing from observations of kids’ play, inter-
of the Cooney Center, James Gee a faculty
views with software developers, and adver-
member at Arizona State University, E.O.
tising and industry materials, Ito identifies
Wilson, Michelle Obama, and others.
three educational philosophies and genres in
Learning by playing: Video games in the
classroom.
children’s software that connect players in
Corbett, S. (September 15, 2010). New York Times
http://www.nytimes.com/2010/09/19/
Engineering Play: A Cultural History of
Children’s Software.
consumption: instruction, focused on trans-
magazine/19video-t.html
Ito, M. (2009). Cambridge: MIT Press.
mission of academic content; exploration, tied
http://mitpress.mit.edu/catalog/item/
to open-ended play; and construction, aimed
default.asp?tid=11869&ttype=2
at empowering young users to create and
Magazine.
This article provides an overview of the role
software production, distribution, and
manipulate digital media.
of games in learning focusing on “Quest to
Learn,” a pilot school in New York organized
“In Engineering Play, Mizuko Ito describes the
around the idea that digital games are central
transformation of the computer from a tool
The children’s software boom (and the bust
to the lives of today’s children and are
associated with adults and work to one
that followed), says Ito, can be seen as a
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the joan ganz cooney center
including recent work by Common (Summary
games for a digital age
e-books, tablet devices, and other media that
appendices
appendix b: games & learning literature review
microcosm of the negotiations surrounding
traces the history of gaming in education
new technology, children, and education. The
including successful programs in the 1980s
story she tells is both a testimonial to the
and provides an analysis of what history
transformative power of innovation and a
games “got right,” what they did not, and
cautionary tale about its limitations” (from
how to use these games in the classroom.
abstract).
Whelchel, A. (February 2007 ). World History
Clarke, J. and Dede, C. (2005). Paper prepared for
Connected. http://www.historycooperative.org/
the American Educational Research Association
journals/whc/4.2/whelchel.html
Conference, April, Montreal, Quebec.
http://citeseerx.ist.psu.edu/viewdoc/
This articles examines three particular
games for a digital age
Using civilization simulation video games
in the world history classroom.
Making learning meaningful: An exploratory
study of using multi-user environments
(MUVEs) in middle school science.
83
summary?doi=10.1.1.115.5609
series, and Rise of Nations, in order to
Many researchers are exploring the types of
discuss why it is important to recognize
learning that occur in informal out-of school
that these games have a substantial impact
technology use (such as video game play), yet
on the layman’s understanding of history,
the content of these environments tends not
how they present topics important to the
to align to national standards for academic
world historian, and methods by which
content. This paper presents research on how
these games can be used to not only
a multiuser virtual environment centered on
teach historical concepts but also instruct
content related to national standards and
students how to critically evaluate and
assessments in biology and ecology offers
deconstruct historical representations
new types of immersive learning for engaging
found in popular culture. The article
grades 7 and 8 students in learning science.
the joan ganz cooney center
titles, Civilization III, the Age of Empires
Games and Learning
Publishing Council Members:
About the Authors:
Milton Chen
John Richards, PhD is Founder and President of
Kurt Moellering, PhD, serves as the Editorial
Courtney Allison
Consulting Services for Education, Inc. (CS4Ed).
Supervisor at Consulting Services for Education
Dee Chambliss
CS4Ed (www.cs4ed.com) works with publishers,
and oversees all company online and print
Christopher L. Curran
developers, and educational organizations, as
publications. He has provided editorial oversight
Alex Chisholm
they negotiate the rapidly changing education
for CS4Ed publications including white papers
Virginia Edwards
marketplace to improve business-planning
and reports for the Department of Education,
Michael Gallagher
processes, to find funding to help schools
the Software & Information Industry
Alex Games
purchase products and services, and to develop,
Association, Time to Know, and other compa-
Din Heiman
evaluate and refine products and services. He is
nies. Most recently at CS4Ed, he was the copy
Robert M. Lippincot
Adjunct Faculty at the Harvard Graduate School
editor for Digital Teaching Platforms published
Laird Malamed
of Education teaching Entrepreneurship in the
in 2012 by Teacher’s College Press. Kurt is also
Deborah McGriff
Education Marketplace.
the editor of The Thoreau Society Bulletin and
the former Book Review Editor for Studies in
Scot Osterweil
Liz Perle
Leslie Stebbins is the Director for Research at
Larry Rosenstock
Consulting Services for Education. She provides
David Samuelson
research and analysis on issues relating to K–12
Kurt Squire
education, higher education, and publishing. She
Albert Wenger
has more than twenty years of experience in
higher education with a background in library and
information science, instructional design, and
teaching. She has an M.Ed. from the Technology
Innovation & Education Program at the Harvard
Graduate School of Education and a Masters in
Information Science from Simmons College.
American Fiction.
Games for a Digital Age: K-12 Market Map and Investment Analysis is
licensed under a Creative Commons Attribution-NonCommercialNoDerivs 3.0 Unported License.
The mission of the Joan Ganz Cooney Center is to foster innovation in
children’s learning through digital media. The Cooney Center catalyzes
and supports research, development, and investment in digital media
technologies to advance children’s learning, and is committed to the
timely dissemination of useful research. Working closely with its Fellows,
national advisors, media scholars, and practitioners, the Center publishes
industry, policy, and research briefs examining key issues in the field of
digital media and learning.
A full-text PDF of this report is available for free download from
www.joanganzcooneycenter.org.
Attn: Publications Department
The Joan Ganz Cooney Center
Sesame Workshop
1900 Broadway
New York, NY 10023
p: (212) 595-3456
cooney.center@sesameworkshop.org
Suggested citation:
Richards, J., Stebbins, L., & Moellering, K. (2013). Games for a Digital Age:
K-12 Market Map and Investment Analysis. New York: The Joan Ganz Cooney
Center at Sesame Workshop.
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