Richard Mayer

Most published person in ed psychology

"Evidence-based approach to computers games for learning"

Three ways to approach for evaluation

  1. Value-added approach

  2. Cognitive consequences approach

  3. Media comparison approach (he doesn't like it— almost impossible to answer)

Game design should be designed with evidence-based design regarding how people learn

The following studies were done by comparing base version vs. “enhanced” version

Example: Build-a-plant game

  • Example: enhanced = spoken text -- Yes, speaking has a large effect size

  • Conversational style has a positive effect too

    • spoken vs. spoken and test —worsens performance

    • Guide’s image? doesn't matter much

    • yes/no feedback vs. explanatory -- explanation helps -- self-explanation helps

  • competitive features do not help— even worse for males

    • pre-training does much better

  • polite vs direct wording- polite helps more for beginners

  • narrative— not really— sometimes it does

ASU's Games and Impact

Great infographic for Games for Change

Greg Chung

Telemetry = How do we take data to adopt?

Games design must be aligned with assessment design

Four guidelines for evaluating educational games.

  1. Track behaviors that reflect the use of knowledge #1

  2. Record data at the finest usable gain size. -- Errors are informative here

  3. Represent data to require minimal processing

  4. Record descriptions of behavior and not inferences with as much context information as feasible.

If you report an inference too early, you can’t recover-- you lose the context.

Elizabeth R Albaro,

  • IES/US Dept of Ed

Assessment to Instruction App

What Works Clearinghouse


  • What is evidence in EDTECH?

  • Institute of Education Science — Research arm of Dept of Education

  • Funding streams for research

  • We need learning sciences embedded

  • Use evidence to develop technology

Jon L, PLass, NYU

Adaptivity vs. Personalisation

Adaptivity— responds to learner needs and goal is learning

ATI Aptitude-treatment interaction

Shutes’s model four process adaptive cycle

capture, analyze, ….

What variable to we adapt for

How do we measure them?

How do we adapt?

What learner variables do we adopt for

  • knowledge and skills - most common

  • language

  • strategies

  • self-regulation

    • cognitive abilities

  • developmental level

State variable vs Trait Variables

  • Motivational variables- goal orientation, persistence, self efficacy, individual issues

  • Affective variables: Emotional state and emotional regulation

  • Cultural variables— social context, cultural contact — identity and self-perception

"cross-course progression" is better than inter-course progression :-)

Yasmin B. Kafai

  • Making games to learn computing

  • Making games to integrate academics (content)

  • Making games to learn about learning (cognition)

Playing and gaming are on a continuum, not opposites

"The hows and why of the if and thens"

Kids who make games think about instructional strategy

Integrated content




  • Focus on deepening participation

  • Who is on Scratch? 45% create programs, 55% don’t. That's high!

  • Schools are needed to level playing field- hard to code with no help

Tom Andriola

Vice President and Chief Information Officer of UC System

Evidence-based learning

how do we reduce time from research to practice “time-to-value”

“What will it look like in 10 years?"

Sara Dewitt

VP PBS Kids Digital

  • Is there evidence that kid learn from games?

  • curious George is based on engineering and math curriculum

  • PBS has a learning analytics platform for parents

  • How to use tech to make games better?

  • Perfect level of "hard fun"

  • There are 500 games on PBS kids-categorized as games & hard games

Fred rogers: “Play is often talked about as if it were a relief from serious learning. But for children play is serious learning. Play is really the work of childhood."


Joan Hermann

More & better research needed

Target deeper learning goals

Big data analysis for hypothesis generation

Dr. Ed Gordon

Giant in the field!

Does this discourage mindfulness?

"commitment to action requires a deeper commitment to mindfulness."

Pope:’ T more sure I am, sth more I question.:

"Research should lead to a deeper understanding. Nit just whet it works or not”"


Sasha barab

Center for games and impact


Who is impacted?

Products ecosystem human service

By learning about game genres and game creation students think about audience, how we learn and more.

Diamond age. Quest Atlantis (Stevenson)

Kellogg's logic models output vs outcomes

Ecology of implementation is vital for games

Don't hide intentions in games. Even for controversial.

Ask about presevice teacher games.

Allow users to talk back to game.

Harry O’Neil

Employers are not interested in content Communication skills are #1

KSA— Knowledge skils and attributes

Atttributes (compétence) not context dependent

Many list of career readiness: ACT, Online CCSSO, state of ca


creative thinking

fluency— ability to generate lots of ideas— best predictor

measured by Torrance test of creative thunking.

better to have domain specific creativity

vary cognitive demands - multiple possible outcomes

nees trait and


Coding is the literacy based on scrivener’s 1984 definition


Robert Mislevy- ETS

Psychometrics is not moving things with your mind

Ryan Baker

MOOC ex big data and education

— Bromp—

Young kids are better of learning geometry than algebra


shopcraft as soulcraft— book

Scott Cummings Director of products PBS Kids

Mostly preschool

— Steven Eno, El Segundo High

Moneyschool and edumaetrics

Moneyschool is metaphor for moneyball movie

create rpg fro education

Elisie Lemle


two-bit circus


Brings totter how and what and laces the together with why

AUTO DESK TinkerCAD online is free online

squishy circuits

inspiration comes from doing work rather tham before it Madeline L’Engle

creativoty: ready to innovate (Lichtenberg, woke

DIY Girls

“Fail often so you can succeed sooner.” - Tom Kelley, Ideo partner.


Marcelo Worsely USC

Making, DIY and the Teacher Revolution

Let’s have teachers be makers & coders

4,000,000 teachers and same software engineers

GoGo Fuge

Dr. Wagin

what happens as teachers become developers

they should also studehty ago wfwfctive they are

put this in grad school

Robert Torres


teacher skills: spark, examples, application, create


Dave Cho

Classting- south korea

Social network of education


200,00 classes 13,200

96% in south korea— launching in japan— 2,000 classes

launching in US next week

bridge the gap for kids wh don’t like LMSs and teachers who don’t want to use social media with kids

invite students and parents

can send class notices to parents and students— admins can make all scggol act

can connect with other classes

App is Ting

classing can extract data, what kind of dat is agreed & how students respond

Game Design

Start with what data you want to capture

upfront design is key

start with a clear “driver”—

Ask what you want to know an then ask why you want to know that—will help clarify goals & assessment

jeremy robetrs, PBS

any time is learning time

inside, ousted, distal , analog, etc.

8.2 million kids on pubs

500 games

4.2 billion stares between june and march

apps for parents

“play & learn” HTML fpcus on learning

on github

PBS is trying to ge t at grit, love of learning, etc

Zoran Popvic


u of washington

this computerized system discovers the nature of the problems

measuring persistence

data-driven optimal pathways.

applied to classroom

unlearn helps lower kids more than teachers do

4x more problems on unlearn





all help

immersion (VR) & don’t seem help

first person shooter

Eva L. Baker

Changing Ecosystem of Learning.

eva thinks apple amazon & google will occupy education space