LEVEL up LEARNING: a National Survey on Teaching with Digital Games

LEVEL UP LEARNING: A national survey on teaching with digital games

By Lori M. Takeuchi & Sarah Vaala

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES 1 This report is a product of the Games and Learning Publishing Council based on research funded by the Bill & Melinda Gates !"#$%&'!#()*+,)@#$'#./)%#$)0!#01"/'!#/)0!#&%'#,$)2'&+'#)%3,) &+!/,)!4)&+,)%"&+!3/)%#$)$!)#!&)#,0,//%3'15)3,A,0&)7!/'&'!#/)!3) policies of the Bill & Melinda Gates Foundation.

SUGGESTED CITATION

Takeuchi, L. M., & Vaala, S. (2014). Level up learning: A national /"38,5)!#)&,%0+'#.)2'&+)$'.'&%1).%9,/():,2);!3<=)*+,)>!%#)?%#@) Cooney Center at Sesame Workshop.

A)4"11B&,C&)DE )!4)&+'/)3,7!3&)'/)%8%'1%F1,)%/)%)43,,)$!2#1!%$)43!9=) www.joanganzcooneycenter.org .

LEVEL UP LEARNING is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES 2 TABLE OF CONTENTS !3,2!3$ ...... 4 What It Means ...... 56 Executive Summary ...... 5 SYNTHESIS ...... 56 RECOMMENDATIONS ...... 57

Introduction ...... 7 FINAL THOUGHTS ...... 59 Our Methods ...... 9 References ...... 60 What We Found ...... 13 Appendix ...... 63 PLAYERS ...... 13 A: WRITE-IN GAME TITLES ...... 63

PRACTICES ...... 17 B: CLUSTER ANALYSIS METHODS ...... 65 PROFILES ...... 35

PERCEPTIONS ...... 47

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES 3 FOREWORD

BY MILTON CHEN, PH.D. CHAIR, GAMES & LEARNING PUBLISHING COUNCIL

This survey can trace its origins to a long history in &!)&3%#/4!39)&+%&)0"33'0"1"9)%#$)1%"#0+)'&)!#)%)#,2) are also learners and ready for more in-depth and the design of games for learning at Sesame Work- trajectory that harnesses story, simulation, and stimu- 0!973,+,#/'8,)DE)%F!"&).%9,/())*+,)/&"$5/)&57!1!.5) /+!7()A/),%315)%/)'&/)@3/&)/,%/!#)'#)GHIHJ) Sesame Street 1%&'!#J)%1!#.)2'&+)0!97,&'&'!#)%#$)0!11%F!3%&'!#J)&!) of game-using teachers—the Dabblers, Players, Barrier '#0!37!3%&,$)%)01%//'@0%&'!#).%9,)4!3)73,/0+!!1,3/=) achieve higher standards and deeper learning. W"/&,3/J)%#$):%&"3%1/0%#)73!97&)9!3,)7!2,34"1J) 2+!)$!,/#&)<#!2)&+,)9"/'0)%#$)153'0/)43!9)M#,)!4) peer-based approaches to professional learning. *+,/,)*+'#./)N/):!&)O'<,)&+,)M&+,3P)A)1%&,3)/,.9,#&J) *+'/)/&"$5)73!8'$,/)%#)'97!3&%#&)/#%7/+!&)!4)+!2) 0'30%)GHRSJ)43!9)&+,)T!3!%#)V!!#,5)V,#&,3)%&)\,/%9,)T!3

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES 4 EXECUTIVE SUMMARY

N#) %11)aXGbJ)&+,)>!%#)?%#@)V!!#,5)V,#&,3J)!#)F,+%14) + EDUCATIONAL GAMES RULE IN K-8 CLASSROOMS. Four + TEACHERS ARE LEARNING TO TEACH WITH DIGITAL of the Games and Learning Publishing Council, sur- !"&)!4)@8,).%9,B"/'#.)&,%0+,3/)/%5)&+,'3)/&"$,#&/) GAMES VIA MORE INFORMAL MEANS)Z'(,(J)43!9)4,11!2) veyed 694 K-8 teachers from across the United States primarily play games created for an educational teachers and by self teaching) than formal train- !#)2+,&+,3)%#$)+!2)&+,5)%3,)"/'#.)$'.'&%1).%9,/)2'&+) %"$',#0,J)0!97%3,$)&!)^"/&)ge)2+!/,)/&"$,#&/) ing programs (i.e., pre-service and in-service). As a &+,'3)/&"$,#&/()U,3,)%3,)/!9,)<,5)@#$'#./)%#$)3,0!9- most often play commercial games. Eight percent of result, teachers may not be getting exposure to the mendations from this research: game-using teachers say their students mostly play broader range of pedagogical strategies, resources, %)+5F3'$)!4)&+,)@3/&)&2!)!7&'!#/,#&,3&%'#9,#&) and types of games that can enhance and facilitate FINDINGS games that have been adapted for educational use. digital game integration. + DIGITAL GAMES HAVE LANDED IN K-8 CLASSROOMS. :,%315)&+3,,Bc"%3&,3/)ZSde[)!4)fBR)&,%0+,3/)3,7!3&) + FEW TEACHERS ARE USING LEARNING GAMES OF THE + MIXED MARKS ON STEM LEARNING. :,%315)&+3,,) "/'#.)$'.'&%1).%9,/)4!3)'#/&3"0&'!#() !"3)!"&)!4)@8,)!4) IMMERSIVE VARIETY, the kind that lend themselves c"%3&,3/)ZSGe[)!4)$'.'&%1).%9,B"/'#.)&,%0+,3/)3,7!3&) these teachers say their students play at least monthly, to deep exploration and participation in the types that games have been effective in improving their %#$)gge)/%5)&+,5)$!)/!)%&)1,%/&)2,,<15()E'.'&%1).%9,B of activities that set digital games apart from more /&"$,#&/)9%&+,9%&'0/)1,%3#'#.()U!2,8,3J)!#15)dae) "/'#.)&,%0+,3/)%1/!)/%5)&+,53,)"/'#.).%9,/)&!)$,1'8,3) didactic forms of instruction. Most teachers instead 3,7!3&)&+,)/%9,)%F!"&)&+,'3)/&"$,#&/)/0',#0,)1,%3# - 0!#&,#&)9%#$%&,$)F5)1!0%1)Zdbe[)%#$)/&%&,h#%&'!#%1) 3,7!3&)"/'#.)/+!3&B4!39).%9,/)&+%&)/&"$,#&/)0%#)@# - '#.J)$,/7'&,)3,/,%30+)/"..,/&'#.)&+%&).%9,/)%3,)2,11) 0"33'0"1"9)/&%#$%3$/)ZdGe[J)%#$)&!)%//,//)/&"$,#&/)!#) '/+)2'&+'#)%)/'#.1,)01%//)7,3'!$()T+'1,)1%0<)!4)&'9,)'/) /"'&,$)4!3)&,%0+'#.)0!971,C)/0',#&'@0)0!#0,7&/( /"771,9,#&%1)Zbbe[)%#$)0!3,)<#!21,$.,)ZaHe[( %)1'<,15),C71%#%&'!#J)&,%0+,3/)9%5)%1/!)@#$)/+!3&,3B form games to be easier to map to curriculum stan- + SEEING THE BENEFITS OF CO-PLAY. M#15)bSe)!4) + WHO’S USING GAMES WITH THEIR STUDENTS? Gender dards. game-using teachers report digital games as being does not predict digital game use in instruction, but ,44,0&'8,)'#)'973!8'#.)/&"$,#&/)/!0'%1)/<'11/J)2+'0+) 5!"#.,3)&,%0+,3/J)&+!/,)2+!)&,%0+)%&)/0+!!1/)/,38 - + DIGITAL GAME INTEGRATION IS HARD. )`$"0%&!3/)2+!) '/)1!2)0!97%3,$)&!)!&+,3)/<'11/)c",3',$()W"&)&,%0+ - '#.)1!2B'#0!9,)/&"$,#&/J)%#$)&,%0+,3/)2+!)71%5) $!)#!&)&,%0+)2'&+)$'.'&%1).%9,/)%3,)9!3,)1'<,15)&+%#) ,3/)2+!/,)/&"$,#&/)73'9%3'15)71%5)&!.,&+,3)Z'#)7%'3/J) $'.'&%1).%9,/)4!3)&+,'3)!2#)71,%/"3,)%3,)9!3,)1'<,15) .%9,B"/'#.)&,%0+,3/)&!)3,7!3&)&+%&)&+,5)%3,)#!&) /9%11).3!"7/J)%/)%)2+!1,)01%//[)2,3,)9!3,)1'<,15)&!) &!)"/,).%9,/)2'&+)&+,'3)/&"$,#&/();!"#.,3)&,%0+,3/) /"3,)+!2)&!)'#&,.3%&,).%9,/)'#&!)&+,'3)&,%0+'#.J) report improvements in student social skills than %#$)&+!/,)2+!)71%5)$'.'&%1).%9,/)43,c",#&15)1,&)&+,'3) /"..,/&'#.)+!2)0!#/,c",#&'%1)&+'/)"#0,3&%'#&5)0%#) &,%0+,3/)2+!/,)/&"$,#&/)71%5)%1!#,( students play more often, too. In turn… F,()*+%&)/%'$J)RXe)!4)$'.'&%1).%9,B"/'#.)&,%0+,3/) 2'/+)'&)2,3,),%/',3)&!)@#$)0"33'0"1"9B%1'.#,$) + TEACHERS WHO USE GAMES MORE OFTEN REPORT .%9,/J)%#$)^"/&)bHe)F,1',8,)&+%&)%)/"0',#&)8%3',&5) GREATER IMPROVEMENT IN THEIR STUDENTS’ CORE AND of such games even exist. SUPPLEMENTAL SKILLS. Coincidentally, the teachers that use games more regularly also use games to hit a 2'$,3)3%#.,)!4)!F^,0&'8,/)Z&,%0+)0!3,)%#$)/"771,9,#- tal content, assess students) and expose students to a 2'$,3)8%3',&5)!4).%9,).,#3,/)%#$)$,8'0,/(

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES 5 EXECUTIVE SUMMARY

RECOMMENDATIONS discussing key lessons. Professional development serve these purposes already exist, a minority of K-8 + ESTABLISH AN INDUSTRY-WIDE FRAMEWORK FOR programs and resources can help promote these &,%0+,3/)/%5)&+,53,)"/'#.)&+,9()*+'/)9,%#/)&+%&)2,) DESCRIBING AND EVALUATING EDUCATIONAL GAMES. strategies among teachers. need to do more to promote these online resources, T'&+)$,/'.#%&'!#/)%/)F3!%$)%/),$"0%&'!#%1) %#$)'$,#&'45)+!2)&+,5)0%#)9!3,),44,0&'8,15)%$$3,//) .%9,/J)9%&+).%9,/J)1'&,3%05).%9,/J)%#$)/!) + INVEST IN THE CREATION OF INNOVATIVE INTEGRA- &,%0+,3/)7,$%.!.'0%1)c",/&'!#/)%/)2,11)%/)&+,'3)1'4, - !#J)+!2)0%#)&,%0+,3/)<#!2J)%/)&+,5)F3!2/,)%#$) TION MODELS FOR CLASSROOM DIGITAL GAMEPLAY. /&51,/J)1,%3#'#.)/&51,/J)%#$)!3.%#'@%&'!#%1)0!#/&3%'#&/() /,%30+J)2+'0+)&'&1,/)2'11)F,/&)@&)/&"$,#&/)'#&,3,/&/J) We encourage foundations, government agencies, %1'.#)2'&+)/&%#$%3$/J)"#'&/J)%#$)1,//!#)71%#/J)@11) %#.,1)4"#$,3/J)%#$)8,#&"3,)0%7'&%1)@39/)&!)'#8,/&)'#) + CONDUCT FOLLOW-UP RESEARCH AND SHARE WIDELY %8%'1%F1,)01%//)&'9,J)%#$)@&)&+,'3)&'.+&)F"$.,&/P) R&D on solutions that can strike the optimal balance WITH STAKEHOLDERS. One issue surfaced in the ?%9,)$,8,1!7,3/J)$'/&3'F"&!3/J)3,8',2)/'&,/h/,3 - F,&2,,#)01%//3!!9h0"33'0"1"9)'#&,.3%&'!#J)4"#h 3,7!3&/)73!@1,)%#%15/,/)'/)&+,)3,1%&'!#/+'7)F,&2,,#) 8'0,/J)%#$),$"0%&!3/)/+!"1$)&!.,&+,3)0!9,)"7)2'&+) ,#.%.,9,#&J)%#$)1,%3#'#.),0%05J)%#$),#0!"3%.,) 1!2,3)1,8,1/)!4)0!99"#'&5)/"77!3&)%#$)1!2,3)8%1" - common nomenclature around learning game sub- researcher-developer-educator teams to investi- %&'!#/)!4)1,%3#'#.)3,1%&,$)&!)/&"$,#&/)"/,)!4)$'.'&%1) categories, and then use this taxonomy to label, .%&,)%#$)'#8,#&)'#)&+,)/7%0,)&+%&)1',/)/!9,2+,3,) .%9,/)%9!#.)0,3&%'#)&,%0+,3/()N&)2!"1$)&+,3,4!3,)F,) 9%3<,&J)%#$)3,8',2)&+,9()T,)3,0!99,#$).!'#.) '#)F,&2,,#)'99,3/'8,J),#&,3&%'#9,#&).%9,/)%#$) "/,4"1)&!)0!#$"0&)%)/'9'1%3)/"38,5)2'&+)73'#0'7%1/J) beyond the simple adaptation of existing commer- educational drill-and-practice titles. technology administrators, superintendents, and 0'%1).,#3,)#%9,/)Z,(.(J)7"@@1,J)%0&'!#).%9,/[%/) !&+,3)$'/&3'0&B1,8,1),971!5,,/)%/)%)2%5)!4)/"34%0'#.) 9%#5)2+!)+%8,)%&&,97&,$)&+'/)&%/<)F,4!3,)+%8,) + PROVIDE UNIVERSAL TECHNOLOGY TRAINING FOR their perspectives on digital game-based teaching $!#,%#$)03,%&'#.)9,%#'#.4"1)#,2)&,39/() PRE-SERVICE TEACHERS.)>"/&)Re)!4)fBR)&,%0+,3/) and learning. Doing so could shed light on the sup- report receiving pre-service training on digital game port problem. Finally, teachers and administrators + ELEVATE AWARENESS OF ALTERNATIVE MEANS OF INTE- '#&,.3%&'!#()*,%0+,3/)2'&+!"&)4!39%1)&3%'#'#.)%3,#&) %1'<,)/+!"1$)F,)F,&&,3)'#4!39,$)!4)&+,)@#$'#./)43!9) GRATING GAMES INTO INSTRUCTION. When scholars being exposed to the broader range of instructional this and other digital game-based learning research. %#$)73%0&'&'!#,3/)@3/&)F,.%#)'#/7'3'#.)"/)2'&+)&+,'3) strategies that can enhance and facilitate digital *+,)9!3,)%11)/&%<,+!1$,3/)<#!2)%F!"&),%0+)!&+,3/) visions for digital game-based learning, they cer- game integration. We therefore urge policymakers 73%0&'0,/)%#$)7,30,7&'!#/J)&+,),%/',3)'&)2'11)F,)&!) &%'#15)2,3,#&)23'&'#.)%F!"&)$3'11B%#$B73%0&'0,).%9,/() to allocate funds to states and school districts to set establish a shared vision and align decision-making ;,&)&+'/)'/)2+%&)/!)9%#5)fBR)&,%0+,3/)%3,)/&'11)"/'#.) "7)7%3&#,3/+'7/)2'&+)"#'8,3/'&',/)%#$)!&+,3)&,%0+,3) across classroom, school, and district levels. 2'&+)/&"$,#&/)&!$%5()j#&'1)&,%0+,3/)%#$)/&"$,#&/) 0,3&'@0%&'!#)73!.3%9/)&!)!44,3)%$,c"%&,)&,0+#!1!.5) %3,)43,,$)43!9)!3.%#'@%&'!#%1)0!#/&3%'#&/)&+%&)1'9'&) and digital game training for the future teachers of 1!#.,3)/&3,&0+,/)!4)/&"$,#&).%9,71%5J)&+,3,)%3,)2%5/) young children. of situating play sessions in relation to the broader 1,//!#)71%#)&+%&)0%#)43,,)&,%0+,3/)&!)"/,)%)2'$,3) + CREATE AND PROMOTE ONLINE TRAINING RESOURCES. 8%3',&5)!4).%9,/k)&,%0+,3/)/'9715)#,,$)+,17)@."3'#.) According to the survey, in-service teachers rely on !"&)+!2()A1&,3#%&'8,15J)&,%0+,3/)0%#)%$!7&)%)A'77,$) colleagues and mentors most for professional learn- 9!$,1)!4)'#/&3"0&'!#J)2+,3,F5)/&"$,#&/)71%5)1!#.,3B ing and advice on digital game based teaching. While 4!39).%9,/)4!3)+!9,2!3<)%#$)/7,#$)01%//)&'9,) %)#"9F,3)!4),C0,11,#&)&,%0+,3B4%0'#.)2,F/'&,/)&+%&)

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES 6 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX

INTRODUCTION 4"#$%9,#&%1)/+'4&/)'#)!#,/)7,$%.!.'0%1)%773!%0+,/)&!) content (Mishra & Koehler, 2006), even among younger &,%0+,3/)2+!)9%5)+%8,).3!2#)"7)71%5'#.).%9,/)ZO,'J) In Fall 2013, the Joan Ganz aXXH[()*+'/)/&"$5)'/)%#)%&&,97&)&!).%".,)2+,3,)j(\()&,%0+ - ,3/)%3,)&!$%5)2'&+)'#&,.3%&'#.)$'.'&%1).%9,/)'#&!)'#/&3"0 - &'!#()T+%&)<'#$/)!4)&,%0+,3/)%3,)&,%0+'#.)2'&+).%9,/P) Cooney Center surveyed T+%&)3,/"1&/)%3,)&+,5)/,,'#.)2'&+)2+'0+)/&"$,#&/P)T+%&) $!)&+,5)/&3"..1,)2'&+)9!/&P)A#/2,3/)&!)&+,/,)c",/&'!#/) and more can help us design games, tools, resources, and nearly 700 K-8 teachers on training that can better support teachers in their efforts how they’re using digital to transform the K-12 classroom. WHY K-8? T,)$,0'$,$)&!)4!0"/)&+,)/"38,5)!#)fBR)&,%0+,3/)4!3)%)4,2) games in the classroom. reasons. First, developmental, structural, and curricular differences across K-12 schooling can be vast; eliminat- '#.)+'.+)/0+!!1)&,%0+,3/)43!9)&+,)/%971,)2!"1$)%11!2) "/)&!)7%5)01!/,3)%&&,#&'!#)&!)%)#%33!2,3)3%#.,)!4).3%$,B /7,0'@0)'//",/() "3&+,39!3,J)&+,)$'.'&%1)9,$'%)"/,)!4) WHY DIGITAL GAMES? & Williams, 2006). By aligning curricular objectives for elementary school-age children continues to be under- Because digital games—a blanket term covering video, 1%#."%.,)%3&/J)9%&+J)/0',#0,J)0'8'0/J),&0()2'&+).%9,)!F^,0 - researched compared to their preschool and adolescent 0!97"&,3J)%#$)#!2)9!F'1,)%#$)/!0'%1)9,$'%).%9,/ &'8,/)/!)&+%&)&+,53,)!#,)%#$)&+,)/%9,J)$'.'&%1).%9,/) 0!"#&,37%3&/)Z*%<,"0+'J)aXGa[J)%#$)2+%&)5!"#.)0+'1$3,#) +%8,)&+,)7!&,#&'%1)&!)&3%#/4!39)fBGa),$"0%&'!#)%/)2,) +%8,)&+,)7!&,#&'%1)&!)$'/3"7&J)9!$,3#'@,J)%#$)'973!8,) do in the earliest years of their schooling can shape <#!2)'&J)%00!3$'#.)&!)9%#5)Z,(.(J)?,,J)aXXb%k)?,3/+,# - K-12 teaching and learning. %&&'&"$,/)%#$)$'/7!/'&'!#/)&!2%3$)1,%3#'#.)4!3)&+,)3,/&) 4,1$J)aXGdk)D3,#/<5J)aXXGk)\+%44,3J)\c"'3,J)U%18,3/!#J)l) of their lives. These reasons, in turn, call for the study of Gee, 2005). Certain varieties of digital games offer com- WHY TEACHERS? their teachers. 71,C)2!31$/)'#)2+'0+)'#$'8'$"%1/)0%#)71%54"115),C71!3,) *+,).%9,/)&+,9/,18,/)2'11).,&)"/)!#15)7%3&2%5)&+,3,() and experiment, repeatedly fail, and ultimately succeed. The rest is up to school boards, superintendents, prin- WHY NOW? To navigate these immersive environments, players cipals, curriculum administrators, tech coordinators, The digital game-based learning and serious games com- need to think critically and make meaningful choices educator trainers and, of course, teachers. Teachers are munities emerged in force around the turn of the millen- under time and other pressures mirrored in real life. &+,)!#,/)2+!)"1&'9%&,15)$,0'$,)2+,&+,3)%#$)+!2)&!)"/,) #'"9)ZE^%!"&'J)A18%3,@J)>,//,1J)l)]%97#!"CJ)aXGG[)%#$)'#) Most American children are already familiar (if not $'.'&%1).%9,/)2'&+)/&"$,#&/()A/)/&"$',/)!4)&,0+#!1!.5) &+,)5,%3/)&+%&)4!11!2,$J)>%9,/)D%"1)?,,J)f"3&)\c"'3,J)%#$) !F/,//,$[)2'&+)$'.'&%1).%9,/J)%#$)8!1"#&%3'15)/7,#$) adoption regularly remind us (e.g., Cuban, Kirkpatrick, & !&+,3)/0+!1%3/)F,.%#)'#/7'3'#.)"/)2'&+)&+,'3)8'/'!#/)4!3) &+,)&'9,)'&)&%<,/)&!)"7)!#,/)7,34!39%#0,()A/)/"0+J)&+,) D,0

%#$)03,%&'8'&5)/<'11/)&+%&)2'11),c"'7)/&"$,#&/)4!3)1'4,) &'9,)%&)F,/&)%#$)2'$,/73,%$)$'/,#0+%#&9,#&)2'&+)&+,) G) !3)F3,8'&5/)/%<,J)&+,)2!3$)$'.'&%1)'/)!00%/'!#%115)$3!77,$)43!9)3,4,3,#0,/) F,5!#$)/0+!!1)ZW3!2#J)aXXIk)>,#<'#/J)aXXHk)\&,'#<",+1,3) &!!1)%&)2!3/&()E'.'&%1).%9,BF%/,$)&,%0+'#.)3,c"'3,/) &!)$'.'&%1).%9,/()N#)&+,/,)0%/,/J)3,%$,3/)0%#)%//"9,)&+%&)2,)9,%#)$'.'&%1).%9,/) "#1,//)2,)/7,0'@0%115)3,4,3)&!)F!%3$).%9,/)!3)#!#B$'.'&%1).%9,/(

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES INTRODUCTION 7 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX

progressed over the past decade in terms of actual class- are good for a ll learners and for all learning outcomes, &'8,)/&%&,)!4)&+,)@,1$()U!2,8,3J)2,)F,1',8,)&+,/,)$%&%) room practice. The survey also situates these practices at which is categorically not the case. What is needed now 0%#)'#/7'3,)/&%<,+!1$,3/)&+'#<'#.)%F!"&)2+,3,)&+,)@,1$) &+'/)7%3&'0"1%3)9!9,#&)'#)+'/&!35J)2+,#)8%3'!"/)4!30,/) is (1) research explaining 2+5 DGBL (digital game-based '/)+,%$,$)%#$)2+,3,)&+,5),8,#&"%115)2%#&)'&)&!).!J)%#$) have aligned to facilitate the uptake of digital games as learning) is engaging and effective, and (2) practical guid- ."'$,)0,3&%'#)$,0'/'!#/)&+,5)9%<,)%1!#.)&+,)2%5() learning tools in the U.S., including: ance for +!2 (when, with whom, and under what condi- tions) games can be integrated into the learning process + *+,),C71!/'8,),#&35)!4)&%F1,&/)'#&!)/0+!!1/J)2+'0+) to maximize their learning potential. (Van Eck, 2006, p. 2). ORGANIZATION OF THE REPORT has opened K-12 classrooms up to the affordable but !4&,#)!8,32+,19'#.)2!31$)!4).%9,)%77/)Z?",3#/,5J) While establishing effectiveness is still the aim of many !11!2'#.)$,/03'7&'!#/)!4)&+,)9,&+!$/)"/,$)&!)0!#$"0&) Levine, Chiong, & Severns, 2012). studies of learning games, a 2013 meta-analysis of 69 this research and of the population of teachers surveyed, studies published over a 12-year period has taken Rich- 2,)73,/,#&)@#$'#./)'#)4!"3)/,0&'!#/J),%0+)!3.%#'@,$)F5)%) + *+,)2'$,/73,%$)%$!7&'!#)!4)&+,)V!99!#)V!3,)\&%&,) %3$)Y%#)`0</)/"..,/&'!#/)&!)+,%3&()j#1'<,)!&+,3)3,0,#&) $3'8'#.)c",/&'!#= \&%#$%3$/)ZVV\\[)%#$):,C&)?,#,3%&'!#)\0',#0,)\&%# - 9,&%B%#%15/,/)!4)/'9'1%3)4!0"/2+'0+)&57'0%115)!#15) $%3$/)Z:?\\[J)2+'0+),97+%/'@,)&+,)"/,)!4)$'.'&%1) determine whether students learn more from digital + THE PLAYERS: )T+!/)"/'#.).%9,/)&!)&,%0+P tools and systems to promote deeper learning and gameplay than non-game instruction—Clark, Tanner- %//,//)/&"$,#&)73!.3,//()*,%0+,3/)%3,)/,,<'#.)2%5/) \9'&+J)%#$)f'11'#./2!3&+/)ZaXGd[)/&"$5)%1/!)&%0<1,$) + PRACTICES: )U!2)%3,)&,%0+,3/)"/'#.)$'.'&%1).%9,/)'#) &!)0!8,3)&+,)#,2)/&%#$%3$/J)%#$)$'.'&%1).%9,/)!44,3) Y%#)`0</) why )c",/&'!#()*+,'3)/5#&+,/'/)!4)8%1",B%$$,$) &+,)01%//3!!9P a particularly appealing option (Shute, 2011; Tucker, 0!97%3'/!#/)Zm%5,3J)aXGG[)$,9!#/&3%&,$)&+%&)0,3&%'#) Tucker, & Smith, in press). game features support learning better than others, + PROFILES: Are there certain types of game-using !44,3'#.).%9,)$,8,1!7,3/)/7,0'@0)."'$%#0,)!#)+!2)&!) &,%0+,3/P + *+,)+'.+B&,0+)/,0&!3/)3,/7!#/,)&!)%$$3,//'#.) !7&'9'@,)&+,)1,%3#'#.)7!&,#&'%1)!4)&+,'3)73!$"0&/( 2 We &+,)VV\\)%#$):?\\()N#)3,0,#&)5,%3/J)2,8,)/,,#)%) believe that a survey of teachers may provide comple- + PERCEPTIONS: )T+%&)%3,)&,%0+,3/),C7,3',#0,/)"/'#.) steady stream of products and services aimed at mentary guidance to developers, training programs, .%9,/)'#)'#/&3"0&'!#P facilitating curriculum integration and assessment %#$),$"0%&!3/)F5)$!0"9,#&'#.)2+,#J)2'&+)2+!9J)%#$) "#$,3)&+,)#,2)/&%#$%3$/)Z]'0+%3$/J)\&,FF'#/J)l) "#$,3)2+%&)0!#$'&'!#/)&,%0+,3/)F,1',8,)/&"$,#&/)%3,) T,)&+,#)/"99%3'@,)2+%&)2,)F,1',8,)&!)F,)F!&+)73!9'/ - Moellering, 2013). F,#,@&'#.)43!9)01%//3!!9).%9,71%5)"#$,3) ordinary '#.)%#$)$'/9%5'#.)%F!"&)&+,)@#$'#./J)%#$)0!#01"$,)2'&+) or naturalistic (as opposed to controlled experimental a set of recommendations for the game-based learning + D3,/'$,#&)MF%9%/),#$!3/,9,#&)!4)8'$,!).%9,/)%/)%) /&"$5[)0!#$'&'!#/()f#!2'#.)2+%&)&,%0+,3/)F,1',8,)&!)F,) community. 73!9'/'#.)2%5)&!),C0'&,)/&"$,#&/)%F!"&)/0',#0,J)&,0+ - ,44,0&'8,)'/)<,5J)%/),8,#)&+,)9!/&),#.%.'#.)%#$),0% - nology, engineering, and mathematics, and inspire 0'!"/).%9,/)2'11)+%8,)@,3!),44,0&)!#)/&"$,#&)1,%3#'#.)'4) the next generation of innovators (OSTP, 2011). &,%0+,3/)%3,#&)1,&&'#.)&+,9)71%5()

*+,)3,7!3&)%+,%$)2'11),C%9'#,)@#$'#./)8'/B>B8'/)&+,/,) Given the ever-evolving nature of the digital learning critical developments. .%9,/)1%#$/0%7,J)3,%$,3/)/+!"1$)0!#/'$,3)@#$'#./)43!9) &+'/)/"38,5)%/)%)/#%7/+!&)'#)&'9,)3%&+,3)&+%#)%)$,@#' - WHY A SURVEY?

If we continue to preach only that games can be effective, 2 For example, materials designed to supplement game content and high levels we run the risk of creating the impression that all games of scaffolding may be more effective, and single play sessions and competitive single-player structures may be less effective, at producing learning gains.

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES INTRODUCTION 8 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX

OUR METHODS K 27% 1ST 29%

2ND 30% Surveys have their limitations. 3RD 29% 4TH 28% But here we are able to 5TH 26% 6TH 25%

7TH 23% get a sense of how teachers 8TH 23%

Chart A-1 are using digital games, Grade levels taught by survey respondents

Teachers could select all grades and find opportunities to they teach. learn more.

BACKGROUND 8,5,$)gXg)fBR)&,%0+,3/)2+!)"/,)$'.'&%1).%9,/)'#)'#/&3"0 - 2012 and February 2013 (see Pressey, 2013) to identify `%31',3)/&"$',/)+%8,)c",3',$)j(\()&,%0+,3/)!#)&+,'3)7,30,7 - &'!#()*+,)/&"$5)/"34%0,$)'#4!39%&'!#)!#)+!2)&,%0+,3/)"/,) .%7/)&+%&)&+,)73,/,#&)/"38,5)/+!"1$)%'9)&!)@11()*+,)%#%15 - &'!#/)!4)%#$)%&&'&"$,/)&!2%3$)$'.'&%1).%9,BF%/,$)&,%0+'#.) games to deliver content and assess students, professional /'/)+,17,$)"/)+!#,)'#)!#)4!"3)F3!%$)%3,%/)!4)'#c"'35= (e.g., Kenny & McDaniel, 2009; Lei, 2009; Pastore & Falvo, learning around DGBL, and perceived implementation 1 aXGXk)]"..',3!J)aXGbk)\0+3%$,3J)o+,#.J)l);!"#.J)aXXI[J but F%33',3/)Z/,,)m'11/&!#,J)aXGak)Y,3%q",/&J)aXGa[()U!2,8,3J) + T+!)'/)"/'#.)$'.'&%1).%9,/)'#)&+,'3)&,%0+'#.P 4!3)0!#8,#',#0,/)/%<,J)&+,/,)/&"$',/)+%8,)&57'0%115)$3%2#) it did not capture the responses of non -game-using teach- respondents from one or a small set of pre-service teacher ers, a population that could provide greater insight into + U!2)%3,)&,%0+,3/)"/'#.)$'.'&%1).%9,/)2'&+)&+,'3) training programs. Futurelab (2009) managed to survey a 2+5).%9,/)%3,)#!&)F,'#.)"/,$)4!3)'#/&3"0&'!#)!#)%)9!3,) /&"$,#&/P national sample of in-service (practicing) teachers on their "#'8,3/%1)F%/'/()T,)&+,3,4!3,)$,0'$,$)&!)@,1$)%)4!11!2B"7) "/,)!4)$'.'&%1).%9,/)4!3)1,'/"3,)%#$)&,%0+'#.)Z:)p)GJIXX[J) /"38,5)&!)%)F3!%$,3)7!7"1%&'!#)!4)fBR)&,%0+,3/J)2+'0+) + What do teachers believe their students are learning but did so in the United Kingdom. The present survey is 2!"1$)%1/!)'#01"$,)&+!/,)2+!)$!)#!&)"/,).%9,/)&!)&,%0+() %#$)2+'0+)/&"$,#&/)$!)&+,5)&+'#<)%3,)F,#,@&'#.)9!/&P "#'c",)'#)&+%&)'&)0%#8%//,$)%)#%&'!#%1)/%971,)!4)73%0&'0'#.) V!.#'@%#&)!4)&+,)9%#5)/"38,5/)!4)&,%0+,3/)%#$)&,0+#!1!.5) teachers in the U.S., and K-8 teachers in particular. &+%&)2,3,)F,'#.)3,1,%/,$)%&)&+,)&'9,J)2,)%#%15@,$)@#$ - + T+%&)%3,)&,%0+,3/).3,%&,/&)0+%11,#.,/)'#)"/'#.) '#./)43!9)@8,)'#)7%3&'0"1%3 2J)7"F1'/+,$)F,&2,,#) ,F3"%35) $'.'&%1).%9,/)'#)&+,)01%//3!!9P *+,)73,/,#&)/&"$5)+%/)%1/!)F,,#)%)4,2)5,%3/)'#)&+,)9%< - '#.()N#)m%30+)aXGaJ)&+,)V!!#,5)V,#&,3J)2'&+)/"77!3&)43!9) a) *+,)?%&,/) !"#$%&'!#/)*,0+#!1!.5)%#$)`44,0&'8,)*,%0+'#.)'#)&+,)j($)Z ,F3" - PARTICIPANTS the Bill & Melinda Gates Foundation and BrainPOP, sur- %35)aXGa[k)*+,)>!%#)?%#@)V!!#,5)V,#&,3/):%&'!#%1)\"38,5)!4)*,%0+,3)A&&'&"$,/) l)W,1',4/)!#)E'.'&%1)?%9,/)l)O,%3#'#.)Zm%5)aXGa[k)V!99!#)\,#/,)m,$'%/) *+,)V!!#,5)V,#&,3)2!3<,$)2'&+)!#1'#,)/"38,5) V+'1$3,#J)*,,#/J)%#$)`#&,3&%'#9,#&)m,$'%)Z %11)aXGa[k)DW$O,%3#'#.m,$'%/) developer VeraQuest to design a survey instrument G) ]%&+,3)&+%#)73!8'$,)%)4"11)3,8',2)!4)&+,)3,/,%30+)+,3,J)2,)2'11)$'/0"//),%31',3) *,%0+,3)*,0+#!1!.5)j/%.,)\"38,5)Z>%#"%35)aXGb[k)%#$)D,2)],/,%30+)V,#&,3/) /&"$',/)'#)&+,)0!#&,C&)!4)&+,)73,/,#&)/"38,5/)@#$'#./() Internet & American Life Project Online Survey of Teachers (February 2013) &+%&)2!"1$)%$$3,//)&+,)%F!8,)c",/&'!#/()Y,3%q",/&)

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES OUR METHODS 9 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX

recruited survey respondents from the uSamp Panel, 2+'0+)0!973'/,/)!8,3)a)9'11'!#)9,9F,3/),#3!11,$) 87% through a number of U.S. survey panels. Respondents SURVEY FEMALE POPULATION receive points for the surveys they complete and may redeem these points for a variety of products. Vera- 13% MALE Quest randomly selected adult respondents from a targeted panel of K-8 classroom teachers such that the /%971,)2!"1$)F,).,#,3%115)73!7!3&'!#%1)&!)&+,)$,9! - graphic and geographic strata of U.S. teachers. 86% US K–8 FEMALE *+,)/&"$5)c"%1'@,$)%/),C,97&)43!9)4"11)3,8',2)F5)&+,) POPULATION '#/&'&"&'!#%1)3,8',2)F!%3$)`&+'0%1)%#$)N#$,7,#$,#&) 14% ],8',2)\,38'0,/()],03"'&,$)7%#,1'/&/)2,3,)73,/,#&,$)2'&+) MALE '#4!39%&'!#)%F!"&)&+,)/"38,5/)7"37!/,)%#$)1,#.&+)ZaX) minutes), their rights and privacy, compensation (none Chart A-2 F,5!#$)2+%&)&+,5)!3$'#%3'15)3,0,'8,)%/)!#1'#,)7%#,1'/&/[J) Gender of survey respon- and the research agency (the Cooney Center), and offered dents compared to national population of U.S. teachers &+,)!7&'!#)&!)%00,7&)!3)$,01'#,)7%3&'0'7%&'!#)2'&+)#!)7,# - alty to their status as an online survey panelist. National data taken from the 2011-2012 !"##$%&'()& *'(,& -./01&23#$).4(,5& Gray, & Bitterman, 2013) Y,3%q",/&)@,1$,$)&+,)bIB'&,9)/"38,5)F,&2,,#)M0&!F,3) aa)%#$):!8,9F,3)GGJ)aXGb)%#$)0!11,0&,$)IHd)0!971,&,$) 3 GENERAL ENGLISH/ LIBRARIAN SOCIAL COMPUTER responses representing 47 states and the District of MIDDLE SCHOOL LANGUAGE OR MEDIA STUDIES/ OR Columbia. The mean number of years that teachers in (6–8) ARTS SPECIALIST HUMANITIES TECHNOLOGY 11% 5% 5% 3% 1% the survey population have been teaching is 14.5 years Z\E)r)GX(ga[J)2+'0+)0!9,/)01!/,)&!)&+,)#%&'!#%1)%8,3%.,/) for elementary (14.0 years) and middle school (13.6 years) teachers. The mean age of survey respondents is GENERAL dg)5,%3/)!1$)Z\E)r)Ga(Rb[J)2+'0+)'/)/1'.+&15)+'.+,3)&+%#) CHILDHOOD the national average of 42 years old (Goldring, Gray, & (K–5) Bitterman, 2013). Additional occupational and demo- 46% graphic characteristics of the respondents and the stu- 14% 6% 5% 3% 2% 0% dents they teach are illustrated in the charts displayed SPECIAL SPECIAL MATH SCIENCE HEALTH/ STAFF on pages 9 through 12. EDUCATION EDUCATION PHYSICAL DEVELOPMENT (K–5) (6–8) EDUCATION OR COACH

Chart A-3 Teaching position of survey respondents b) *,%0+,3/)43!9)E,1%2%3,J)m%351%#$J)%#$)]+!$,)N/1%#$)$'$)#!&)&%<,)&+,)/"38,5(

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES OUR METHODS 10 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX

ANALYSIS SCHOOL/COMMUNITY CHARACTERISTICS \&%&'/&'0%1)%#%15/,/)2,3,)0!#$"0&,$)'#)\D\\()E,/03'7&'8,)

%#%15/,/)4!3)&+'/)/&"$5)'#01"$,)43,c",#05)&%11',/J)7,30,#& - URBAN %.,/J)%#$)9,%#/()T,)"/,$)03!//)&%F"1%&'!#/)2'&+)0+') 29% INDEPENDENT /c"%3,)&,/&/)&!)$,&,39'#,)$'44,3,#0,/)F,&2,,#)!F/,38,$) 8% %#$),C7,0&,$)43,c",#0',/)'#)#!9'#%1)!3)$'0+!&!9!"/) '&,9/()N#)0%/,/)2+,3,)&+,)0+')/c"%3,)&,/&)2%/)/'.#'@0%#&J) 2,)0!97%3,$)0!1"9#)73!7!3&'!#/)"/'#.)@B&,/&/)&!)$,&,3 - PUBLIC SUBURBAN 9'#,)0,11)8%1",/)&+%&)2,3,)/'.#'@0%#&15)$'44,3,#&)43!9),%0+) 83% 53% other ( p s)(Xg[() !3)!3$'#%1B)%#$)'#&,38%1B1,8,1)'&,9/J)2,) "/,$)%#%15/'/)!4)8%3'%#0,)ZA:MYA[)&,/&/)&!)0+,0<)4!3)/'.#'@ - 0%#&)$'44,3,#0,/)'#)9,%#/()T+,3,)/'.#'@0%#&)$'44,3,#0,/) 9% PAROCHIAL 18% '#)9,%#/)2,3,)$,&,0&,$J) )8%1",/)%#$)0!33,/7!#$'#.)p val- RURAL ",/)%3,)#!&,$()A)$,&%'1,$)%00!"#&)!4)+!2)2,)0!#$"0&,$)!"3) 01"/&,3)%#%15/'/)&!)03,%&,)&+,)&,%0+,3)73!@1,/)'/)73!8'$,$) Chart B-1 Chart B-2 in Appendix B. Type of schools represented Community settings by survey respondents represented by survey respondents T,)0!#/"1&,$)&+,)4!11!2'#.)$'.'&%1).%9,)3,/,%30+,3/J) educators, and developers to help us interpret some LOW INCOME of the patterns that emerged from the data. Where 42% appropriate, their contributions are cited in the text. NOT SURE 5%

+ GABRIEL ADAUTO, V+',4)*,0+#!1!.5)M0,3)%#$) NON- MID Co-Founder, Motion Math TITLE 1 INCOME

+ SUJATA BHATT, Founder, Incubator School 48% 50%

+ ANDRÉ DENHAM, PHD, 8% Assistant Professor of AFFLUENT Instructional Technology, University of Alabama 47% TITLE 1 + ELISABETH GEE, PHD,)E,1F,3&)l)>,2,11)O,2'/)V+%'3) '#)],%$'#.)l)O'&,3%05)%#$)D3!4,//!3J)A3'@!#%)\&%&,) Chart B-3 Chart B-4 Survey respondents Financial background of j#'8,3/'&5/)*,%0+,3/)V!11,., that teach in Title 1 the majority of students (high poverty) schools that respondents teach + DAN WHITE, Founder and Executive Producer, Filament Games

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES OUR METHODS 11 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX

STUDENT CHARACTERISTICS

22% ATTENTION/FOCUS ISSUES 75% MIXED ABILITY 10% ABOVE GRADE LEVEL LEARNING DISABILITIES 67%

EMOTIONAL/BEHAVORIAL ISSUES 59%

AT GRADE LEVEL ENGLISH-LANGUAGE LEARNERS 45% 35%

GIFTED AND TALENTED 41%

AUTISM SPECTRUM DISORDER 41%

33% BELOW GRADE LEVEL PHYSICAL 24% DISABILITIES

N/A 9%

Chart C-1 Chart C-2 General performance level of Characteristics of students students in all classes taught taught by respondents by respondents Teachers could select all that apply.

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES OUR METHODS 12 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX Players Practices Profiles Perceptions

WHAT WE FOUND THE PLAYERS WHO’S USING GAMES IN THE Here we report on findings CLASSROOM? broken down by the players, T,)%/<,$)%11)fBR)&,%0+,3/)2+!)&!!<)7%3&)'#)&+,)/"38,5) Z:)r)IHd[)2+,&+,3)&+,5)71%5)8'$,!h$'.'&%1).%9,/)4!3)71,% - /"3,()m!3,)&+%#)4!"3)!"&)!4)@8,)&,%0+,3/)ZRae[)'#$'0%&,$) their practices, profiles that they ever play computer or video games, smart 7+!#,).%9,)%77/J)%#$h!3)/!0'%1)9,$'%).%9,/J)'#01"$'#.) of game-using teachers, Iae)2+!)71%5) at least weekly J)%#$)aSe)2+!)71%5) every day ()M#15)GRe)!4)&+!/,)/"38,5,$)'#$'0%&,$)&+%&)&+,5) and their perceptions of never play digital games (see Chart 1 and Figure A). *!)0!#&,C&"%1'@,)&+,/,)@#$'#./J)&+,)`#&,3&%'#9,#&) \!4&2%3,)A//!0'%&'!#)Z`\A[)3,7!3&,$)'#)aXGd)&+%&)gHe)7,3 - the value of digital games. cent of Americans play computer and video games. This @."3,)'/)1!2)0!97%3,$)&!)&+,)Rae)!4)A9,3'0%#)&,%0+,3/) 2+!)71%5)$'.'&%1).%9,/J) 24% 11% 7% 3% 6% 5% 18% Figure A but it should be noted that the ESA surveyed all Playing and age groups, from young 27% Teaching children to octogenarians. The average age of teach- ,3/)2+!)&!!<)7%3&)'#)!"3) 2–4 DAYS ONCE 2–3 TIMES ONCE ONCE EVERY 1–2 TIMES DAILY NEVER Page 14 survey, on the other hand, PER WEEK PER WEEK PER MONTH PER MONTH FEW MONTHS PER YEAR 2%/)dg()A)9!3,)0!97% - rable statistic may be the 26% `\A/)aXGb)@#$'#.)&+%&)Sde)!4)j(\()9!&+,3/)71%5)8'$,!) .%9,/J)%#$)&+%&)bRe)!4)&+,/,)9!9/)71%5)!#)%)$%'15)F%/'/() In fact, Americans ages 36 and up comprise the greatest

9% 19% 16% 12% 7% 6% 6% /+%3,)!4)&+,).%9,B71%5'#.)7"F1'0)%&)bHeJ)0!97%3,$)&!) bae)4!3)%$"1&/)F,&2,,#)GR)%#$)bgJ)%#$)aHe)4!3)<'$/)%.,/) Chart 1 17 and younger (ESA, 2014). Taken together, the ESA and Frequency with which our teacher survey data indicate that children and teens teachers play and teach with digital games %3,#&)&+,)!#15)!#,/)71%5'#.)$'.'&%1).%9,/)&+,/,)$%5/() Whether teachers play games at a higher rate than other N = 694

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES WHAT WE FOUND 13 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX Players Practices Profiles Perceptions

BACK TO PAGE 13 Figure A PLAYING AND TEACHING Do you play video/digital games for YES entertainment or other non-work/ NO non-professional related reasons?

78% 82% 18% PLAY DON’T PLAY 55%

USE GAMES USE GAMES TO TEACH TO TEACH

Game- Non-game- GUTsusing using (GameTeachers Using Teachers) Teachers

22% 45% DO NOT USE DO NOT USE GAMES TO TEACH GAMES TO TEACH

N = 694

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES WHAT WE FOUND 14 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX Players Practices Profiles Perceptions adults in their same age !"#$%&'(")*+*!&'),!!,-.%' Chart 2 25% further investigation. K–8 Media DON’T USE FEMALE GAMES TO TEACH Utilization The survey asked teachers 31% MALE )(*.(*!'.(*/'*+*!'#%*'01 1 - tal games for instructional Page 16 $#!$"%*%')1.('.(*1!'%.#0*-.%2' 345"%.'.(!**67#,!.*!%'89:;<' 75% %,10'.(*/'0"',-0'=>;'%,10'.(*/'0"'-".2'?(!"# ("#.'.(*' USE GAMES FEMALE !*$"!.')*')144'01%.1- #1%('@*.)**-'.(*%*'.)"' !"#$%' TO TEACH as the GUTs (Game Using T*,A(*!%<',-0'.(*'BC?%' 1 69% (Bon-game-Using Teachers). MALE

?(*'%#!+*/'$!*%*-.*0'!*%$"-0*-.%')1.(','41%.'"D'EF'A"5 - mon classroom media platforms and asked them to indi- Chart 3 A,.*'(")'"D.*-&'1D'*+*!&'.(*/'#%*'*,A('1-'.(*1!'A4,%%!""5%2' Game-using teachers vs. ?(*'"!,- *'@,!%'1-'G(,!.'='%(")'.(*'$*!A*-., *%'"D'C2H2'I6J' non-game-using teachers by gender .*,A(*!%')("'#%*'*,A(2'3%'"-*'51 (.'$!*01A.&'A"5$#.*!%' ,-0'.(*'K-.*!-*.',!*'.(*'5"%.'A"55"-4/'#%*0'0*+1A*%&')1.(' LE;',-0'JJ;'"D'.*,A(*!%'!*$"!.1- '.(,.'.(*/'*+*!'#%*'.(*52' rates than non-game-using teachers, and the discrepan- Q. Are male teachers more likely than female B"-601 1.,4' ,5*%1-A4#01- '@",!0' ,5*%&'A,!0' ,5*%&' A1*%',!*'*%$*A1,44/'$!"-"#-A*0'"-'-*)*!'0*+1A*%'%#A(',%' teachers to use games with their students ? and even non-mediated games such as Simon Says and tablets and e-reader devices. These data suggest that GUTs N#AO&'N#AO&'P""%*Q)*!*'.(1!0'"-'.(*'41%.&')1.('J=;'"D' 01DD*!'D!"5'BC?%'-".'"-4/'1-'.(*1!'#%*'"D'01 1.,4' ,5*%'1-' A. B`2'?(*!*%','A"55"-'51%A"-A*$.1"-'.(,.'+10*"' ,5*%' teachers reporting ever using them. Video game and basic instruction, but in their use of technology more generally. ,!*','4,! *4/'5,4*'$,%.15*')(*-&',AA"!01- '."'=FE:' *6!*,0*!'0*+1A*%'D,44'A"5$,!,.1+*4/'4")'"-'.(*'41%.&')1.(' The difference in use of non-digital games in instruction is aH3'*%.15,.*%&')"5*-'5,O*'#$':J;'"D'.(*'C2H2' ,5*6 #.141R,.1"-'!,.*%'"D'"-4/'=F;',-0'=E;&'!*%$*A.1+*4/2'?,@4*.%' ,4%"'-".,@4*L=;',5"- 'PC?%',-0'ZL;',5"- 'BC?% playing population. In fact, the number of female D,44'%"5*)(*!*'1-'.(*'51004*',.':J;&',-0')*',-.1A1$,.*' 1-01A,.1- '.(,.'.*,A(*!%')("'0"-.'#%*'01 1.,4' ,5*%'1-' ,5*!%', *%'ZF',-0'"40*!'1-A!*,%*0'@/'V=;'D!"5'=FE=' .(1%'@ #!*')144'A415@'"+*!'.(*'-*T.'.)"'/*,!%&' 1+*-'.!*-0%' .(*'A4,%%!""5',!*'4*%%'41O*4/'."'#%*' ,5*%'"D',-/'./$*')1.(' ."'=FEV'8aH3&'=FE:<2'`#!'%#!+*/'0,.,'!*A*A.%'.(1%'.!*-0_' 1-'01%.!1A.6)10*'.,@4*.',0"$.1"-'$!" !,5%'8U*"-,!0&'=FEV<2' their students. >L;'"D'5,4*',-0'9Z;'"D'D*5,4*'.*,A(*!%'#%*' ,5*%'1-' 1-%.!#A.1"-&','01DD*!*-A*'.(,.'),%'-".'D"#-0'."'@*'%.,.1% - ?(*'%."!/'@*A"5*%'5"!*'1-.*!*%.1- ')(*-')*'@!*,O'#.141 - PREDICTORS OF DIGITAL GAME USE IN TEACHING .1A,44/'%1 -1@A,-.'8%**'G(,!.'V<2 R,.1"-'!,.*%'0")-'@/'PC?%',-0'BC?%&',%'1-01A,.*0'@/'.(*' PC?%'.*-0'."'#%*'.*A(-"4" /'."'.*,A('5"!*'.(,-'BC?%' gold and tan bars in Chart 2. For every device on the list, do, but are there other tendencies or characteristics that Q. Is the number of years an individual has been 01 1.,4' ,5*6#%1- '.*,A(*!%'!*$"!.'%1 -1@A,-.4/'(1 (*!'#%*' %*$,!,.*'.(*'PC?%'D!"5'.(*'BC?%\']*'!,-','D*)'%.,.1%.1A,4' teaching predictive of whether he/she uses digital analyses to test some common assumptions about teach- games in instruction?

E' W"!'.(*'%,O*'"D'@!*+1./',-0','$!"-"#-A*,@4*',A!"-/5&')*'"51..*0'.(*'N' *!%',%')*44',%'+10*"' ,5*'$4,/*!%',%'.(*/'!*4,.*'."'A4,%% - D"!'01 1.,42'344'!*D*!*-A*%'."'PC?%',-0'BC?%&'(")*+*!&'!*D*!'."'.*,A(*!%' !""5'01 1.,4' ,5*'#%*2'^*!*%')(,.')*'01%A"+*!*0_ )("'*1.(*!'#%*'"!'0"'-".'#%*'01 1.,4' ,5*%'1-'$,!.1A#4,!2

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES WHAT WE FOUND 15 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX Players Practices Profiles Perceptions

BACK TO PAGE 15 Chart 2 MEDIA UTILIZATION RATES IN K–8 CLASSROOMS What media do you use in the classroom?

ALL TEACHERS GAME-USING TEACHERS NON-GAME-USING TEACHERS

BASIC 21% 71% E-READER 25% PROJECTOR 80% DEVICE 8% 45%

20% 80% VIDEO GAME TELEVISION, DEVICES 27% DVR, OR DVDS 87% 2% 59%

40% 82% HANDHELD NON-DIGITAL DEVICES 48% GAMES 92% 19% 55%

48% 88% TABLET 57% INTERNET 94% 22% 70%

63% LAPTOP OR 91% INTERACTIVE 71% 96% WHITE BOARD DESKTOP 42% COMPUTER 75%

All teachers N = 694 Game-using teachers N = 513 Non-game-using teachers N = 181

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES WHAT WE FOUND 16 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX Players Practices Profiles Perceptions

A. ''caH2'PC?%'(,+*'@**-'.*,A(1- &'"-',+*!, *&'D"!'EV2J9' D"#-0'.(,.',' !*,.*!'$*!A*-., *'"D'.*,A(*!%')("'#%*' ."'4*,!-'.(!"# ('1-6%*!+1A*'$!" !,5%'8 2(28, N = 513) years (SD = 9.98), compared to 16.45 years among ,5*%'1-'1-%.!#A.1"-')"!O'1-'?1.4*'E'%A(""4%'8J=;<' = 47.45, p < .05). This makes sense, as formal training BC?%'8HN'd'EE29:e'.'8>L=<'d'=2J>&' p'f'2FE<2'3%',')("4*&' .(,-'1-'-"-6?1.4*'E'%A(""4%'89E;<2'8 2(2, N = 576) = programs on digital game integration are more common PC?%'(,+*'%$*-.'D*)*!'/*,!%'.*,A(1- '.(,-'BC?%2' 8.150, p < .05). ."0,/'.(,-'.(*/')*!*'%*+*!,4'/*,!%', "2'35"- '.(*'4*,%.' experienced teachers surveyed (0-4 years), the high rate Q. Is the number of years an individual has been ?"'%#55,!1R*&' *-0*!'0"*%'-".'$!*01A.'01 1.,4' ,5*' "D'@!%.'4*,!-1- 'D!"5'D*44")'.*,A(*!%'1%'-".,@4*'8:E;<&' teaching predictive of the frequency with which use in instruction, but school Title 1 status, teacher age as it may indicate that starting teachers today have he/she uses digital games in instruction? (extrapolated from number of years teaching), and an ,AA*%%'."'D,!'5"!*'$**!%')("'#%*' ,5*%'D"!'1-%.!#A - 1-01+10#,4%'$*-A(,-.'D"!' playing digital games does. tional purposes. Also notable is that regardless of years A. ''caH&'%1 -1@A,-.4/'@#.'-".'%.!"- 4/2'W*)*!'/*,!%'"D' c"#- *!'.*,A(*!%',-0'.("%*')("'$4,/'01 1.,4' ,5*%'D!* - %$*-.'.*,A(1- &'D*)'PC?%',!*'@!%.'4*,!-1- '+1,'"-41-*' .*,A(1- ',!*'A"!!*4,.*0')1.(' !*,.*!'D!*7#*-A/'"D' 7#*-.4/'4*.'.(*1!'%.#0*-.%'$4,/'5"!*'"D.*-&'.""2 resources. digital game use for teaching (r = -0.15, p < .001). In ".(*!')"!0%&'4*%%'*T$*!1*-A*0'.*,A(*!%'#%*'01 1.,4' PROFESSIONAL LEARNING When it comes to ongoing PD on digital game integration, ,5*%'%41 (.4/'5"!*'"D.*-')1.('.(*1!'%.#0*-.%'.(,-' 344'.*,A(*!%'-**0',0*7#,.*'.!,1-1- '"-'(")'."'1-.* !,.*' .*,A(*!%',!*', ,1-'A"-%#4.1- 'D*44")'.*,A(*!%'5"%.'"D.*-' veteran teachers. digital games into their teaching (Becker, 2007; Mishra D"!'(*4$'8>J;<2'U*%%'A"55"-'!*%"#!A*%'1-A4#0*'"-41-*' & Koehler, 2006), even if they are digital discussion forums for educators such as Q. Are teachers who play games for natives or even self-proclaimed gamers a0#."$1,&'a0]*@&',-0'?*,A(*!%2B*.'8=Z;<' pleasure more likely to use digital games to teach? (Lei, 2009). The survey therefore asked Chart 4 ,%')*44',%'+10*"'.#."!1,4'%(,!1- '%1.*%'41O*' !*%$"-0*-.%'8h#%.'.(*'PC?%e'B'd'ZEV<' First c"#?#@*',-0'?*,A(*!?#@*'8=V;<2'W*)*!' A. ''caH2']*'D"#-0'.(,.'9J;'"D'.*,A(*!%')("'$4,/'01 1.,4' )(*!*'.(*/' @!"#$%&'!(&) to use games for teachers visit game-focused online discus- Exposure ,5*%',4%"'#%*'.(*5'1-'1-%.!#A.1"-&')(*!*,%'"-4/'ZZ;' instruction and, because both the games %1"-'D"!#5%'%#A(',%'i!,1-j`j%'P,5*C$&' "D'.*,A(*!%')("'0"'-".'$4,/' ,5*%'#%*'.(*5')1.(' and the platforms students use to access j4,/D#44*,!-1- 2A"5'8EV;

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES WHAT WE FOUND 17 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX Players Practices Profiles Perceptions

BACK TO PAGE 17 Chart 4 FIRST EXPOSURE 2.3$)-)$0.,$@!"#$%&'!($'4.,#$ using games in the classroom?

ALL TEACHERS 25+ YEARS 15–24 YEARS 10–14 YEARS 5–9 YEARS 0–4 YEARS

PRE-SERVICE FROM MY OWN FROM ANOTHER I FIGURED IT IN-SERVICE FROM A TEACHER STUDENTS FROM AN TEACHER, COACH, OUT MYSELF PROFESSIONAL CONFERENCE PERPARATION OR MY OWN ONLINE OTHER OR SUPERVISOR DEVELOPMENT I ATTENDED PROGRAM CHILDREN RESOURCE

33% 23% 17% 11% 8% 7% 1% 1%

28% 20% 24% 16% 3% 6% 2% 1%

25% 24% 24% 9% 6% 9% 1% 1%

37% 22% 17% 11% 5% 6% 0% 2%

34% 25% 15% 9% 9% 5% 3% 0%

41% 21% 4% 10% 18% 6% 1% 0%

All N = 513, 0-4 years N = 84, 5-9 Years N = 117, 10-14 years N = 109, 15-24 years N = 107, 25+ years N = 96

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES WHAT WE FOUND 18 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX Players Practices Profiles Perceptions

are games serving in delivering curricular content, and A"+*!'A"-.*-.')1.('%.#0*-.%&'"!'.*T.@""Ol)"!O%(**.6@,%*0' OTHER TEACHERS WITHIN MY SCHOOL OR DISTRICT 68% (")'0"'.(*%*'$#!$"%*%'A"5$,!*'."')(,.'.*,A(*!%',!*' A#!!1A#4,',-0'$,A1- '$4,-%2'k*,-)(14*&'*4*5*-.,!/' !,0*' 0"1- ')1.('".(*!'A4,%%!""5'.*A(-"4" 1*%\'^")'"D.*-' (4-6) teachers are more likely than primary grade (K-3) are students playing, and do they play individually or in teachers to use games to assess students on supplemental

ONLINE DISCUSSION FORUMS FOR EDUCATORS 25% !"#$%\'](,.' ,5*' *-!*%',-0'.1.4*%',!*'5"%.'$"$#4,!'1-' O-")4*0 *',-0'D"!5,.1+*4/',%%*%%'.(*5'"-'A"!*'O-")4- I6J'A4,%%!""5%&',-0'(")',!*'.*,A(*!%'%*4*A.1- '.(*5'D"!' *0 *2'aT$4,-,.1"-%'D"!'.(*%*'01DD*!*-A*%'@*.)**-'4")*!' %.#0*-.'#%*\'?(1%'-*T.'%*.'"D'A(,!.%'.,AO4*'.(*%*'7#*%.1"-%&' ,-0'#$$*!'*4*5*-.,!/'.*,A(*!%',!*'4*%%'"@+1"#%',-0')"#40' offering a look at digital game pedagogy in practice. !*7#1!*',001.1"-,4'!*%*,!A('."'#-0*!%.,-0'.(*%*'.!*-0%2' VIDEO TUTORIAL SHARING SITES 23% PURPOSES OF DIGITAL GAMES AND GAMING PLATFORMS m#%.'#-0*!','7#,!.*!'"D'I6J'PC?%'0"'-".',%%*%%'%.#0*-.' ?(*'%#!+*/',%O*0'.*,A(*!%'(")'.(*/!*'#%1- '01 1.,4' $*!D"!5,-A*')1.(' or ',!"#-0'01 1.,4' ,5*%'1-',-/'),/2'

I DO NOT GO ANYWHERE FOR ONGOING PD 14% games to deliver content to their students and, in turn, ?(*'!*%.'!*$"!.'A!*,.1- '.(*1!'")-'.*%.%l7#1RR*%'8VF;<' (")'.(*/'51 (.'@*'#%1- ' ,5*%'."',%%*%%'%.#0*-.'A"-.*-.' "!'("401- ')("4*6A4,%%'01%A#%%1"-%'8VE;<'."'5*,%#!*' O-")4*0 *',-0'%O144%2'?*,A(*!%')*!*',44")*0'."'%*4*A.',44' student learning through gameplay; or interpreting relevant responses (see Charts 6 and 7). %.#0*-.%' ,5*'%A"!*%',%'*+10*-A*'"D'.(*1!' ONLINE DISCUSSION FORUMS FOR GAMERS 13% Chart 6 O-")4*0 *'"-'."$1A%'A"+*!*0'1-'".(*!'D"! - As Chart 6 illustrates, K-8 teachers are, 5,.%'8VL;<2'W"!./6.(!**'$*!A*-.'"D'PC?%'#%*' for the most part, using digital games to Content the built-in assessment systems that come

SOCIAL NETWORKS 13% deliver 'A"-.*-.'5"!*'"D.*-'.(,-'.(*/!*' Delivery )1.('.(*' ,5*%'.(*1!'%.#0*-.%'$4,/2'?(*%*' using games to assess student content !*%$"-0*-.%'8B'd'=EJ<')*!*',4%"',%O*0'."' O-")4*0 *2'?(*/',!*',4%"'#%1- ' ,5*%' 1-01A,.*'(")'.(*/!*'#%1- '@#14.61-',%%*%% - 5"!*'D!*7#*-.4/'."',%%*%%'%.#0*-.%'"-',' Page 20 5*-.'%/%.*5%2'3%'144#%.!,.*0'1-'G(,!.'9&'Z>;' GAME-SPECIFIC COMMUNITIES 7% formative rather than summative basis. @,%*'1-%.!#A.1"-,4'0*A1%1"-%'"-')(,.'.(*/' 3-0'.*,A(*!%',!*'5"!*'D!*7#*-.4/'#%1- ' 4*,!-'D!"5'.(*%*',%%*%%5*-.%&',-0'Z:;'%,/' games to teach supplemental content that they have been helpful in gauging stu- Chart 7 SOME OTHER SOURCE 4% than standards-based curricula (i.e., 0*-.'5,%.*!/'"D'A"-A*$.%lA"-.*-.',.'.(*'*-0' 4"A,4l01%.!1A.' and '%.,.*l-,.1"-,4<&'@#.'-".' Assessing of a unit. Other oft-cited purposes of built-in by a substantial margin. ,%%*%%5*-.%'1-A4#0*'0"A#5*-.1- '%.#0*-.%' Performance Chart 5 "+*!,44'$*!D"!5,-A*'8:V;<',-0' ,# 1- '%.# - Where do you go for ongoing ](*-')*'*T,51-*'!*%$"-%*%'@/' !,0*' 0*-.'*- , *5*-.'8:=;<2 professional learning about integrating digital games 4*+*4'"D'!*%$"-01- '.*,A(*!%&','D*)'.!*-0%' Page 21 into your teaching practice? emerge. 2 For instance, middle grade teach- Digital games may be played on a variety of ers are less likely to use games to deliver devices—not just dedicated gaming platforms N = 513; check all that apply mandated curricula (either local or national) than primary 41O*'n@"T*%',-0'B1-.*-0"'NH*%&'@#.',4%"'."#A(%A!**-' !,0*'.*,A(*!%',!*&')(1A('5,/'(,+*'%"5*.(1- '."'0"')1.(' .,@4*.%&'4,$."$%&'A*44'$("-*%&',-0'1-.*!,A.1+*')(1.*@",!0%2' the shorter blocks of time middle school teachers have to In fact, as Chart 2 (p. 16 ) indicates, dedicated gaming $4,.D"!5%',!*'D,!'D*)*!'1-'-#5@*!'1-'I6J'A4,%%!""5%'.(,-' =' N1DD*!*-A*%'!*$"!.*0'(*!*',!*'-".'%1 -1@A,-.4/'01DD*!*-.&'@#.'$"1-.'."'.!*-0%' .(*1!'5#4.1$#!$"%*'A"#-.*!$,!.%2'G#!1"#%'."'O-")')(,.' )"!.('1-+*%.1 ,.1- '1-'D#.#!*'%#!+*/%2'

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES WHAT WE FOUND 19 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX Players Practices Profiles Perceptions

BACK TO PAGE 19 Chart 6 CONTENT DELIVERY How do you use digital games to deliver core or supplemental curriculum content?

ALL GRADES PRIMARY ELEMENTARY MIDDLE MIXED

TO TEACH TO COVER TO CONDUCT TO CONDUCT SUPPLEMENTAL CONTENT TO COVER TO ASSESS FORMATIVE SUMMATIVE CONTENT NOT MANDATED BY CONTENT STUDENTS ON ASSESSMENT ASSESSMENT NONE OF N/A TO MY MANDATED BY LOCAL/DISTRICT MANDATED BY SUPPLEMENTAL OF STUDENTS’ OF STUDENTS’ THE ABOVE POSITION CURRICULUM CURRICULUM STATE/NATIONAL KNOWLEDGE STANDARDS-BASED STANDARDS-BASED STANDARDS STANDARDS STANDARDS AND/OR SKILLS KNOWLEDGE/SKILLS KNOWLEDGE/SKILLS

45% 43% 41% 33% 29% 17% 8% 5%

48% 48% 43% 27% 24% 14% 9% 4%

45% 43% 45% 35% 36% 15% 7% 2%

49% 32% 32% 33% 30% 14% 8% 0%

40% 42% 42% 39% 31% 23% 7% 7%

N = 513, check all that apply

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES WHAT WE FOUND 20 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX Players Practices Profiles Perceptions

BACK TO PAGE 19 Chart 7 HOW TEACHERS ARE USING DIGITAL GAMES TO ASSESS STUDENT PERFORMANCE In what ways do you assess student performance with/around digital games?

I AM ABLE TO TELL WHAT I LOOK AT STUDENT SCORES ON I USE THE BUILT-IN I CREATE MY OWN TESTS/ STUDENTS HAVE LEARNED CERTAIN GAMES TO ASSESS THEIR ASSESSMENTS SYSTEMS QUIZZES TO ASSESS WHAT I DO NOT ASSESS STUDENT THROUGH THEIR GAME PLAY IN KNOWLEDGE/SKILLS ON TOPICS WE THAT COME WITH STUDENTS HAVE LEARNED BY PERFORMANCE WITH OR WHOLE-CLASS DISCUSSIONS COVER IN OTHER FORMATS CERTAIN GAMES PLAYING A DIGITAL GAME(S) AROUND DIGITAL GAMES

31% 39% 43% 30% 23%

I USE THE BUILT-IN ASSESSMENT SYSTEMS THAT COME WITH CERTAIN GAMES TO...

DOCUMENT UNDERSTAND UNDERSTAND STUDENTS’ OVERALL PREPARE MAKE STUDENT MASTERY STUDENT MASTERY PERFORMANCE GAUGE STUDENT MONITOR GROUP STUDENTS FOR INSTRUCTIONAL OF CONCEPTS/ OF CONCEPTS/ AND/OR AS PART ENGAGEMENT STUDENT STUDENTS MANDATORY DECISIONS CONTENT AT THE CONTENT AT THE OF MY GRADING WITH MATERIAL TIME-ON-TASK DISTRICT/ END OF A UNIT START OF A UNIT SYSTEM STATE TESTS

56% 54% 46% 43% 42% 39% 32% 28%

N = 513, check all that apply

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES WHAT WE FOUND 21 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX Players Practices Profiles Perceptions

else teachers are using game-enabled plat- became so common in his district that TO TEACH MY STUDENTS NEW MATERIAL 25% D"!5%'D"!1D'-".'h#%.'%.#0*-.' ,5*$4,/)*' Chart 8 students came to expect gameplay dur- $!*%*-.*0'!*%$"-0*-.%')1.(','41%.'"D'0*+1A*%' Purposes by ing class time. In some cases, teachers ,-0',%O*0'.(*5'."'1-01A,.*'(")'.(*/'$!15,! - )*!*'@*1- '$!*%%#!*0'."'%("!.*-'1-%.!#A - TO PRACTICE MATERIAL ALREADY LEARNED 20% Platform ily use each by selecting no more than three .1"-,4'.15*'."'5,O*'!""5'D"!'.(*'-")6 of 11 possible purposes. Chart 8 illustrates expected digital recreation time, inspiring TO CONDUCT FORMATIVE ASSESSMENTS 4% ,A!"%%'.)"'01DD*!*-.'+1*)%'8$$2'=V6=:<'.(*' Page 23 some debate among district staff over D!*7#*-A/')1.(')(1A('PC?%',!*'#%1- ' ,5*6 ,44")1- '01 1.,4' ,5*$4,/',.',44'0#!1- ' *-,@4*0'$4,.D"!5%'."'D#4@44'$,!.1A#4,!'$#! - %A(""4'("#!%2'o# 1*!"%'=FEE'%#!+*/'"D'

TO CONDUCT SUMMATIVE ASSESSMENTS 7% $"%*%2'B".1A*'.(*'*T.*-.'."')(1A('PC?%',!*' 1,704 pre- and in-service teachers docu- using multipurpose platforms like interac- Figure B mented the pervasiveness of the practice .1+*')(1.*@",!0%',-0'jG%'."'1-.!"0#A*'%.# - Classroom described by this administrator, noting TO MOTIVATE/REWARD MY STUDENTS 54% 0*-.%'."'-*)'A"-.*-.&'A"5$,!*0'."'0*01A,.*0' .(,.',%',')("4*&'.(*'$,!.1A1$,-.%'"D'.(1%' Game Devices gaming platforms (i.e., handheld and video study felt that games should not be used ,5*'0*+1A*%<&')(1A(',!*'5"!*'"D.*-'#%*0' as the main instructional activity [and] TO PASS STUDENTS’ TIME BETWEEN ASSIGNMENTS OR TASKS 18% D"!'-"-6A#!!1A#4,!',A.1+1.1*%'%#A(',%'!*),!0%' Page 25 %("#40'@*'#%*0',%','!*),!0'D"!' *..1- ' and breaks. Assessment activities are less )"!O'0"-*'8o# 1*!"&'=FEV&'$2'Z<2' common across all listed devices, suggesting TO GIVE STUDENTS A BREAK ACTIVITY 43% that teachers are measuring student performance using CLASSROOM GAMEPLAY DEVICES #-41%.*0'5*,-%&')(1A('5,/'"!'5,/'-".'@*'01 1.,4'1-'-,.#!*' ?(*'$!*+1"#%'%*A.1"-'0*%A!1@*0'.*,A(*!%' purposes for 8*2 2&'$,$*!6@,%*0'"!'"!,44/',051-1%.*!*0'.*%.%'"!'7#1RR*%<2' using digital games and their purposes for using certain TO COMMUNICATE WITH OTHERS 7% 01 1.,4'$4,.D"!5%'1-'1-%.!#A.1"-2'^*!*')*'1-+*-."!/'.(*' ?(*'i!1.1%('a0#A,.1"-',-0'?*A(-"4" /'3 *-A/%'8iaG?3<' 0*+1A*%'"-')(1A('%.#0*-.%',!*',A.#,44/'$4,/1- '01 1.,4' =FF='%#!+*/'D"#-0'C2I2'.*,A(*!%',44")*0'%.#0*-.%'."'$4,/' ,5*%'1-'I6J'A4,%%!""5%2'K-'G(,!.'='8$2'E><')*'%,)'.(,.' TO CONNECT MY STUDENTS TO ONE ANOTHER 15% games on dedicated platforms like Xboxes, Playstations, 5"!*'.(,-'LF;'"D'I6J'.*,A(*!%'#%*'4,$."$'"!'0*%O."$' ,-0'P,5*G#@*%'5"!*'"D.*-'D"!'!*A!*,.1"-'"!'!*),!0' A"5$#.*!%'1-'.(*'A4,%%!""52'?(1%'5,/'*T$4,1-')(/'1-' than for learning purposes (Kirriemuir & McFarlane, W1 #!*'i')*'%**'%.#0*-.%'$4,/1- '01 1.,4' ,5*%'5"!*'"D.*-' TO MANAGE MY CLASSROOM 6% 2003). More than a decade later, this still seems to be the "-'jG%'89=;<'.(,-'"-',-/'".(*!'$4,.D"!5&',-0'@/'7#1.*' case, at least among our American sample of K-8 teach- ,'4,! *'5,! 1-2'K-.*!,A.1+*')(1.*@",!0%&')(1A('9E;'"D' Chart 9 *!%2'K-.!1 #*0'@/'.(1%'$(*-"5*-"-&')*'%(,!*0'.(*'0,.,' GUTs have access to (see Chart 2), fall in distant second What teachers are primarily using digital 01%$4,/*0'1-'G(,!.'L')1.(',..*-0**%'"D'.(*'G"-%"!.1#5'"D' $4,A*&')1.(':E;'"D'%.#0*-.%'$4,/1- ' ,5*%'"-'.(*%*'4,! *!' game devices for HA(""4'B*.)"!O1- %'8G"HB<'=FE:'-,.1"-,4'A"-D*!*-A*'."' 0*+1A*%&')(1A(',!*'*%%*-.1,44/'1-.*!,A.1+*'$!"h*A.1"-%'"D' gather their reactions and interpretations. One district jG'%A!**-%2'?,@4*.%'D"44")'"-'.(*'(**4%'"D')(1.*@",!0%&' Based on the responses of the 27% of game-using teachers who have .*A(-"4" /',051-1%.!,."!'A"-@!5*0'.(*'$!*+,4*-A*'"D' ,.'VL;'8Z9;'"D'PC?%'#%*'.(*5e'%**'G(,!.'=<&')(14*'*+*!/' TV console game devices (e.g., .*,A(*!%'#%1- ')(,.'I1!!1*5#1!',-0'kAW,!4,-*'8=FFV<' other device trails far behind, including TV gaming con- Xbox 360, Nintendo Wii, PS3) in their classrooms. !*D*!'."',%'$#!*' ,5*%.("%*'-".'1-.*-0*0'D"!'*0# - %"4*%&')(1A('=9;'"D'PC?%'%,/'.(*/'#%*'1-'1-%.!#A.1"-'8%**' A,.1"-,4'$#!$"%*%."'1-A*-.1+1R*'%.#0*-.%'."'@*(,+*' G(,!.'=<&'@#.'h#%.'9;'!*$"!.'4*..1- '.(*1!'%.#0*-.%'$4,/2'j"! - )*44',-0'@-1%('.(*1!'1-6A4,%%',%%1 -5*-.%2'?(*'$!,A.1A*' .,@4*' ,5*'0*+1A*%'.,O*'4,%.'$4,A*',.'>;2'

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES WHAT WE FOUND 22 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX Players Practices Profiles Perceptions

BACK TO PAGE 22 Chart 8 - 1 of 2 PURPOSES BY PLATFORM What are the primary reasons you use each of the following types of media in your classroom?

DESKTOP PC NON-DIGITAL INTERACTIVE TABLET HANDHELD VIDEO GAME OR LAPTOP GAMES WHITEBOARD DEVICE DEVICE

39% TO GIVE 15% TO TEACH MY 13% STUDENTS 43% STUDENTS 72% A BREAK 12% NEW MATERIAL 21% ACTIVITY 21% 25% 26% 25% 43%

45% TO PASS 7% TO PRACTICE 39% STUDENTS’ 25% MATERIAL 56% TIME BETWEEN 6% ALREADY LEARNED 43% ASSIGNMENTS 14% 33% OR TASKS 18% 20% 18%

30% 48% TO CONDUCT 8% TO COMMUNICATE 5% FORMATIVE 18% WITH OTHERS 5% ASSESSMENTS 19% 13% 18% 25% 4% 7%

27% TO CONNECT 8% TO CONDUCT 5% MY STUDENTS 25% SUMMATIVE 15% WITH ONE 9% ASSESSMENTS 17% ANOTHER 12% 10% 17% 7% 15%

20% 19% TO MOTIVATE/ 41% TO MANAGE 9% REWARD MY 25% MY CLASSROOM 24% STUDENTS 33% 18% 42% 15% 54% 6%

N = 513; select up to three reasons for each type of media

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES WHAT WE FOUND 23 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX Players Practices Profiles Perceptions

BACK TO PAGE 22 Chart 8 - 2 of 2 PURPOSES BY PLATFORM What are the primary reasons you use each of the following types of media in your classroom?

TO TEACH MY TO CONDUCT TO MOTIVATE/ TO GIVE STUDENTS TO CONNECT MY STUDENTS STUDENTS NEW MATERIAL FORMATIVE ASSESSMENTS REWARD MY STUDENTS A BREAK ACTIVITY WITH ONE ANOTHER

TO PRACTICE MATERIAL TO CONDUCT TO PASS STUDENTS’ TO MANAGE TO COMMUNICATE ALREADY LEARNED SUMMATIVE ASSESSMENTS TIME BETWEEN MY CLASSROOM WITH OTHERS ASSIGNMENTS OR TASKS

39% 21% DESKTOP PC 45% TABLET 43% OR LAPTOP 30% 19% 27% 17% 20% 33% 7% 14% 15% 21% 8% 18% 8% 12% 48% 13%

13% 25% NON-DIGITAL 39% HANDHELD 33% GAMES 8% DEVICE 18% 5% 10% 41% 42% 25% 18% 43% 26% 9% 15% 25% 17% 4% 25%

72% 25% INTERACTIVE 56% VIDEO GAME 20% WHITEBOARD 18% DEVICE 4% 15% 7% 25% 54% 6% 18% 12% 43% 24% 6% 9% 15% 5% 7%

N = 513; select up to three reasons for each type of media

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES WHAT WE FOUND 24 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX Players Practices Profiles Perceptions

BACK TO PAGE 22 Figure B CLASSROOM GAME DEVICES What devices do students typically use to access digital games in your classroom?

PORTABLE INTERACTIVE DESKTOP PC CHROMEBOOK TV GAMING GAMING DEVICE MOBILE PHONE WHITEBOARD OR LAPTOP TABLET OR NETBOOK CONSOLE

40% 72% 39%

6% 9% 9% 7%

N = 513; select aall that apply

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES WHAT WE FOUND 25 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX Players Practices Profiles Perceptions

!"#$%&'(#&)#*+%&)#,#%-!&!%,.((#,&%&)!&%,&.-#$&,%(!01$(% scholars have begun to document the cognitive, social, NV%'7%&#!4)#*,%8)',#%,&.-#$&,%35!9%'$%!%-!159%:!,1,+% #23#*1#$4#,%!&%,4)''5%!*#%A133#-%10!(#,%'7%&)#1*%(!01$(% !$-%#0'&1'$!5%:#$#@&,%'7%35!91$(%P1-#'%(!0#,%81&)% G#,+%?:'2%<@A,+%!$-%'&)#*% C#M(M+%_!,&1$+%GAAYI%>&#P#$,+%>!&814B+%`%]4D!*&)9+%GAAaI% :9%(*!-#%5#P#5+%3*10!*9%CdQ4)$#1-#* - situations (Rideout, 2014). This could, in effect, further &'%35!9%T.,&%'$4#%!%0'$&)%CGYV%P,M%NV%!$-%HKVI% 2(18, 0!$+%GAHGLM% )#,#%-!&!%0!9%,)#-%51()&%'$%8)9%-#-14!&#-% -177#*#$&1!&#%,&.-#$&,%(!01$(%#23#*1#$4#,%!&%)'0#%7*'0% N = 497) = 39.43, p < .01). These differences may point (!01$(%35!&7'*0,%!*#%0'*#%'7&#$%.,#-%7'*%*#8!*-,%!$-% &)#1*%(!01$(%#23#*1#$4#,%!&%,4)''5+%8'*"1$(%!(!1$,&%!% &'%C!L%&)#%(*#!&#*%A#21:151&9%&)!&%5'8#*%(*!-#%&#!4)#*,% :*#!",+%!,%8#%,!8%1$%D)!*&%N%C3M%GGL:'&)% vision of bridging learning experiences have in bringing play-based activities into instructional teachers and students associate console Figure C across settings. &10#+%*#A#4&1$(%$'*0!&1P#%:#51#7,%!:'.&%&)#%35!4#%'7%35!9% -#P14#,%81&)%'.&Q'7Q,4)''5%35!9+%$'&%5#!*$ - beyond early childhood (Brougère, 1999); (b) the greater ing, and may therefore relegate them Play Fourteen percent of GUTs have their !P!15!:151&9%'7%(!0#,%&)!&%-'.:5#%!,%.,#7.5%5#!*$1$(% &'%3.*#%#$&#*&!1$0#$&%1$%&)#%45!,,*''0M%% !"@$%&'()!"* ,&.-#$&,%35!9%-1(1&!5%(!0#,%:#&8##$%5#, - *#,'.*4#,%!&%&)1,%g9'.$(#*h%!(#+%!,%X.&.*#5!:%,.((#,&,% ,'$,%'*%!4&1P1&1#,M%;'&#%&)!&%&)1,%1$45.-#,% CGAAN+%3M%HKLI%!$-b'*%C4L%&)#%5'$(#*%,&*#&4)#,%'7%&10#%5'8#*% STUDENT CONFIGURATIONS all platforms, not just dedicated gaming (*!-#%&#!4)#*,%,3#$-%81&)%,&.-#$&,%-.*1$(%&)#%-!9M% )#%,.*P#9%!,"#-%&#!4)#*,%)'8%&)#9% typi- Page 27 consoles as illustrated in Chart 9, and cally %)!P#%,&.-#$&,%35!9%(!0#,+%!55'81$(% ,'%&)1,%@(.*#%1,%4'$,1,&#$&%81&)%&)#%-!&!% WHAT STUDENTS ARE PLAYING &)#0%&'%,#5#4&%T.,&%&8'%'7%,12%'3&1'$,M% discussed above. The smallest proportion The term digital game elicits different meanings to )#%(*#!&#,&%3*'3'*&1'$%'7%EU ,4*##$%,1B#+%&)#%$!&.*#%'7%1$3.&%C#M(M+% 81&)1$%&)#%3'3.5!&1'$%'7%dQa%&#!4)#*,+%-1(1&!5%(!0#,%4!$% Frequency &)#1*%,&.-#$&,%35!9%!,%!%8)'5#%45!,,%CHYVL% touchscreen vs. keyboard vs. control- 0#!$%#P#*9&)1$(%7*'0%1$&#*!4&1P#%\.1BB#,%&'%@*,&Q3#*,'$% '*%1$%3!1*,%CHKVLM%Z'8#P#*+%8)#$%&!551#-+% 5#*L+%!$-b'*%&)#%$.0:#*%'7%!44#,,%3'1$&,% shooters. In hopes of capturing the practices and percep- 0'*#%&)!$%)!57%'7%EU ,%C[HVL%!*#%,#&&1$(% Page 28 together determine the optimal number tions of a substantial segment of the U.S. K-8 teaching ,&.-#$&,%.3%&'%35!9%81&)%7#55'8%45!,,0!&#,M% of individuals that can comfortably play 4'*3,+%8#%-#@$#-%-1(1&!5%(!0#,%7'*%,.*P#9%*#,3'$ - While these groupings may be a factor of games on a device, either simultaneously -#$&,%\.1&#%(#$#*'.,59%!,%'$#,%&)!&%4!$%:#%35!9#-%'$% student-to-device ratios, video games in general have '*%'$%!%&.*$Q&!"1$(%:!,1,M%X1(.*#%D%!55'8,%*#!-#*,%&'% dedicated consoles (TV-based or handheld), computers, #P'5P#-%1$&'%\.1&#%!%,'41!5%!4&1P1&9%'P#*%&)#1*%GAQ9#!*%)1, - #235'*#%&)#%'3&10!5%4'$@(.*!&1'$,%'7%,&.-#$&%.,#%1$%51()&% mobile devices (tablets and phones), and in social media tory (Granic, Lobel, & Engels, 2014). According to the ESA of the types of devices they are most often using in the environments (such as Facebook). We did not limit this CGAHKL+%@GV%'7%F0#*14!$,%&'-!9%35!9%(!0#,%81&)%'&)#*% classroom. -#@$1&1'$%&'%&1&5#,%4*#!&#-%3.*#59%7'*%5#!*$1$(%'*%3.*#59% people, from siblings duking it out in a Wii Sports box- for entertainment purposes, as past surveys have (e.g., ing match, to strangers bartering for extra lives in Candy FREQUENCY OF GAMEPLAY IN INSTRUCTION 2002 and 2009 BECTA surveys; Futurelab, 2009; Kir- Crush Saga M%]'*#%&)!$%&)*##Q\.!*&#*,%'7%F0#*14!$,% cP#*%)!57%C[[VL%'7%dQa%EU ,%,!9%&)#1*%,&.-#$&,%35!9%-1(1 - riemuir & McFarlane, 2003). CYYVL%35!9%,'41!:59%7'*%!&%5#!,&%!$%)'.*%3#*%8##"M%^$%7!4&+% &!5%(!0#,%!&%5#!,&%8##"59%C,##%D)!*&%HALM% )1,%1$45.-#,%

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES WHAT WE FOUND 26 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX Players Practices Profiles Perceptions

BACK TO PAGE 26 Figure C PLAY CONFIGURATIONS +',,)"$-./0)1/*-(!-*(%./"(-,2'3-1!"@$%&'()!"*

5% 30% 14% 20% 17% 14%

ALONE/ WITH ANOTHER IN SMALL AS A IN-BETWEEN AT HOME FOR INDIVIDUALLY CLASSMATE GROUPS OF 3 TO 5 FULL CLASS CLASSROOM LESSONS HOMEWORK STUDENTS OR ASSIGNED ACTIVITY

PORTABLE INTERACTIVE DESKTOP PC CHROMEBOOK TV GAMING GAMING DEVICE MOBILE PHONE WHITEBOARD OR LAPTOP TABLET OR NETBOOK CONSOLE

N = 513; select all that apply

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES WHAT WE FOUND 27 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX Players Practices Profiles Perceptions

BACK TO PAGE 26 Chart 10 IN-CLASS GAME FREQUENCY How frequently do your students use digital games in your classroom?

ALL GRADES PRIMARY ELEMENTARY MIDDLE MIXED

ONCE EVERY ONCE OR TWICE EVERY 2 TO 4 DAYS ABOUT ONCE 2 TO 3 TIMES ABOUT ONCE COUPLE OF MONTHS DURING THE DAY PER WEEK A WEEK PER MONTH A MONTH SCHOOL YEAR

9% 23% 22% 13% 12% 11% 10%

12% 29% 22% 11% 9% 11% 6%

3% 26% 23% 12% 14% 12% 10%

5% 10% 24% 13% 27% 11% 11%

10% 18% 26% 16% 8% 9% 12%

N = 513; check all that apply

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES WHAT WE FOUND 28 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX Players Practices Profiles Perceptions

Z'8#P#*+%&)#%3*#,#$&%,.*P#9%-1-%!,"%&#!4)#*,%!:'.&%&)#% to fostering skills that may provide less immediately (#$#*!5%$!&.*#%'7%&)#%(!0#,%&)#9%.,#%0',&%'7&#$%81&)% -#0'$,&*!:5#%:.&%3#*)!3,%-##3#*%:#$#@&,%1$%&)#%5'$ - Box 1 &)#1*%,&.-#$&,M%F,%D)!*&%HH%1$-14!&#,+%aHV%'7%dQa%(!0#Q (#*%*.$k%c*%-'#,%1&%,10359%4'0#%-'8$%&'%&)#%4',&%'7% using teachers are using titles created for educational &)#,#%(!0#,%!$-%&#!4)#*,%C$'$#21,&#$&L%:.-(#&,k%]'*#% THE PROBLEM WITH “EDUCATIONAL GAMES” purposes, such as the online suite of games *#,#!*4)%1,%$##-#-%&'%.$-#*,&!$-%8)!&% What type(s) of digital games do your students play the most during class time? available at BrainPOP, the mobile apps cre- Chart 11 may be keeping teachers from integrat- ated by PBS KIDS, and the highly immersive ing games that their students so enjoy 3D multiuser Atlantis Remixed M%F%0#*#%[V% Classroom playing at home, despite their favorable '7%EU ,%,!9%&)#9*#%.,1$(%3*'-.4&,%4*#!&#-% Game Types impressions of them. X'.*%'.&%'7%@P#%&#!4)#*,%,#5#4&#-%(!0#,%4*#!&#-%7'*% for entertainment purposes and typically an educational audience and typically used in the played at home. Also referred to as commer- F,%!%7'55'8Q.3%&'%&)#%(!0#%4!&#('*9%\.#, - 45!,,*''0M%e.&%(!0#,%81&)%#-.4!&1'$!5%3.*3',#,% cial off-the-shelf (COTS) games, examples Page 30 &1'$+%&)#%,.*P#9%!,"#-%&#!4)#*,%8)14)% can provide vastly different experiences for learners. of this second category include Minecraft , genres of digital games their students ever F%(*'81$(%$.0:#*%'7%5#!*$1$(%(!0#,%!*#%)1&&1$(%&)#% Angry Birds , and Civilization . Eight percent play during class time; respondents could market that are arguably as immersive and addic- of GUTs have their students play a hybrid of 4)#4"%!55%&)!&%!3359M% '%01$101B#%4'$7. - tively entertaining as their commercial counterparts. &)#%@*,&%&8'%'3&1'$,%#$&#*&!1$0#$&%(!0#,% Figure D ,1'$%'P#*%(#$*#%$!0#,+%8#%3*'P1-#-%&)#% Teams of learning scientists, educators, psychome- that have been adapted for educational use. Classroom game titles listed in Figure D as examples. &*141!$,+%!$-%(!0#%-#,1($#*,%!*#%8'*"1$(%45',#59%&'% MinecraftEDU and SimCityEDU are common ;1$#&9Q'$#%3#*4#$&%'7%dQa%EU ,%.,#% edu- identify the mechanics that deepen understanding Game Genres #2!035#,M% )#%*#0!1$1$(%YV%'7%&#!4)#*,% cational %(!0#,+%81&)% trivia and puzzle and develop transferable skills in entertainment indicated that their students play some- (!0#,%&*!151$(%7!*%:#)1$-%!&%GKV%!$-%G'%8)9% teachers to list up to three titles they use HH+%8#%4!$$'&%-1,&1$(.1,)%8)14)%'7%&)#%aHV%'7%&#!4)- !*#$&%dQa%&#!4)#*,%.,1$(%(!0#,%4*# - 81&)%&)#1*%,&.-#$&,M%c7%&)#%[H<%#51(1:5#% ers are using titles that immerse, inspire, and grant ated for general audiences—or even the Page 32 respondents, 264 listed at least one, for a 35!9#*,%&*.#%!(#$49%'P#*%&)#1*%3!&)8!9,%&)*'.()%&)#% ,4)''5Q!-!3&#-%)9:*1-,0'*#%'7&#$%81&)% &'&!5%'7%[NK%8*1&#Q1$%&1&5#,%C,##%F33#$-12% (!0#M%i)15#%8#%4!$%&*9%&'%0!"#%&)1,%-1,&1$4&1'$%1$% ,&.-#$&,k%='#,%1&%&!"#%&''%5'$(%7'*%,&.-#$&,%&'%4'0- A: Write-in Game Titles). The histogram and associated the next iteration of this survey, this points to a larger 35#&#%&)#,#%&93#,%'7%(!0#,k%F*#%&)#9%)!*-#*%&'%!51($% 8'*-%45'.-%&)!&%4'03*1,#%X1(.*#%_%155.,&*!&#%&)#%3'3. - 3*':5#0%!*'.$-%$'0#$45!&.*#M% #!4)#*,%8'$&%"$'8% 81&)%,&!$-!*-,%'*%4.**14.5.0%C)9:*1-%&1&5#,%'7&#$%&!"#% 5!*1&9%'7%4#*&!1$%(!0#,M%C;'&#%&)!&%&1&5#,%&)!&%8#*#%51,&#-% 8)!&%"1$-,%'7%#-.4!&1'$!5%(!0#,%&'%,#!*4)%7'*%17%&)1,% 4!*#%'7%&)1,%7'*%&#!4)#*,Lk%i'.5-%3!*#$&,+%!-01$1,&*! - T.,&%'$4#%!*#%#245.-#-%7*'0%&)#%P1,.!51B!&1'$ML%F%5!*(#% #0#*(1$(%(#$*#%-'#,$&%)!P#%!%$!0#%&)!&%1,%*#4'( - &'*,+%'*%&)#1*%3##*,%7*'8$%.3'$%&)#1*%.,#k%='%&#!4)#*,% majority of the named games have explicit educational $1B#-%1$-.,&*9Q81-#M think games are best for delivering content, as opposed aims, such as Cool Math , Starfall , PBS KIDS , BrainPOP ,

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES WHAT WE FOUND 29 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX Players Practices Profiles Perceptions

BACK TO PAGE 29 Chart 11 CLASSROOM GAME TYPES What types of digital games do your students play most during class time?

ENTERTAINMENT GAMES ADAPTED COMMERCIAL EDUCATIONAL OTHER FOR EDUCATION USE OFF-THE-SHELF GAMES GAMES

5% 8% 81% 7%

Examples provided Examples provided Examples provided SimCityEDU, Portal 2, >10D1&9+%D1P151B!&1'$+ Filament Games, Poptropica, MinecraftEDU World of Warcraft Mangahigh.com, PBS

N = 513; select just one

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES WHAT WE FOUND 30 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX Players Practices Profiles Perceptions

BACK TO PAGE 29 Figure D CLASSROOM GAME TITLES What genre(s) of digital games do your students play during class time?

TRIVIA EDUCATIONAL

24% Free Rice, Literacy, math, other 91% Triviaplaying.com 4'$&#$&Q,3#41@4%(!0#,

ACTIVE/PHYSICAL ROLE-PLAYING

Dance Dance Revolution, MUDs, MMORPGs, 12% Sports simulations DragonQuest, Revolution 5%

SIMULATION PUZZLE

8% SimCity, SimLife, Tetris, D1P151B!&1'$ Angry Birds 23%

STUDENT-DESIGNED ACTION/ADVENTURE

Gamestar Mechanic, l_Ec%Z!**9%m'&&#*+% 14% Scratch Super Mario Bros. 6%

N = 513, check all that apply

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES WHAT WE FOUND 31 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX Players Practices Profiles Perceptions

BACK TO PAGE 29 Figure E - 1 of 2 CLASSROOM GAME GENRES List the titles of up to three digital games you use with your students.

26 STARFALL 4 BRAINPOP JR 2 HANGMAN 25 COOL MATH 4 COOL MATH 4 KIDS 2 I SPY 19 PBS KIDS 4 FAST MATH 2 JUST DANCE 15 ABC MOUSE 4 JUMPSTART 2 LEMONADE STAND 14 BRAIN POP 4 LEAPFROG 2 LEXIA 14 POPTROPICA 4 MARIO 2 MOBYMAX 12 FREERICE 4 SCRABBLE 2 NICK JR. 12 FUNBRAIN 3 EDUCATION CITY 2 NUMBER BONDS 8 MINECRAFT 3 MATH BLASTER 2 PRIMARY GAMES 8 OREGON TRAIL 3 MONOPOLY 2 READING EGGS 8 SIMCITY 3 PEARSON 2 SHEPPARDSOFTWARE.COM 8 STUDY ISLAND 3 QUIZLET 2 SOFTSSCHOOLS.COM 7 ANGRY BIRDS 3 RAZZ-KIDS 2 SUDOKU 7 FIRST IN MATH 3 READER RABBIT 2 THE SIMS 7 IXL 3 REFLEX MATH 2 TICKET TO READ 7 MATH PLAYGROUND 3 SESAME STREET 2 TRIVIAL PURSUIT 7 SPELLING CITY 2 BASEBALL MATH 2 CARMEN SANDIEGO 6 SUMDOG 2 CANDY CRUSH 2 WORDS WITH FRIENDS 6 TETRIS 2 CIVILIZATION 2 XTRA MATH 5 IXL MATH 2 COOLMATHGAMES.COM 5 JEOPARDY 2 DANCE DANCE REVOLUTION 5 MULTIPLICATION.COM 2 GAMEQUARIUM

Respondents could list up to three. Only titles listed more than once are included in the visualization

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES WHAT WE FOUND 32 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX Players Practices Profiles Perceptions

BACK TO PAGE 29 Figure E - 2 of 2 CLASSROOM GAME GENRES List the titles of up to three digital games you use with your students.

PRIMARY GAMES LEXIA XTRA MATH WORDS WITH FRIENDS REFLEX MATH MOBYMAX

MATH PLAYGROUND FUN BRAIN STARFALL IXL

SHEPPARDSOFTWARE.COM CARMEN SANDIEGO TETRIS SPELLING CITY JEOPARDY SUDOKU NICK JR.

BASEBALL MATH MATH BLASTER

SESAME STREET COOLMATHGAMES.COM

PBS KIDS IXL MATH MULTIPLICATION.COM FREERICE

LEAPFROG SOFTSSCHOOLS.COM TRIVIAL PURSUIT I SPY SUMDOG CIVILIZATION DANCE DANCE REVOLUTION NUMBER BONDS COOL MATH 4 KIDS

FIRST IN MATH POPTROPICA ANGRY BIRDS COOL MATH

READER RABBIT JUST DANCE MINECRAFT RAZZ-KIDS THE SIMS EDUCATION CITY FAST MATH ABC MOUSE READING EGGS QUIZLET TICKET TO READ OREGON TRAIL PEARSON GAMEQUARIUM MARIO

STUDY ISLAND SIMCITY BRAINPOP LEMONADE STAND CANDY CRUSH BRAINPOP JR JUMPSTART HANGMAN MONOPOLY

Respondents could list up to three. Only titles listed more than once are included in the visualization

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES WHAT WE FOUND 33 INTRODUCTIONOUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX Players Practices Profiles Perceptions

FunBrain , and Poptropica M%Z'8#P#*+%!%$.0:#*%'7%4'0 - Box 2 0#*41!5%(!0#,%8#*#%!5,'%51,&#-!5:#1&%5#,,%7*#\.#$&59 1$45.-1$(%3.BB5#%C1M#M+% Candy Crush , Tetris ), trivia (i.e., WHY GENRE MATTERS Jeopardy , Trivial Pursuit L+%!4&1'$b!-P#$&.*#%C1M#M+% Harry What type(s) of digital games do your students Potter , Super Mario Brothers ), active (i.e., Dance Dance play the most during class time? Revolution , Just Dance ), simulation (i.e., Civilization , The Sims ), mixed genre games such as Portal (action and 3.BB5#L+%!$-%$14)#%(#$*#%(!0#,%51"#% League of Legends F%(*'81$(%:'-9%'7%*#,#!*4)%,.((#,&,%&)!&%(#$*#%0!& - Puzzle %(!0#,+%8)14)%G10,%`%]!9#*+%GAAGLM%Z'8#P#*+% 4'$,1,&#$&%81&)%)'8%&#!4)#*,%,!9%&)#9*#%5#!*$1$(%&'%.,#% that RPGs such as World of Warcraft %103*'P#%35!9#*,% 3.BB5#%(!0#,%)!P#%:##$%,)'8$%&'%103*'P#%0''-% games in instruction (refer back to Charts 4, p. 18, and problem solving skills (Adachi & Willoughby, 2013; !$-%-#4*#!,#%,&*#,,%CJ.,,'$1#55'+%ce*1#$+%`%m!*",+% 5, p. 19). Forty-three percent of teachers look for assess- Steinkuehler & Duncan, 2008). 2009), and student emotion, in turn, has been linked ment, tracking, or classroom management features in to academic motivation, learning strategies, cognitive (!0#,+%8)14)%01**'*,%#2!4&59%&)#%K'7&8!*#%J!&1$(%e'!*-%C_>JeL%*!&1$(M% )#% !$!59,1,LM%^&%1,%8'*&)%$'&1$(%&)!&%!4&1'$%(!0#,%7#!&.*1$(% 5'8#,&Q*!$"#-%4*1&#*1'$%1,%3.:51,)#-%(!0#%*#P1#8,T.,&% &)#%@*,&Q3#*,'$%3#*,3#4&1P#%8#*#%3*10!*159%.,#-%1$% H[V%'7%&#!4)#*,%4'$,.5&%*#P1#8,%8)#$%,#5#4&1$(%(!0#,% these studies, as the shooter subgenre is notorious for for classroom use. its violent themes ( Call of Duty is a prime example). WHERE ARE THE IMMERSIVE GAMES? )1,%3#*)!3,%T.,&1@#,%&)#1*%5'8%$.0:#*,%1$%dQa%45!,, - rooms, but the general lack of role-playing and action As noted in the front pages of this report, the highly games appropriate for use by 5–13-year-olds translate immersive, highly complex, and highly engaging experi- 1$&'%01,,#-%'33'*&.$1&1#,%7'*%103*'P1$(%,&.-#$&,%4'( - #$4#,%!77'*-#-%:9%4#*&!1$%&93#,%'7%P1-#'%(!0#,%-'$&%T.,&% nitive and problem-solving skills. improve learning, they can improve the kind of learning &)!&%4)15-*#$%$##-%&'%-'%8#55%1$%,4)''5%!$-%517#%:#9'$-M%

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES WHAT WE FOUND 34 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX Players Practices Profiles Perceptions

!"#$#%&'()'*+#'%#),-*)'.,)*')+(%#/'01/02(*#&'3!)*'456' WHAT OTHER TEACHERS SAY ABOUT THE GAME 48% PROFILES )*,/#1*)'(%#1*'8-(901:'*+#)#'*98#)'!;':(3#)'(*'-#()*' not at school. ARE THERE CERTAIN TYPES OF THE GAME INCLUDES ASSESSMENT, TRACKING, 43% AND/OR OTHER CLASSROOM MANAGEMENT FEATURES At school, some students are playing games like Angry GAME-USING TEACHERS? Birds , Minecraft , and SimCity , but most are playing educational mini-games and games embedded in interactive, E+#'KLI'!;'456'#/,2(*!%)'"+!')(9'*+#9',)#'/0:0*(-':(3#)'(%#' YOUR EXPERIENCE USING OR PREFERENCE FOR THE GAME 42% !1-01#'-#))!1)&'(22!%/01:'*!'*#(2+#%)'"%0*#501'%#)8!1)#)=' just as diverse as the students that they teach, so it behooves >!*(?-9'(?)#1*';%!3'456'2-())%!!3)'(%#':(3#)'"0*+'2,% - us to try to understand GUTs as learners themselves, and

RESEARCH CLAIMS/EVIDENCE OF THE GAME’S EDUCATIONAL IMPACT 37% ricular objectives that also look, feel, and play like the "+#%#'*+#9'3(9';(--'!1'*+#'*%(.#2*!%9'*!"(%/'/0:0*(-':(3#5 commercial games kids typically play at home. Given the based teaching 'MNOPEJ'#A8#%*0)#='E!'?#'(?-#'*!'2,)*!30F#' expanding community of developers creating learning *!!-)&'8%!:%(3)&'(1/'8(*+"(9)'*+(*'2(1'3!%#'#;;#2*0$#-9'

WHAT YOUR STUDENTS SAY ABOUT THE GAME 31% :(3#)'!;'*+0)'*98#&'"#'"#%#'+!801:'*!')##'3!%#'!;'*+#3' 3##*'*+#'/0$#%)#'1##/)'!;'456'*#(2+#%)'"+!'"(1*'*!'?%01:' 01'*#(2+#%)'),%$#9'%#)8!1)#)= digital games into the classroom, developers, school leaders, trainers, and other stakeholders need clearer images of HOW MUCH GAME COSTS 24% @#'!;;#%'*"!'8!))0?-#'#A8-(1(*0!1)';!%'*+#',1/#%%#8%# - *+#'01/0$0/,(-)'*+#9%#'/#)0:101:';!%='E+0)'1##/'01)80%#/',)' sentation of immersive games in classrooms. First, they to create !"@$%& of game-using teachers. Instead of crafting %#B,0%#'-!1:#%')*%#*2+#)'!;':(3#8-(9'(1/'2(1'*(C#')#$ - *+#)#'8%!@-#)'!,*'!;'2!33!18-(2#'(1/'033,*(?-#'/#3!- THE GAME’S RATING (E, T, OR M) 24% #%(-'/(9)'!%'#$#1'"##C)'*!'2!38-#*#&'"+02+'3(C#'*+#3' graphic variables (e.g., teacher race, age, and gender), they *!,:+'*!'@*'"0*+01'('2-())'8#%0!/'!%'-#))!1',10*='E+0)' (%#'?()#/',8!1'"+(*'"#'?#-0#$#'*!'?#'('3!%#'%#-#$(1*'(1/ 3(9'#A8-(01'"+9'456'*#(2+#%)'%#8!%*',)01:')+!%*#%5;!%3' )012#'"#'(%#'01*#%#)*#/'01'),88!%*01:'*#(2+#%)'/#$#-!83#1 - A REVIEW OF THE GAME (NEWSPAPER, BLOG, REVIEW SITE) 17% :#1%#)'-0C#'/%0--5(1/58%(2*02#&'*%0$0(&'(1/'8,FF-#':(3#)' *(-'8(*+"(9)(/(8*(?-#')#*'!;'2+(%(2*#%0)*02)=' 3!%#'!;*#1'*+(1'-!1:#%5;!%3')03,-(*0!1&'(2*0!1G(/$#1 - ture, and role-playing genres (Richards et al.; 2013). Sec- CREATING THE TEACHER PROFILES OTHER 3% ond, there is still a relative paucity of immersive games E!':#1#%(*#'*+#)#'8%!@-#)&'"#'2!1/,2*#/'"+(*)'2(--#/'(' that are suitable for use in K-8 settings. For younger cluster analysis . In short 3, this analytic method involves Chart 12 students in particular, online lesson systems and drill- *+%!"01:'(')#-#2*')#*'!;'$(%0(?-#)'M8(%*02,-(%'2+(%(2*#%0) - When you select games to (1/58%(2*02#'(88)'(%#'8-#1*0;,-&'"+0-#'033#%)0$#':(3#)' tics gathered on each survey respondent) into a statisti- use with your students, "0*+'#/,2(*0!1(-'!?.#2*0$#)'(%#'1!*=' 2(-'3!/#-'(1/')##01:'"+(*'),?:%!,8)'"0*+01'*+#'-(%:#%' which of the following influence your decision? 8!8,-(*0!101'*+0)'2()#&'456'*#(2+#%)'"+!',)#':(3#)'01' H-#(%-9&'*+#%#'(%#'*%(/#5!;;)'01$!-$#/'01'('*#(2+#%)' the classroom—emerge based on their similarities and N = 513; respondents were allowed 2+!02#'*!',)#'2#%*(01':(3#)'!$#%'!*+#%)='E+#'B,#)*0!1' differences around these variables. While these methods to select up to three criteria 0)'"+#*+#%'456'*#(2+#%)'(%#'("(%#'!;'*+#';,--'%(1:#'!;' may to the non-statistician seem a bit arcane, if not arbi- their choices (including entertainment games adapted *%(%9&'2-,)*#%'(1(-9)#)'(%#'(1'#;;#2*0$#'"(9'*!'/0)2!$#%' ;!%'2-())%!!3',)#&'"+02+'6I')(9'*+#9',)#J&'*+#'8!*#1*0(-' natural groupings in the data, so long as the variables ?#1#@*)&'(1/'($(0-(?-#'"!%C(%!,1/)'*!'*+#'!?$0!,)'2+(- - selected for use in the analysis have some basis. -#1:#)'#(2+'8%#)#1*='@#'"0--'%#$0)0*'*+#)#'0)),#)'(*'*+#' conclusion of the report. 3 Refer to Appendix B for a complete explanation of our cluster analysis methods.

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES WHAT WE FOUND 35 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX Players Practices Profiles Perceptions

DISPOSITION DIMENSION (INDIVIDUAL FACTORS) SUPPORT DIMENSION (ENVIRONMENTAL FACTORS) PROFILES OF GAME-USING TEACHERS

Cluster N Digital Game Digital Game Comfort Using Barriers Community PD Resources Play Frequency Teach Frequency Digital Games Support PROFILE 1:

mean on scale of 1–8+ mean on scale of 1–7 mean on scale of 1–4 mean on scale of 1–7+ mean on scale of 0–4 mean on scale of 0–4+ THE DABBLERS

1 105 1.66 a 4.17 a 2.79 a 2.78 a 3.03 a 1.06 a,b 2 120 6.67 b 3.60 b 2.53 b 3.53 b 2.43 b 0.93 b 3 113 6.71 b 5.19 c 3.34 c 3.65 b 3.26 c 3.12 c 4 175 6.77 b 5.09 c 3.32 c 1.79 c 3.52 d 1.20 a

Table 1 Variables used in the cluster analysis

Cells within a given column that have different superscripts indicate statistically significant differences in cluster means for that variable (e.g., cluster means that carry an “a” superscript are significantly different from those with a “b,” but not from each other).

@#'?()#/'!,%'(1(-9)0)'!1'*"!'/03#1)0!1)'!;'NOPE5 teachers that are similar to each other and dissimilar related variables. A disposition dimension , as the name from teachers in other clusters, based on their dispo- 038-0#)&'#A8%#))#)'(1'01/0$0/,(-)'*#1/#129'*!',)#':(3#)' sition and support dimension scores. Table 1 lists the 01'*+#'2-())%!!3'(1/'2!38%0)#)'*#(2+#%)'%#8!%*)'!;'M(J' :%!,8)'3#(1')2!%#)';!%'#(2+'$(%0(?-#&'"0*+'),8#%)2%08*)' *+#';%#B,#129'"0*+'"+02+'*+#9'8-(9'/0:0*(-':(3#)'*+#3 - M0=#=&'(&'?&'2&'/J'01/02(*01:')0:10@2(1*'/0;;#%#12#)'?#*"##1' )#-$#)R'M?J'*+#';%#B,#129'"0*+'"+02+'*+#9',)#'/0:0*(-' groups on these variables. To illustrate, take a look at the PLAYS GAMES BARRIERS games in instruction; and (c) their comfort level using column labeled Comfort level using digital games . The games to teach. The support dimension expresses the *#(2+#%)'01'H-,)*#%'T'MHTJ'(%#')0:10@2(1*-9'-#))'2!3;!%* - MODERATE MODERATE environmental factors that shape these tendencies and able using games to teach than the teachers in C2, C3, NOPE'8%(2*02#)'3!%#':#1#%(--9&'(1/'012-,/#)'*#(2+#%)' (1/'HL='E+#'*#(2+#%)'01'HU'(1/'HL&'3#(1"+0-#&'%#8!%*' reports of (d) the number of barriers they face in using higher levels of comfort than the teachers in C1 and C2, TEACHES WITH GAMES COMMUNITY SUPPORT games in the classroom; (e) the support they receive but do not differ from one another on this measure. ;%!3'8(%#1*)&'(/3010)*%(*!%)&'(1/';#--!"'*#(2+#%)R'(1/' LOW-MODERATE MODERATE (f) the number of sources of ongoing professional devel- To fully appreciate the utility of the cluster analysis, opment on digital game integration they access. -#*',)'1!"'*(C#'('-!!C'(*'+!"'*+#'*#(2+#%)'01'*+#';!,%' COMFORT LEVEL groups differ across more than a single variable. This WITH GAMES PD RESOURCES This combination of variables yielded four similarly 8%!@-#'(88%!(2+'"0--':0$#'%#(/#%)'('2-#(%#%'03(:#'!;'*+#' )0F#/'2-,)*#%)'!;'*#(2+#%)='S(2+'2-,)*#%'+!-/)'(')#*'!;' actual teachers these numbers supposedly represent. MODERATE LOW-MODERATE

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES WHAT WE FOUND 36 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX Players Practices Profiles Perceptions

DEFINING CHARACTERISTICS PROFILE 2: DEFINING CHARACTERISTICS THE PLAYERS + DISPOSITION : Play digital games less often than their + DISPOSITION \'E+#9%#'($0/':(3#%)&'?,*'*#(2+'"0*+' peers in the other groups and use games to teach /0:0*(-':(3#)'*+#'-#()*'!;*#1'!;'*+#';!,%'8%!@-#).,)*' several times per month on average. Dabblers report (';#"'*03#)'8#%'3!1*+='E+#9'(-)!'%#8!%*'*+#'-!"#)*' %#-(*0$#-9'-!"'-#$#-)'!;'2!3;!%*'"+#1',)01:'/0:0*(-' -#$#-)'!;'2!3;!%*'*#(2+01:'"0*+':(3#)= :(3#)'"0*+'*+#0%')*,/#1*)=' + SUPPORT: '](2#'3(19'?(%%0#%)'"+#1',)01:':(3#)' + SUPPORT: Face a moderate number of barriers, "0*+')*,/#1*)*+#'+0:+#)*'%#8!%*#/'(3!1:'(--' receive moderate levels of support from parents, :%!,8)(1/'%#2#0$#'*+#'-!"#)*'-#$#-)'!;'),88!%*' (/3010)*%(*!%)&'(1/';#--!"'*#(2+#%)&'(1/'(22#))'%#-( - ;%!3'8(%#1*)&'(/3010)*%(*!%)&'(1/';#--!"'*#(2+#%)=' *0$#-9';#"'8%!;#))0!1(-'/#$#-!83#1*'%#)!,%2#)=' E+#9'2!1),-*';#"')!,%2#)';!%'!1:!01:'8%!;#))0!1(-' development around DGBT. ADDITIONAL CHARACTERISTICS ADDITIONAL CHARACTERISTICS + PRACTICES: The most conservative of the four pro- @-#)'01'*#%3)'!;'NOPE'038-#3#1*(*0!1='V#))'-0C#-9' + PRACTICES: Demonstrate concerted efforts in DGBT than others to use games to deliver content or assess 038-#3#1*(*0!1'"0*+'3!/#%(*#'%(*#)'!;'/#$02#',)#&' students. Students in Dabbler classrooms access genre use, and curricular purposes compared to the games far more often on PCs than via game consoles, !*+#%'8%!@-#)=' *(?-#*)&'!%'01*#%(2*0$#'"+0*#?!(%/)= + PERCEPTIONS: This is the most likely group to say + PERCEPTIONS: @+0-#'N(??-#%)'+!-/'-!"#%'2!1@/#12#' PLAYS GAMES BARRIERS *+(*':(3#)'+($#1*'2+(1:#/')*,/#1*'?#+($0!%)'!%' 01'*+#'#2(29'!;'/0:0*(-':(3#)'*!'*#(2+'XT st cen- content delivery since they started using games. tury skills than the others, they are still more likely HIGH HIGH to indicate positive or no changes than negative + NUMBERS:'^-(9#%)'(22!,1*';!%'XUI'!;'456'O[E)'(1/' changes in student behavior and classroom manage- +($#')8#1*'TL=_'9#(%)'*#(2+01:&'"+02+'+(88#1)'*!'?#' ment as a result of DGBT. TEACHES WITH GAMES COMMUNITY SUPPORT the national average for K-8 teachers (Goldring, Gray, & Bitterman, 2013). + NUMBERS:'Y?!,*'!1#'01'@$#'MXZIJ'O[E)'(%#'!;'*+#' LOWEST LOWEST Dabbler variety, and have spent an average of 15.9 years as classroom teachers—the most veteran of the COMFORT LEVEL ;!,%'8%!@-#) WITH GAMES PD RESOURCES

LOWEST LOW

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES WHAT WE FOUND 37 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX Players Practices Profiles Perceptions

PROFILE 3: DEFINING CHARACTERISTICS PROFILE 4: THE BARRIER BUSTERS THE NATURALS + DISPOSITION : Digital games are a common pastime ;!%'P(%%0#%'P,)*#%)='E+#9',)#':(3#)'"0*+')*,/#1*)' !1'(*'-#()*'('"##C-9'?()0)&'(1/'#A8%#))'+0:+'-#$#-)'!;' comfort employing them in instruction.

+ SUPPORT: Despite high disposition scores, teachers 01'*+0)'8%!@-#';(2#'('+0:+'1,3?#%'!;'?(%%0#%)='E+#9' receive moderate levels of support in terms of DGBT implementation, but take advantage of more PD )!,%2#)'*+(1'(19'!*+#%'8%!@-#=

ADDITIONAL CHARACTERISTICS

+ PRACTICES:'^%!$0/#')*,/#1*)'"0*+'(22#))'*!'*+#':%#(* - est variety of game devices and genres. They also use /0:0*(-':(3#)'(*')0:10@2(1*-9'+0:+#%'%(*#)'*+(1'*+#0%' ;#--!"'O[E)'*!'/#-0$#%'2,%%02,-(%'2!1*#1*'(1/'())#))' students.

+ PERCEPTIONS: Perceive DGBT as very effective in PLAYS GAMES BARRIERS /#$#-!801:')*,/#1*'2!%#'C1!"-#/:#'(1/'XT)*'2#1*,%9' PLAYS GAMES BARRIERS skills. Also more likely than other groups to notice 2+(1:#)'01')*,/#1*'2!1A02*'(;*#%'01*%!/,201:':(3#)' HIGH HIGH HIGH LOWEST into their teaching—for better and ';!%'"!%)#=

TEACHES WITH GAMES COMMUNITY SUPPORT + NUMBERS: Barrier Busters have, on average, taught TEACHES WITH GAMES COMMUNITY SUPPORT ;!%'TU=a'9#(%)'(1/'3(C#',8'XXI'!;'*+#':(3#5,)01:' teacher population. HIGH MODERATE HIGH HIGH

COMFORT LEVEL COMFORT LEVEL WITH GAMES PD RESOURCES WITH GAMES PD RESOURCES

HIGH HIGHEST HIGH LOW-MODERATE

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES WHAT WE FOUND 38 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX Players Practices Profiles Perceptions

DEFINING CHARACTERISTICS HOW TO USE THE PROFILES NATURALS BARRIER BUSTERS @+(*'2(1'"#'-#(%1';%!3'*+#)#'8%!@-#)b']!%')*(%*#%)&'*+#9' 34% 22% + DISPOSITION \'>(*,%(-)')2!%#'+0:+'!1'*+#'/0)8!)0*0!1' %#$#(-'+!"'NOPE'/0)8!)0*0!1)'(1/'),88!%*'(%#'/0)*%0?,*#/' /03#1)0!1*+#9'8-(9'/0:0*(-':(3#)'!;*#1&'*#(2+'"0*+' across the broader K-8 game-using teacher population. The *+#3'!;*#1'M(*'-#()*'"##C-9J&'(1/'(%#'2!3;!%*(?-#' -(%:#)*'8%!8!%*0!1'!;'O[E)';(--'01*!'*+#'>(*,%(-'2(*#:!%9' leading students in DGBL lessons. MULIJ&';!--!"#/'?9'^-(9#%)'MXUIJ&'P(%%0#%'P,)*#%)'MXXIJ&' (1/'*+#1'*+#'N(??-#%)'MXTIR')##'H+(%*'TUJ='>!*#'*+(*'*+#' + SUPPORT: Also high scorers on the support dimension, clusters that emerged from our analyses do not present a %#8!%*01:'*+#';#"#)*'?(%%0#%)'(1/'*+#'+0:+#)*'-#$#-)' neat continuum from least to most; scores on individual of support from the school community compared to $(%0(?-#)'(%#&'01';(2*&'30A#/',8'(2%!))'*+#';!,%'8%!@-#)'01' !*+#%'O[E)='>(*,%(-)'(22#))'8%!;#))0!1(-'/#$#-!83#1*' "(9)'*+(*'(%#'1!*'033#/0(*#-9'01*,0*0$#='P(%%0#%'P,)*#%)&' opportunities on a merely moderate basis. ;!%'01)*(12#&')2!%#'()'+0:+'()'*+#'>(*,%(-)'!1';%#B,#129' !;'8#%)!1(-':(3#'8-(9&';%#B,#129'!;':(3#',)#'01'*#(2+01:&' ADDITIONAL CHARACTERISTICS (1/'2!3;!%*',)01:':(3#)'01'01)*%,2*0!1&'?,*'*+#'*"!'!22,89' !88!)0*#'#1/)'!;'*+#')8#2*%,3'"+#1'0*'2!3#)'*!'?(%%0#%)' + PRACTICES: Report a moderately high variety of game and PD sources. Additional analyses—namely, comparing /#$02#'(1/':#1%#',)#='>!*(?-9&'*+0)'0)'*+#'!1-9'8%!@-#' *+#';!,%'8%!@-#)'!1'%#)8!1)#)'*!'!*+#%'),%$#9'0*#3)3(9' that uses games to deliver core content more often help us better understand the complex trajectory of DGBT than supplemental content. %#8%#)#1*#/'(2%!))'*+#';!,%'8%!@-#)='

+ PERCEPTIONS: !-/'*+#'+0:+#)*'038%#))0!1)'!;'*+#' P#;!%#'/0$01:'01*!'*+#)#'/##8#%'(1(-9)#)&'"#'!;;#%'*+%##' #2(29'!;'NOPE'01'038%!$01:')*,/#1*'C1!"-#/:#&' 2($#(*)=']0%)*&'*+#'8%!@-#)'/!'1!*'015(1/5!;5*+#3)#-$#)' )C0--)&'(1/'3!*0$(*0!1'M(-?#0*'1!*')0:10@2(1*-9'+0:+#%' #A8-(01'*#(2+#%)'8%(2*02#)'!%'8#%2#8*0!1)'(%!,1/'NOPE=' DABBLERS PLAYERS than Barrier Busters). O0$#1'*+#'1(*,%#'!;'*+#'/(*('2!--#2*#/&'"#'2(11!*'/#*#% - 21% 23% mine the direction of relationships that exist among + NUMBERS:'>(*,%(-)'2!38%0)#'*+#'-(%:#)*'2-,)*#%'!;' *#(2+#%)'/0)8!)0*0!1)'*!',)#':(3#)'"0*+')*,/#1*)&'),8 - Chart 13 *+#';!,%&'(22!,1*01:';!%'ULI'!;':(3#5,)01:'*#(2+#%)=' 8!%*'-#$#-)'(%!,1/'NOPE&'(1/'"+(*'*+#9'(2*,(--9'/!' Distribution of teacher E+#9$#'(-)!')8#1*'*+#';#"#)*'9#(%)'*#(2+01:&'(1'($#% - "0*+')*,/#1*)'/,%01:'2-())'*03#='c1';(2*'0*)'#1*0%#-9' profiles across the K-8 age of 12.3 years. 8!))0?-#'*+(*'NOPE'8%(2*02#)')+(8#'*#(2+#%)'/0)8!)0 - game-using teacher population *0!1)'*!'*#(2+'"0*+':(3#)'(1/'+!"'*+#9'*(C#'(/$(1*(:#' !;'!%'%(--9'),88!%*)'(%!,1/'*+#3='c*)'(-)!'8!))0?-#' that these relationships are based on characteristics *+(*'"#'/0/1*'3#(),%#'01'!,%'),%$#9='d#2!1/&'*+0)'0)' )*%!1:-9'2!38(%#/'*!'!*+#%)'*%0#/&'(1/'"#'?#-0#$#' 1!*'*+#'!1-9'"(9'*!'2-,)*#%'*#(2+#%)='O%!,8)'3(9'?#' !;;#%)'038!%*(1*'01)0:+*)'!1'8!))0?-#'8(*+"(9)'*!"(%/' formed along a variety of variables, from basic demo- DGBT expertise. Finally, given the exploratory nature of graphic information to the game genres teachers use !,%'2-,)*#%'(1(-9)#)&'01'),?)#B,#1*')#2*0!1)'"#'%#8!%*' "0*+')*,/#1*)=' !"#$#%&'*+0)'8(%*02,-(%'2!3?01(*0!1'!;' !1'/0;;#%#12#)'?#*"##1'8%!@-#':%!,8)'*+(*'(88%!(2+' disposition and support-related measures held together )*(*0)*02(-')0:10@2(12#'M=Z_'e' p'e'=ZfJ&'()'"#'?#-0#$#'*+#9'

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES WHAT WE FOUND 39 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX Players Practices Profiles Perceptions

)0:10;9'038!%*(1*'*%#1/)'"!%*+'01$#)*0:(*01:'01';,*,%#' >(*,%(-)'*#1/'*!'"!%C'"0*+'+0:+'8#%;!%301:')*,/#1*)' >!')0:10@2(1*'/0;;#%#12#)'"#%#'/#*#2*#/'?#*"##1'*+#';!,%' 0*#%(*0!1)'!;'*+#'),%$#9='d*(*0)*02(--9')0:10@2(1*'/0;;#% - 3(9'#A8-(01'"+9'*+#9'@1/'NOPE'-#))'2+(--#1:01:'*+(1' :%!,8)'01'*#%3)'!;'*+#0%',)#'!;'Y2*0$#G^+9)02(-&'Y2*0!1G ences ( p < .05) are noted as such. *#(2+#%)'"+!'*#1/'*!'"!%C'"0*+'-!"58#%;!%301:')*, - Y/$#1*,%#&'S/,2(*0!1(-&'!%'d03,-(*0!1Gj!-#'^-(901:':#1%#)&' /#1*)=' !"#$#%&'*+0)'0)'('+98!*+#)0)'*+(*'1##/)'*#)*01:' ?,*'P(%%0#%'P,)*#%)'%#8!%*',)01:'^,FF-#&'E%0$0(&'(1/'d*, - PROFILE COMPARISONS through additional research. dent-designed games (e.g., Scratch and Gamestar Mechanic ) 3!%#'!;*#1'*+(1'*#(2+#%)'01'*+#'!*+#%'*+%##'8%!@-#)='E(C01:' Demographics Practices Chart 14 both device and genre use into account, Barrier Busters Our moderately-using and moderately-sup- >#A*'"#'%#8!%*'!1'*+%##'NOPE'8%(2*02#) (%#'#A8!)01:'*+#0%')*,/#1*)'*!'*+#'"0/#)*'$(%0#*9'!;'/0:0*(-' ported Dabblers have, on average, more Device Use device use, genre use, and curricular game experiences. years of teaching experience under their '()*!"@$% 8,%8!)#)'!;'/0:0*(-':(3#)"+02+'*!:#*+#%' belts (average is 15.9 years) than do the 8(01*'('2-#(%#%'802*,%#'!;'"+(*'/0:0*(-' d0:10@2(1*-9'3!%#'P(%%0#%'P,)*#%)'*+(1'N(??-#%)',)#'

>(*,%(-)'M($#%(:#'0)'TX=U'9#(%)R' F (3, 509) = game use looks like in the classrooms of digital games to deliver local and nationally mandated 3.15, p < .05). Players (14.5 years) and Bar- Page 41 our four prototypical teachers. core content, and trends suggest that Barrier Busters rier Busters (13.6 years), on the other hand, use digital games for these purposes at the highest rates /!'1!*'/0;;#%')0:10@2(1*-9';%!3'(19'!*+#%' E+#'),%$#9'()C#/'%#)8!1/#1*)'"+02+' !$#%(--='P(%%0#%'P,)*#%)'(%#'(-)!')0:10@2(1*-9'3!%#'-0C#-9' group on this characteristic. We also com- devices students ever use to access digital than teachers in the other three groups to use digital 8(%#/'8%!@-#)'?9'*#(2+01:'8!)0*0!1&'(1/' Chart 15 games in the classroom. Teachers in all :(3#)'*!'/#-0$#%'),88-#3#1*(-'2!1*#1*='>!*(?-9&'*+0)' found that elementary, middle school, spe- Game Genre 8%!@-#)',)#'/#)C*!8G-(8*!8'2!38,*#%)&' 0)'*+#'!1-9'8%!@-#'01'"+02+'3!%#'*+(1'+(-;'!;'*#(2+ - 20@2'),?.#2*&'(1/')8#20(-'#/,2(*0!1'*#(2+ - 1!*#?!!C)GH+%!3#?!!C)&'(1/'3!?0-#G #%)'%#8!%*',)01:'/0:0*(-':(3#)'*!'/#-0$#%'-!2(-'M__IJ&' '()*!"@$% ers are distributed fairly evenly across the smartphones to deliver digital-game con- 1(*0!1(-'M_ZIJ&'(1/'),88-#3#1*(-'Ma_IJ'2!1*#1*='Y)'(' four clusters, as are proportions of male to *#1*'(?!,*'#B,(--9=' !"#$#%&'()'01/02(*#/' "+!-#&'O[E)'(%#1*',)01:'/0:0*(-':(3#)'3,2+'*!'())#))' female teachers, and Title 1 (high poverty) by the superscripts in Chart 14, students )*,/#1*)&'?,*'P,)*#%)'(1/'>(*,%(-)'(%#'*+#'3!)*'-0C#-9' *!'1!15E0*-#'T')2+!!-)='@#'"#%#',1(?-#'*!' Page 42 01'N(??-#%'2-())%!!3)'(%#')0:10@2(1*-9' to report doing so. On all but one of the curricular /#*#%301#'"+#*+#%'*+#':%!,8)'/0;;#%#/'?9' less likely to play games on interactive purposes listed in Chart 16—i.e., using games to teach #*+102'3(C#,8'/,#'*!'*+#'-!"'%#8%#)#1*( - "+0*#?!(%/)'M 2(3, N = 513) = 10.27, ),88-#3#1*(-'2!1*#1*>(*,%(-)';(--'01')#2!1/'8-(2#'M/0; - tion of certain ethnic groups in the survey Chart 16 8'e'=Z_J&'*(?-#*)'M 2(3, N = 513) = 18.09, ;#%#12#)'?#*"##1'P,)*#%)'(1/'>(*,%(-)'!1'*+#'%#3(0101:' population 4. Game Purpose p < .001), and dedicated gaming consoles ;!,%'8,%8!)#)'(%#'1!*')*(*0)*02(--9')0:10@2(1*J=' M0=#=&'+(1/+#-/'(1/'EiR' 2(3, N = 513) = '()*!"@$% Statistical tests indicated that the 21.23, p < .001) than their counterparts in Perceptions Dabblers are marginally 5 more likely to P(%%0#%'P,)*#%'(1/'>(*,%(-'2-())%!!3)=' !"'30:+*'*#(2+#%)'8#%2#8*0!1)'!;'*+#'#;;#2*0$#1#))'!;' *#(2+')*,/#1*)'"+!'8#%;!%3'?#-!"':%(/#' In fact, Barrier Busters report the high- NOPV'$(%9'?#*"##1'8%!@-#)b'E!'(1)"#%'*+0)'B,#)*0!1&' -#$#-'MLU=6IJ'*+(1'*+#'>(*,%(-)'MX6=aIJ=' Page 43 #)*'%(*#)'!;'"+0*#?!(%/&'*(?-#*&'(1/':(3#' "#'@%)*'2%#(*#/'*+%##' effectiveness scales , each express- g#(1"+0-#&'>(*,%(-)'(%#'3(%:01(--9'3!%#' console use. Apparently, access to hard- 01:'('%#)8!1/#1*)'!$#%(--'038%#))0!1'!;'*+#'$(-,#'!;' -0C#-9'*+(1'^-(9#%)'*!'*#(2+')*,/#1*)'"+!'8#%;!%3'(*'!%' "(%#'0)'!1#'?(%%0#%'*+(*'*+#'P,)*#%)'+($#'?##1'(?-#'*!' digital games in improving student performance in one (?!$#':%(/#'-#$#-'M_f=KI'$#%),)'U_=6IJ='E+#';(2*'*+(*' !$#%2!3#&'!%'!1#'*+#9'1#$#%';(2#/'*!'?#:01'"0*+= of three areas: core curriculum, 21 st century skills, and #1:(:#3#1*G3!*0$(*0!1'M)##'H+(%*'TK&'8='L_J='Y2%!))'

L' d*(*0)*02(--9')8#(C01:&'"#'-(2C#/'),20#1*'8!"#%'*!'/#*#2*'/0;;#%#12#)'?#*"##1' E+#'),%$#9'(-)!'()C#/'*#(2+#%)'"+02+' genres of digital (--'8%!@-#)&'*#(2+#%)'(%#'3!%#'-0C#-9'*!')(9'*+(*'/0:0*(-' the groups on their ethnic makeup. games students ever play during class time (see Chart 15). games improve student engagement and motivation 5 p $(-,#)'(%#'?#*"##1'Z=Z_'(1/'Z=Zf=

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES WHAT WE FOUND 40 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX Players Practices Profiles Perceptions

BACK TO PAGE 40 Chart 14 DEVICE USE BY PROFILE !"#$%#&'(#$)*#$+,$-#!(.#/$0/1@3#

DEDICATED TABLET INTERACTIVE MAC OR PC NOTEBOOK MOBILE GAME CONSOLE WHITEBOARD PHONE

THE a a a DABBLERS 2% 25% 29% 77% 10% 7%

THE PLAYERS 5% a,b 36% a,b 42% a,b 67% 5% 8%

THE c b b BARRIER BUSTERS 21% 52% 50% 76% 13% 12%

THE b,c b a,b NATURALS 13% 41% 42% 70% 8% 9%

4-!-'*-'(!3$*'56'@(!6(#$*.1)3%$+#$/#!%$+#-7##6$/17*8$9-#"*$7'-.$%'::#/#6-$ *)0#/*(/'0-*$%'::#/$*'56'@(!6-3,$;0$<$8=>?8$9-#"*$-.!-$*.!/#$!$(1""16$*)0#/*(/'0-@$ 1/$%16-$.!&#$!$*)0#/*(/'0-@$%1$61-$%'::#/$*'56'@(!6-3,8

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES WHAT WE FOUND 41 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX Players Practices Profiles Perceptions

BACK TO PAGE 40 Chart 15 GAME GENRE BY PROFILE !"#$5#6/#$)*#$+,$-#!(.#/$0/1@3#

PUZZLE/ TRIVIA STUDENT- ACTIVE/PHYSICAL ACTION/ EDUCATIONAL SIMULATION/ MANIPULATIVE DESIGNED ADVENTURE ROLE PLAYING

THE a a a DABBLERS 18% 16% 8% 11% 3%93% 11%

THE a a,b a PLAYERS 19% 23% 8% 10% 5%90% 10%

THE b b b BARRIER BUSTERS 39% 35% 27% 16% 6%92% 17%

THE a a a NATURALS 19% 21% 14% 10% 7%90% 8%

4-!-'*-'(!3$*'56'@(!6(#$*.1)3%$+#$/#!%$+#-7##6$/17*8$9-#"*$7'-.$%'::#/#6-$ *)0#/*(/'0-*$%'::#/$*'56'@(!6-3,$;0$<$$8=>?8$9-#"*$-.!-$*.!/#$!$(1""16$*)0#/*(/'0-@$ 1/$%16-$.!&#$!$*)0#/*(/'0-@$%1$61-$%'::#/$*'56'@(!6-3,8

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES WHAT WE FOUND 42 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX Players Practices Profiles Perceptions

BACK TO PAGE 40 Chart 16 GAME PURPOSE BY PROFILE B)//'()3!/$0)/01*#$1:$%'5'-!3$5!"#*$+,$-#!(.#/$0/1@3#

COVER CONTENT MANDATED BY COVER CONTENT MANDATED BY TEACH SUPPLEMENTAL CONDUCT FORMATIVE CONDUCT SUMMATIVE LOCAL/DISTRICT STANDARDS STATE/NATIONAL STANDARDS CONTENT ASSESSMENTS ASSESSMENTS

THE a a a a a DABBLERS 35% 31% 40% 18% 11%

THE a,b a,b a a a PLAYERS 39% 36% 41% 21% 8%

THE b b b b b BARRIER BUSTERS 55% 50% 64% 43% 27%

THE a,b a,b a a,b a,b NATURALS 42% 44% 38% 33% 19%

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES WHAT WE FOUND 43 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX Players Practices Profiles Perceptions

!"#$%&'($)#&*+(,-($"#,$./ st century skills, and no report numerous barriers and only moderate levels of ("%!('2<$*!0%!$02# $"2$&380&;2" $+("2 $ !'&;-!$ !($ ,011('(#%(2$*('($,( (% (,$3( *((#$ !($4'&@+(2$&#$ !($ community support around their DGBT practices, these "#"+G2(2$&11('(,$!('(*0 !$ !($& !('$ !'(($4'&@+(29$ (#-"-(6(# 76& 08" 0&#$2%"+(9$:#$ ('62$&1$%&'($%;' - ("%!('2$&11('$2 ;,(# 2$"$*0,($8"'0( G$&1$-"6($,(80%(2$ DGBT may not come very easily to Barrier Busters— '0%;+;6$(11(% 08(#(22<$="''0('$=;2 ('2$"#,$>" ;'"+2$"'($ and genres, and use digital games to deliver core and (24(%0"++G$%&64"'(,$ &$ !(0'$>" ;'"+$%&;# ('4"' 23; $ more likely than Dabblers and Players to believe that 2;44+(6(# "+$%&# (# $" $'" (2$&#$4"'$*0 !$ !($>" ;'"+2<$ in their eyes, students are nevertheless reaping the ben- digital games are reliable tools for teach- *!0%!$02$ !($4'&@+($'(4&' 0#-$1(*(2 $3"''0 - (@ 2$&1$%+"22'&&6D3"2(,$-"6(4+"G9$N!02$02$*!G$ !($="' - ing and assessing students and improving Chart 17 ers and most community support. Barrier '0('$=;2 ('$4'&@+(<$"3&8($"++$& !('2<$&11('2$!&4($ &$JM=T$ performance on standards-aligned assess- =;2 ('2$"'($"+2&$"2$+0)(+G$"2$>" ;'"+2$ &$2"G$ advocates: they illustrate that challenging circumstances 6(# 2$?2(($@!"' $/AB9$>" ;'"+2$"'($ !($6&2 $ Perceptions of that digital games are effective teaching surrounding DGBT are not insurmountable. likely and Dabblers are the least likely to C DE$F(!(, and learning tools. see the value of digital games in improving N!($F+"G('$02$"#$(I;"++G$%&64(++0#-$4'&@+(9$T0)($="''0('$

2 ;,(# 2$2&%0"+$2)0++2$"#,$4'&3+(6D2&+80#-E$ What can explain the paradoxes inherent =;2 ('2<$ !(G$'(4&' $#;6('&;2$&32 "%+(2$"#,$"'($#& $*(++$ ="''0('$=;2 ('2$"#,$F+"G('2$1"++$3( *((#$ Page 45 0#$ !($="''0('$=;2 ('$4'&@+(Q$:#$ !($240'0 $ 2;44&' (,$3G$ !($2%!&&+$%&66;#0 G<$3; $ ("%!$*0 !$-"6(2$ !($ *&$&#$ !($./ st century skills scale. of avoiding statements signifying cause- +(22$1'(I;(# +G$"#,$"'($+(22$%&61&' "3+($,&0#-$2&9$F('!"42$ "#,D(11(% $'(+" 0!042<$*($&11('$1&;'$ the barriers that Players face have effectively stymied H$2(4"'" ($2( $&1$I;(2 0$4'&3(,$'(24&# - possible hypotheses: their progress along the same DGBT trajectory that Barrier dents on the effect they believe digital games Chart 18 Busters have managed to travel. On the bright side, Play- may be having on student behaviors and Observations H1: Barrier Busters face substantial ers are—as their name suggests—avid gamers and report other classroom management issues. As adversity using digital games in the class- 4'&80,0#-$2 ;,(# 2$*0 !$"$8"'0( G$&1$-"6(D3"2(,$+("'# - of Change indicated in Chart 18, Barrier Busters and room, so they expend substantial ingenu- ing experiences, suggesting an enthusiasm that may help >" ;'"+2$*('($6&'($+0)(+G$ !"#$ !($& !('$ *&$ ity and effort to make things happen. 4'&4(+$ !(6$ &*"',$JM=N$(O4(' 02($?2&$+&#-$"2$ !(0'$ 'G0#-$ groups to associate increases in student focus %0'%;62 "#%(2$,&# $(O 0#-;02!$ !02$(# !;20"26$@'2 B9$ "#,$%&++"3&'" 0&#$$*0 !$%+"22'&&6$-"6($ Page 46 H2: Barrier Busters try to do so much ;2(9$:#$1"% <$J"33+('2$"#,$F+"G('2$*('($6&'($ *0 !$,0-0 "+$-"6(2$ !" $ !(G$';#$;4$ U#($#& "3+($,011('(#%($3( *((#$F+"G('2$"#,$="''0('$ likely than the others to report no changes in these behav- against challenges that less ambitious teachers may Busters is that the latter take advantage of numerous iors since integrating games into their teaching. While a not encounter. FJ$'(2&;'%(29$@&;+,$ !02$3($ !($%'0 0%"+$+0#)$3( *((#$ !($ 6"K&'0 G$&1$ ("%!('2$"%'&22$"++$4'&@+(2$'(4&' (,$ !" $-"6(2$ *&$4'&@+(2Q$V0-! $'"020#-$"*"'(#(22$&1$"#,$064'&8 - !"8($#(0 !('$0#%'("2(,$#&'$,(%'("2(,$2 ;,(# $%&#A0% $&'$ H3: $ R0-!$+(8(+2$&1$&#-&0#-$4'&1(220&#"+$,(8(+&46(# $ ing access to these resources help Players achieve the 0#2 ';% 0&#"+$,(+"G2<$=;2 ('2$"#,$>" ;'"+2$*('($6&'($+0)(+G$ help counteract the adversity Barrier Busters face. %&#@,(#%($+(8(+2$#((,(,$ &$&4 06"++G$ ("%!$*0 !$,0-0 "+$ &$'(4&' $,(%'("2(2$0#$ !(2($20 ;" 0$ !"#$ !($& !('$ *&$ -"6(2Q$W;' !('$'(2("'%!$*&;+,$3($'(I;0'(,$ &$;#,(' - -'&;429$>& "3+G<$F+"G('2$*('($ !($6&2 $+0)(+G$ &$'(4&' $#&$ H4: The paradox may be explained by some other vari- 2 "#,$ !($(22(# 0"+$,011('(#%(2$3( *((#$ !($F+"G('2$"#,$ changes in any of these situations since integrating games "3+($&'$%!"'"% ('02 0%$ !" $*($,0,$#& $0#%+;,($0#$ !($ ="''0('$=;2 ('2<$"2$*(++$"2$ !($'&+($ !" $4'&1(220&#"+$ into their teaching. clustering model, or even measure in the survey. development may play in bridging the experiences of !(2($ *&$'(+" (,$4'&@+(29$$ DISCUSSION A particular hypothesis may describe the situation for a H2$"$*!&+(<$ !($'"#-($&1$JM=N$(O4('0(#%(2$'(4'(2(# (,$ 2;32( $&1$ ("%!('2$0#$ !02$4'&@+(<$*!0+($ *&$&'$(8(#$ !'(($ H#& !('$4&0# $*&' !$,02%;220#-$02$ !($%&##(% 0&#$ "%'&22$ !($1&;'$4'&@+(2$02$#& $ &&$2;'4'020#-9$=; $ !($="' - 6"G$"44+G$ &$& !('2$20 ;" 0$>& ($ !" $!G4& !(2(2$/$ 3( *((#$ !($1'(I;(#%G$&1$%+"22'&&6$,0-0 "+$-"6($;2($ '0('$=;2 ('2$'("++G$ !'(*$;2$1&'$"$+&&49$P8(#$ !&;-!$ !(G$ through 3 assume an exceptionally motivated bunch of "#,$ ("%!('2$4('%(4 0$&1$ !($(%"%G$&1$,0-0 "+$

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES WHAT WE FOUND 44 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX Players Practices Profiles Perceptions

BACK TO PAGE 60 Chart 17 PERCEPTIONS OF DGBL EFFICACY R#/(#0-'16*$1:$C DE$#(!(,$+,$-#!(.#/$0/1@3#

THE THE THE THE DABBLERS PLAYERS BARRIER BUSTERS NATURALS

CORE CURRICULUM EFFECTIVENESS 21ST CENTURY SKILLS EFFECTIVENESS ENGAGEMENT/MOTIVATION (SCALE OF 1-3) (SCALE OF 1-3) (SCALE OF 1-3)

2.27 a 2.25 a 2.70 2.21 a 2.31 a,b 2.69 2.54 b 2.49 b,c 2.80 2.56 b 2.50 c 2.83

Based on your actual experiences using digital games in Based on your actual experiences using digital games in Based on your actual experiences using digital games in G&;'$ ("%!0#-<$0#,0%" ($G&;'$+(8(+$&1$"-'((6(# $*0 !$ !($ G&;'$ ("%!0#-<$0#,0%" ($G&;'$+(8(+$&1$"-'((6(# $*0 !$ !($ G&;'$ ("%!0#-<$0#,0%" ($G&;'$+(8(+$&1$"-'((6(# $*0 !$ !($ 1&++&*0#-$2 " (6(# 2Y 1&++&*0#-$2 " (6(# 2Y 1&++&*0#-$2 " (6(# 2Y

+ J0-0 "+$-"6(2$"'($"#$(11(% 08($*"G$ &$ ("%!$2 ;,(# 2$ + J0-0 "+$-"6(2$"'($"#$(11(% 08($*"G$ &$ ("%!$2&%0"+$ + Digital games have been effective in increasing my core curriculum content. skills. 2 ;,(# 2$(#-"-(6(# 9$

+ $J0-0 "+$-"6(2$"'($"#$(11(% 08($*"G$ &$"22(22$2 ;,(# 2$ + J0-0 "+$-"6(2$"'($"#$(11(% 08($*"G$ &$ ("%!$4'&3+(6D + Digital games have been effective in increasing my &#$%&'($%;''0%;+;6$)#&*+(,-($"#,7&'$2)0++29 solving skills. 2 ;,(# 2$6& 08" 0 $

+ $J0-0 "+$-"6(2$"'($"#$(11(% 08($*"G$ &$ ("%!$%&# (# 7 concepts.

+ Digital games can help students perform better on standards-aligned assessments.

HIJ@$'-#"*$K@$I@$L$M$JN$R$P$=8QK$ HIJ@$'-#"*$S$M$>T$/$P$=8IJ$;0$<$8==K?$ HIJ@$'-#"*$K=$M$KKN$/$P$=8>=$;0$<$8==K? On a scale of 1 to 3: M = 2.42 (SD = 0.54) On a scale of 1 to 3: M = 2.40 (SD = 0.59) On a scale from 1 to 3: M = 2.76 (SD = 0.48)

4-!-'*-'(!3$*'56'@(!6(#$*.1)3%$+#$/#!%$+#-7##6$+!/*$16$#!(.$*(!3#88$9-#"*$7'-.$ %'::#/#6-$*)0#/*(/'0-*$%'::#/$*'56'@(!6-3,$;0$<$8=>?8$9-#"*$-.!-$*.!/#$!$(1""16$ *)0#/*(/'0-@$1/$%16-$.!&#$!$*)0#/*(/'0-@$%1$61-$%'::#/$*'56'@(!6-3,8

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES WHAT WE FOUND 45 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX Players Practices Profiles Perceptions

BACK TO PAGE 60 Chart 18 OBSERVATIONS OF CHANGE BY PROFILE Since integrating digital games into your teaching, what changes, if any, have you observed in any of the following classroom situations?

THE THE THE THE DABBLERS PLAYERS BARRIER BUSTERS NATURALS

SUSTAIN ATTENTION POSITIVE COLLABORATION CONFLICT DELAYS IN DELIVERING TO SPECIFIC TASKS BETWEEN STUDENTS BETWEEN STUDENTS CONTENT OR CURRICULUM

INCREASED INCREASED 51% a,b 41% b 69% c 60% a,c 45% a,b 39% b 60% a,c 62% c 8% a,b 6% b 18% a 11% a,b 15% 9% 11% 11%

DECREASED DECREASED 4% a 3% 4% 3% 1% 7% 5% 1% 20% a,b 17% b 34% a 26% a,b 9% a 12% a,b 24% b 22% b

SAME SAME 37% a,b 48% b 26% a 35% a,b 45% a,b 46% b 34% a,b 30% a 56% a,b 64% b 42% a 43% a 53% 55% 53% 43%

N/A N/A 8% a,b 8% b 1% a 2% a 10% a 8% a 1% b 6% a,b 16% a,b 13% a,b 7% b 21% a 23% 24% 12% 23%

4-!-'*-'(!3$*'56'@(!6(#$*.1)3%$+#$/#!%$+#-7##6$+!/*$'6$-.#$*!"#$(.!/-8$9-#"*$ 7'-.$%'::#/#6-$*)0#/*(/'0-*$%'::#/$*'56'@(!6-3,$;0$<$$8=>?8$9-#"*$-.!-$*.!/#$ !$(1""16$*)0#/*(/'0-@$1/$%16-$.!&#$!$*)0#/*(/'0-@$%1$61-$%'::#/$*'56'@(!6-3,8

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES WHAT WE FOUND 46 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX Players Practices Profiles Perceptions

-"6(2$0#$2 ;,(# $+("'#0#-9$N!'&;-!$&;'$4'&@+($%&6 - their game playing experiences to guide their game teach- 4"'02<$*($1&;#,$ !" $ !($ ("%!('2$*!&$;2($-"6(2$ 0#-$2 '" (-0(2<$*!0%!$%"#$+060 $!&*$(11(% 08(+G$ !(G$;2($ Box 3 *0 !$2 ;,(# 2$6&'($'(-;+"'+G$?09(9<$="''0('$=;2 ('2$"#,$ these tools to deliver content (Lei, 2009; Mishra & Koehler, >" ;'"+2B$"+2&$'(4&' $-'(" ('$064'&8(6(# $0#$ !(0'$%&'($ .[[\E$]%!'",('$( $"+9<$.[[\B9$N!('(1&'(<$"2$*($,(20-#$ '"0# - PUZZLING PARADOX: MODEST MARKS and supplemental skills. Coincidentally, the teachers 0#-$(O4('0(#%(2$"'&;#,$,0-0 "+$-"6(D$3"2(,$ ("%!0#-<$0 2$ FOR SCIENCE LEARNING *!&$;2($-"6(2$6&'($'(-;+"'+G$"+2&$;2($-"6(2$ &$6(( $ 064&' "# $ &$#& $&8('+&&)$ !&2($*!&6$*($60-! $"22;6($ "$*0,('$'"#-($&1$&3K(% 08(2$? &$ ("%!$%&'($"#,$2;44+( - to be DGBT naturals. N!($1"% $ !" $&#+G$`.d$&1$ ("%!('2$3(+0(8($ !" $,0-0 "+$ mental content and assess students) and expose students -"6(2$!"8($064'&8(,$ !(0'$2 ;,(# 2$2%0(#%($+("'#0#-$ &$"$*0,('$8"'0( G$&1$-"60#-$(O4('0(#%(2$?-(#'(2$"#,$ (see p. 48) is compelling in light of the much-touted ,(80%(2B9$Z!" $02$ !($#" ;'($&1$ !($'(+" 0!042$3( *((#$ PERCEPTIONS potential that these tools have for bringing science to !(2($8"'0"3+(2Q$R('($"-"0#$*($4&2($"$2( $&1$!G4& !(2(2$ +01($1&'$+("'#('2$?>e@<$.[//B9$$: $1;' !('6&'($'(A(% 2$ 0#240'(,$3G$ !(2($%&''(+" 0$ !" $6"G$3($*&' !$ (2 0#-$ ARE STUDENTS LEARNING FROM THE *!" $e0,(&; $?.[/`B$1&;#,$0#$!('$2;'8(G$&1$%!0+,'(#2$ in future research: ;2($&1$(,;%" 0&#"+$6(,0"Y$&#+G$/fd$&1$4"'(# 2$3(+0(8($ DIGITAL GAMES THEY PLAY DURING their child has learned a lot about science from edu- H1: The more often students play, the more they learn. CLASS TIME? %" 0&#"+$6(,0"<$%&64"'(,$ &$6" !$?.adB$"#,$'(",0#-$ ?gAdB9$e0,(&; $4&20 2$ !" $4"'(# 2$6"G$!&+,$#"''&*$ H2: $$ N("%!('2$4'(%&#%(08(,$3(+0(12$ !" $-"6(2$064'&8($ :1$2&<$*!" $"'($ !(G$+("'#0#-<$"#,$*!0%!$2 ;,(# 2$"'($ %&#%(4 0$&1$*!" $2%0(#%($02$?(9-9<$3(")('2$0#$"$ 4('1&'6"#%($"'($*!G$ !(G$;2($ !(6$6&'($1'( - +("'#0#-$6&2 Q$R;#,'(,2$&1$2 ;,0(2$0#8&+80#-$ !&;2"#,2$ chemistry lab) to the exclusion of everyday science I;(# +G$*0 !$2 ;,(# 29$ &1$2 ;,(# 2$!"8($"2)(,$ !(2($I;(2 0<$"#,$%&++(% 08(+G<$ &40%2$2;%!$"2$*(" !('<$!("+ !<$"#,$"#06"+29$=; $*!" $ !(0'$@#,0#-2$-08($;2$%&#@,(#%($ !" $JM=N$02$"$*&' ! - %"#$(O4+"0#$2%0(#%(2$6&,(2 $'"#)0#-$%&64"'(,$ &$0 2$ H3: $ N("%!('2$*!&$,&# $;2($-"6(2$ &$ ("%!$%&'($"#,7 *!0+($4(,"-&-G$?2(($@+"')<$N"##('D]60 !<$^$_0++0#-*&' !<$ ]NPV$%&;# ('4"' 2<$6" !$"#,$ (%!#&+&-GQ$:2$ !('($ &'$2;44+(6(# "+$%&# (# $"'($;#"3+($ &$2"G$*!( !('$ .[/`B9$R&*(8('<$0 $02$%'0 0%"+$ &$)#&*$*!" $ teachers a paucity of digital games that effectively support games have been effective in improving student 3(+0(8($ !($"#2*('2$ &$ !(2($I;(2 0$ &$3(<$"2$ !(G$ %!0+,'(#2$2%0(#%($+("'#0#-Q$U'$"'($ !($!0-!DI;"+0 G$ learning in these areas. "'($)(G$-" ()((4('2$ &$2 ;,(# 2$%+"22'&&6$,0-0 "+$-"6 - 2%0(#%($-"6(2$&#$ !($6"')( $2064+G$(8",0#-$ ("%!('2$ 0#-$(O4('0(#%(29$N!(G$"'($ !($&#(2$*!&$,(%0,($*!( !('<$ #& 0%(Q$F('!"42$_Da$ ("%!('2$"'($;20#-$& !('$6(,0"$ H4: $ @(' "0#$-"6($,(80%(2<$-(#'(2<$"#,7&'$ 0 +(2$6"G$+(",$ !&*<$"#,$*!(#$ &$;2($,0-0 "+$-"6(2$*0 !$*!0%!$2 ;,(# 29$ +0)($(,;%" 0&#"+$Nh7JhJ2i$ &$ ("%!$2%0(#%($0#2 (",<$ to greater improvements in learning than others. H2$2;%!<$2;'8(G0#-$ ("%!('2$&#$ !($"3&8($I;(2 0$6"G$ *!0%!$%&;+,$(O4+"0#$ !(0'$0#"30+0 G$ &$%&66(# $&#$ serve as an ecologically valid 6 complement to controlled !($(%"%G$&1$,0-0 "+$-"6(2$0#$ !02$,&6"0#9$U'$,&$ !($ H3: The correlation may be explained by some other (O4('06(# "+$2 ;,0(2$"06(,$" $,( ('60#0#-$ !($(%"%G$ 6&,(2 $2%&'(2$&#$2%0(#%($6('(+G$'(A(% $ !($(64!"202$ 8"'0"3+($&'$%!"'"% ('02 0%$ !" $*($,0,$#& $0#%+;,($0#$ of digital game-based teaching and learning. In this sec- &#$6" !$"#,$+0 ('"%G$0#$ !($+&*('$-'",(2Q$Z($0#80 ($ the clustering model, or even measure in the survey. 0&#<$*($2!"'($_Da$ ("%!('2$&32('8" 0$&1$ !(0'$2 ; - researchers, developers, and educators to add to and ,(# 2$+("'#0#-$"2$*(++$"2$ !(0'$(O4('0(#%(2$;20#-$,0-0 "+$ help test this list of hypotheses. W0#"++G<$*!0+($ !($>" ;'"+2 !&2($!0-!D,024&20 0&#<$!0-!D games in the classroom. support dimension GUTs—may elicit the least sympathy i$ $P,;%" 0&#"+$ (+(8020&#$2!&*2$"3&; $2%0(#%($?(9-9<$ NOVA , 4('#6-'@($ &'$%&#%('#$1'&6$'(",('2<$*($,&$*&''G$"3&; $ !($'(+"- American , Sid the Science Kid ) have a much longer history in K-12 classrooms than digital games. 08(+G$+&*$#;63('$&1$FJ$'(2&;'%(2$ !(G$'(4&' $2(()0#-9$H2$ \$ Z($2"G$(%&+&-0%"++G$8"+0,$3(%";2($ !($2;'8(G$%"4 ;'(2$"% ;"+$?8('2;2$(O4('0 - 6(# "+B$%+"22'&&6$4'"% 0%(9$R&*(8('<$2;'8(G2$"'($4'&#($ &$ social desirability the youngest cluster of the bunch (as indicated by average bias $? !($ (#,(#%G$&1$'(24&#,(# 2$ &$"#2*('$0#$*"G2$ !(G$ !0#)$& !('2$*0++$ years teaching), one might suspect an overreliance on "44'&8($&1<$*!0%!$6"G$3($0#"%%;'" (B$"2$*(++$"2$;#,('D$"#,$&8('(2 06" 0&#$&1$ 3(!"80&'2<$"++$&1$*!0%!$ !'(" (#$ !($8"+0,0 G$&1$ !($6( !&,$0#$& !('$*"G29$

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES WHAT WE FOUND 47 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX Players Practices Profiles Perceptions

EFFECTIVE NOT EFFECTIVE Box 4

ALONE/ PUZZLING PARADOX: SOCIAL SKILLS 57% INDIVIDUALLY 43%

J0-0 "+$-"6(4+"G$02$'01($*0 !$&44&' ;#0 0(2$1&'$2 ;- GE";*&9; //3&("&/ I&(E (&%','( ;&, 6*/& !*&*NN*9('H*R dent collaboration, both inside the game (e.g., build- E',E;I&*NN*9('H*&'$&'6.!"H'$,&/(#%*$(/&/"9' ;&/2';;/& ing complex structures together in Minecraft) and ) 2&)K-&T&U&VKB3&U&K<+>B-&.&W&+==K3+&ME';*&(E'/&9"#;%& !"#$%&'(&)*+,+-&,!"#.&/(! (*,'0'$,-&(#!$1( 2'$,3+&4$& /#,,*/(&(E (&(E*&(* 9E*!/&GE"/*&/(#%*$(/&.; I& ;"$*& WITH ANOTHER 79% CLASSMATE 21% fact, a body of research has demonstrated that digi- E H*&N*G*!&".."!(#$'('*/&("&G'($*//&(E*&F*$*@(/& tal gameplay provides optimal opportunities for indi- of collaborative gameplay in action, it is also pos- viduals to develop collaboration, communication, sible that these teachers hold limited notions of the and negotiation skills (Granic, Lobel, & Rutger, 2014; F*$*@(/&"N&9"1.; I-&GE'9E&9"#;%&F*&GEI&(E*I&%"$(& 5'!!'*6#'!&7&89: !; $*-&<==>?&@A#'!*&<==B3+&C*(&/#!- ;;"G&/(#%*$(/&("&.; I&(",*(E*!+Y&Z(E*!&'//#*/&9"#;%& IN SMALL veyed teachers report modest improvements in their explain the mismatch, including the fact that many 72% GROUPS OF 3 28% /(#%*$(/&/"9' ;&/2';;/&9"6. !*%&("&"(E*!&/2';;/*(/& /2';;/&;'/(*%&'$&(E*&'6.!"H*6*$(&A#*/('"$& !*&!*,# - TO 5 STUDENTS (see p. 50). To understand the apparent mismatch ; !;I& //*//*%&(E!"#,E&(*/(/-&GE*!* /&9";; F"! ('"$-& F*(G**$&!*/* !9E&9; '6/& $%&(* 9E*!/&"F/*!H ('"$/-& communication, and negotiation skills are not. Fur- G*& $ ;I0*%&(E*'!&/"9' ;&/2';;&'6.!"H*6*$(&! ('$,/& (E*!6"!*-&'6.!"H*6*$(/&'$&(E*/*&/2';;/&6 I&/E"G&#.& FI&E"G&(E*I&/*(&/(#%*$(/&#.&("&#/*&%','( ;&, 6*/& in settings that teachers are not privy to, such as the AS A )/**&JE !(&KL 3+&M*&N"#$%&(E (&OPQ/&GE"/*&/(#%*$(/& playground or at home. 66% FULL CLASS 34% .; I&'$%*.*$%*$(;I& !*&;*//&;'2*;I&(E $&(E"/*&GE"/*& students play together (in pairs, small groups, as a Y The survey does not permit us to offer directional claims about (E*&!*; ('"$/E'.&F*(G**$&(E*/*&(G"&. !('9#; !&H !' F;*/

Chart 19a Teachers’ impressions of the efficacy of games in improv- SUBJECT MATTER LEARNING & SKILL DEVELOPMENT @;+ ;'($+("'#0#-9$R&*(8('<$"$20l"3+($4'&4&' 0&#`.d ing social skills by student Z($"2)(,$ ("%!('2$ &$'" ($!&*$(11(% 08($,0-0 "+$-"6(2$ *"2$;#"3+($ &$2"G$*!( !('$-"6(2$*('($(11(% 08($1&'$ gameplay configurations have been in improving student learning in 10 subject teaching Art or Culture at all (they either indicated not and skill areas (see Chart 19b). Mathematics ranked sure $&'$2"0,$ !02$I;(2 0&#$*"2$ not applicable to their !0-!(2 <$*0 !$A/d$&1$MjN2$'(4&' 0#-$ !" $,0-0 "+$-"6(2$ 4&20 0&#B9$]%0(#%($'"#)(,$3( *((#$ !($(O '(6(2Y$`.d$ have been either effective or highly effective in improving percent of GUTs reported that digital games have been Chart 19b !(0'$2 ;,(# 2$6" !$+("'#0#-9$@&64; ('$"#,$N(%!#&+&-G$ effective/highly effective <$*!0+($"$I;"' ('$?.kdB$2"0,$ Perceptions of @&# (# $"#,$])0++2$'"#)(,$0#$2(%&#,$4+"%(<$*0 !$\kd$&1$ !(G8($3((#$ slightly effective in improving student sci- "#"$%&$%'(&)*" t GUTs reporting that digital games have improved stu- (#%($+("'#0#-9$H$1;++$g[d$*('($;#"3+($ &$%&66(# $&#$ dent learning in this area. On the other end of the scale, !($(%"%G$&1$,0-0 "+$-"6(2$0#$064'&80#-$ !(0'$2 ;,(# 2$ &#+G$.\d$&1$ ("%!('2$2"0,$ !" $,0-0 "+$-"6(2$!"8($3((#$ science learning ( not sure/not applicable ). [See Box 3 Page 49 effective/highly effective $" $064'&80#-$2 ;,(# 2$H' $&'$ (p. 47) for a discussion.]

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES WHAT WE FOUND 48 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX Players Practices Profiles Perceptions

BACK TO PAGE 48 Chart 19b PERCEPTIONS OF EFFICACY BY SUBJECT How effective have games been in improving your students’ learning?

HIGHLY EFFECTIVE SLIGHTLY EFFECTIVE NOT EFFECTIVE NOT SURE/NOT APPLICABLE

COMPUTER/ TECHNOLOGY MATH 71% CONTENT AND 65% SKILLS 19% 2% 8% 20% 2% 13%

SCIENCE 42% 30% SOCIAL SKILLS 37% 25% 4% 27% 13% 23%

EXECUTIVE ENGLISH/ FUNCTION 59% LANGUAGE 56% SKILLS ARTS/LITERACY 25% 4% 13% 26% 4% 14%

SOCIAL STUDIES/ HISTORY/ ARTS/CULTURE HUMANITIES 37% 32% 42% 24% 7% 26% 22% 10%

21ST CENTURY 52% HEALTHY 41% SKILLS HABITS/HEALTH 26% 5% 17% 25% 24% 11%

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES WHAT WE FOUND 49 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX Players Practices Profiles Perceptions

STUDENTS PROMOTES ALIGNS WITH EFFICIENT WAY Box 5 USE GAMES COLLABORATION COMMON CORE TO ACCESS INDEPENDENTLY BETWEEN STUDENTS STANDARDS STUDENTS 23% 21% 13% 8% PUZZLING PARADOX: CURRICULUM ALIGNMENT

MOTIVATES LOW QE*&%'/. !'(I&F*(G**$&(* 9E*!/&'$(*$('"$/& $%& PERFORMING/ 9(# ;&*[.*!'*$9*/&#/'$,&, 6*/&("&N#;@;;&9#!!'9#; !& SPECIAL ED STUDENTS !*A#'!*6*$(/&)/**&F*;"G3&6 I&'$&. !(&F*&*[.; '$*%& FI&(E*'!& $/G*!/&("& &/*. ! (*&/*(&"N&A#*/('"$/-&'$& 55% GE'9E&a=]&"N&OPQ/& ,!**%&G'(E&(E*&/( (*6*$(-&4& G'/E&'(&G*!*&* /'*!&("&@$%&%','( ;&, 6*/&(E (& ;',$& 24% 21% 17% 10% 2% FACILITATES ALLOWS DELIVERS CONTENT EFFECTIVE SOME ("&9#!!'9#;#6&/( $% !%/-& $%&_#/(&BL]& ,!**%&G'(E& TEACHING MIXED PERSONALIZATION WITHOUT DIRECT WAY TO ASSESS OTHER ABILITY GROUPS OF INSTRUCTION INSTRUCTION STUDENTS QUALITY (E*&/( (*6*$(-&QE*!*& !*& &/#9'*$(&H !'*(I&"N& %','( ;&, 6*/&(E (& ;',$&("&9#!!'9#;#6&/( $% !%/+& The story being told consistently across our survey Chart 20 data is that teachers are banking on digital games What qualities of games do you find most valuable? as a means of teaching and assessing students on core content, but in practice, the tools are failing N = 513 ; select up to two ("&!* 9E&(* 9E*!/&GE"&/**2&(E*6-& $%R"!&N ';'$,&("& %*;'H*!&"$&(E*'!&.!"6'/*/&GE*$&#/*%+

The survey also asked teachers to consider three sets of QUALITIES OF DIGITAL GAMES /( $% !%/&)JE !(&b3+&4$&"(E*!&G"!%/-&%*/.'(*&(E*&.".#; !& %"6 '$1,*$*! ;&/2';;/& /&. !(&"N&(E'/&*[*!9'/*-&/.*9'@9 ;;I& :!"6& &.*% ,",'9 ;&.*!/.*9('H*-&GE (& !*&%','( ;&, 6*/& use of digital games to deliver and assess students on Social Skills (collaboration, communication, negotia- ,""%&N"!`&MEI&%"&(* 9E*!/&#/*&%','( ;&, 6*/&("&%*;'H*!& 9"!*&9"$(*$(-&N*G&(* 9E*!/&9"$/'%*!&(E*/*&"NN*!'$,/&("& tion), 21st-century Skills (systems thinking, perseverance, '$/(!#9('"$&'$/(* %&"N&"!&'$& %%'('"$&("&"(E*!&6*(E"%/`& be very valuable. [See Box 5 for a discussion.] creative problem solving), and Executive Function Skills We generated a list of possible reasons, and invited )6*6"!I-&9"$9*$(! ('"$RN"9#/-&. ('*$9*3+&\[*9#('H*& /#!H*I&!*/."$%*$(/&("&/*;*9(&(E*&(G"&(E*I&H ;#*&6"/(+& At the higher end of the spectrum, more than half :#$9('"$&@2';;/&! $2*%&E',E*/(&"N&(E*&(E!**-&G'(E&VL]&"N& Q"G !%&(E*&!',E(1E $%&/'%*&"N&JE !(&<=-&G*&/**&(E (& )VV]3&"N&OPQ/&9E"/*& Motivates low-performing and/or GUTs saying that digital games have been effective/highly "$;I&K=]& $%&a]&"N&(* 9E*!/&/*;*9(*%& Effective way special needs students +&QE'/&@,#!*& ;',$/&G'(E&(* 9E*!/& effective &'$&'6.!"H'$,&(E*/*&/2';;/-&GE';*&V<]&"N&(* 9E*!/& to assess students and "+*,-%.#$%-/%#00*00%0-(1*,-0 , !*/."$/*/&("& &/*. ! (*&A#*/('"$&!*, !%'$,&(E*&(I.*/& N**;&(E*&/ 6*& F"#(&(E*'!&/(#%*$(/&^]-& $%& GE';*&KB]&9; '6&, 6*/&E H*$(&F**$&*NN*9('H*& (& ;;-& Common Core Standards &*H*$&(E"#,E&>K]&"N&(* 9E*!/& /(#%*$(/&G'(E&"(E*!&/.*9' ;&$**%/'$9;#%'$,&*6"('"$ ;R 6"!*&(E $& $I&"(E*!&/#F_*9(&"!&/2';;/*(&G*&A#*!'*%+& claim to use digital games to cover mandated national F*E H'"!-&9",$'('H*R%*H*;".6*$( ;-& $%&.EI/'9 ;&'//#*/

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES WHAT WE FOUND 50 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX Players Practices Profiles Perceptions

Box 6 STUDENTS WITH AVERAGE- HIGH NONE OF MY EMOTIONAL/ PERFORMING PERFORMING STUDENTS SEEM BEHAVIORAL ISSUES STUDENTS STUDENTS TO BENEFIT 28% 23% 15% 1% PUZZLING PARADOX: DIGITAL GAMES AND ACADEMIC PERFORMANCE

LOW QE*&N 9(&(E (&BL]&"N&(* 9E*!/&F*;'*H*&(E (&(""& PERFORMING much digital gameplay (see Chart 22, p. 52) STUDENTS 6 I&*[.; '$&GEI&/(#%*$(/& !*$(&.*!N"!6'$,& ("&/( $% !%&9"6*/&9;"/*&("&6'!!"!'$,&@$%'$,/& 47% N!"6&J"66"$&@*$/*&8*%' /&)<=K<3&/#!H*I&"N& 51K<&(* 9E*!/-&GE'9E&N"#$%&(E (&><]&"N&(* 9E*!/& 30% 24% 21% 7% ALL STUDENTS STUDENTS WITH ENGLISH- STUDENTS WITH think student use of entertainment media hurts SEEM TO BENEFIT COGNITIVE OR LANGUAGE PHYSICAL EQUALLY DEVELOPMENTAL LEARNERS IMPAIRMENTS their academic performance. ISSUES In fact, teachers rated video games to be more detrimental in this regard than any other form Chart 21 of media, including TV, music, and online videos. Which of the following types What can explain the simultaneous enthusiasm of students, if any, have and disdain that certain GUTs hold around their you seen benefit most from instruction involving digital /(#%*$(/&H'%*"&, 6*.; I`&h*!E ./&(E*I& ..!*9' - games? (*&GE (&(E*&9 .('H ('$,&A# ;'('*/&"N&%','( ;&, 6*/& can do for learning, but have reason to believe N = 513; select all that apply that the time kids spend gaming at home can "(E*!G'/*&F*&/.*$(&%"'$,&E"6*G"!2-&!* %'$,-&"!& ,*(('$,&/#9'*$(&/;**.+&

Other teachers may experience situations in (&H !I'$,&;*H*;/&"N&N!*A#*$9I+&QE'!(I&.*!9*$(&"N&(* 9E*!/& teachers reporting that their mastery of curricular and (E*'!&"G$&9; //!""6/&/'6'; !&("&"$*&(* 9E*!/& F*;'*H*&(E (& ;;&/(#%*$(/&F*$*@(& F"#(&*A# ;;I-& $%&_#/(& extracurricular content have improved as a result of G!'(*1'$&!*/."$/*&("&"#!&/#!H*Ii&@"6*&/.*9' ;& K]&"N&OPQ/&/ I&(E (&$"$*&"N&(E*'!&/(#%*$(/&E H*&F*$ - classroom-based gameplay. Teachers are less unanimous ed students get so involved, hyper-focusing, that *@(*%&N!"6&'$/(!#9('"$&'$H";H'$,&%','( ;&, 6*/+& "$&GE*(E*!&'(&*$9"#! ,*/&E',E*!& ((*$% $9*& 6"$,&;"G1 '(&#./*(/&(E*'!&GE";*&% I&GE*$&(E*I&E H*&("&/(".-& .*!N"!6'$,&/(#%*$(/-&G'(E&Va]& ,!**'$,-&K^]&%'/ ,!**'$,-& *H*$&("&#/*&(E*&F (E!""6+&j;/"&(E*I&(E!"G&(E*& 4$& &N";;"G1#.&A#*/('"$-&G*& /2*%&(* 9E*!/&("&! (*&(E*'!& $%&6"!*&(E $& &A# !(*!&/ I'$,&(E*I!*&$"(&/#!*+&ME';*&_#/(& %*H'9*/+&k*!*&G*&/**&E"G&%**.&*$, ,*6*$(&9 $& ,!**6*$(&G'(E& &/*(&"N&/( (*6*$(/&N"9#/'$,&"$&;"G1.*! - F"#(&"$*&'$&@H*&(* 9E*!/&)

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES WHAT WE FOUND 51 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX Players Practices Profiles Perceptions

DISAGREE DISAGREE BARRIERS 11% 14% ME (&9E ;;*$,*/&%"&OPQ/&N 9*&GE*$&'$(*,! ('$,&%','( ;& , 6*/&'$("&(E*'!&(* 9E'$,&.! 9('9*/`&JE !(&b]3& $%& Cost &)>>]3&6"/(&"N(*$-&N";;"G*%&FI& Lack 78% 71% of technology resources (computers, Chart 23 devices, Internet connection) &)BV]3& $%& 4/-%0(5*%.6*5*%-/%@,1%8(#9+-$%:#3*0 11% 15% NOT SURE NOT SURE Greatest )BK]3+&Z$*&'$&@H*&/ I/&'(/&E !%&("&@$%& Barriers , 6*/&(E (&@(&(E*&/9E"";/&9#!!'9#;#6-&

DIGITAL GAMES HAVE IMPROVED STUDENT DIGITAL GAMES HAVE IMPROVED STUDENT MASTERY $%&K>]&9'(*&/( $% !%'0*%&(*/(/& /&/', - MASTERY OF CURRICULAR CONTENT/SKILLS OF EXTRA-CURRICULAR CONTENT/SKILLS (E.G. TECH, $'@9 $(&F !!'*!/+&k',E1/( 2*/&(*/(&.!*.& (E.G. MATH, LANGUAGE ARTS, SCIENCE, ETC.) COMMUNICATION, CRITICAL THINKING, COLLABORATION) Page 53 6 I& ;/"&*[.; '$&GEI&(* 9E*!/&E H*&/"& DISAGREE AGREE little time. 17% 39% l*9 ;;&(E (&G*& %6'$'/(*!*%&(E'/&/#!H*I&("&bL>&(* 9E*!/-& KaK&"N&GE'9E"!&

USE OF DIGITAL GAMES IN CLASSROOM TOO MUCH DIGITAL GAME PLAY MAY BE ONE REASON '$,&(E (&G'(E&_#/(&"$*&*[9*.('"$-&(E*&(G"&,!"#./&E";%& INSTRUCTION ENCOURAGES HIGHER ATTENDANCE THESE STUDENTS ARE NOT PERFORMING UP TO STANDARD !*6 !2 F;I&/'6'; !&H'*G/+&QE*&*[9*.('"$-&E"G*H*!-&'/& SO I LIMIT THEIR ACCESS IN THE CLASSROOM /',$'@9 $(i&6"!*&TPQ/&)

AGREE 694) = 5.23, p < .05) . On the bright side, this particular 21% %'/9!*. $9I&E',E;',E(/& &@[ F;*&/'(# ('"$+&h!*1/*!H'9*& and in-service programs, for instance, can offer more Chart 22 In considering your students (! '$'$,&"$&E"G&("&'$(*,! (*&%','( ;&, 6*.; I&'$("& who are performing below DISAGREE instruction. [See Box 7 (p. 54) for a discussion.] average and their use of games in your classroom, 73% please indicate your level T"( F;I-&(E*&OPQ/& $%&(E*&TPQ/&%'NN*!*%&"$&_#/(&"$*&"N& of agreement with the (E*&K<&F !!'*!/&"NN*!*%&FI&(E*&/#!H*I+&n#(&'(&G"#;%&F*& & 7% following statements. NOT SURE mistake to assume that curriculum integration is the only "F/( 9;*&(E (&9 $&*[.; '$&GEI&9*!( '$&(* 9E*!/&#/*&%','( ;& N = 513; select all that apply USE OF DIGITAL GAMES IN THE CLASSROOM games in their teaching and others do not. The survey OFTEN LEADS TO BEHAVIORAL ISSUES

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES WHAT WE FOUND 52 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX Players Practices Profiles Perceptions

BACK TO PAGE 52 Chart 23 GREATEST BARRIERS At your school, what are the greatest barriers teachers face in using digital games in the classroom?

GAME-USING TEACHER NON-GAME-USING TEACHERS

20% 17% 14% 9% 5% 3%

46% 44% 35% 34% 31% 27%

NOT SURE NOT SURE HARD TO EMPHASIS ON INSUFFICIENT LACK OF WHERE TO HOW TO UNFAMILIAR FIND GAMES LACK OF STANDARD- LACK OF THERE TIME COST TECH FIND QUALITY INTEGRATE WITH THAT FIT ADMIN. IZED TEST PARENTAL ARE NO OTHER RESOURCES GAMES GAMES TECHNOLOGY CURRICULUM SUPPORT SCORES SUPPORT BARRIERS

43% 41% 34% 34% 28% 29% 24% 17% 15% 9% 9% 6%

N = 513; select all that apply

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES WHAT WE FOUND 53 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX Players Practices Profiles Perceptions

offered respondents a limited set of options in the uni- Box 7 H*!/*&"N&oOnQ1!*; (*%&F !!'*!/-& $%&G*&9 $&F*&/#!*&(E (&'(& missed some big ones. Such are the limitations of surveys. TACKLING THE TIME AND COST BARRIERS QE*&A#*/('"$&%'%-&E"G*H*!-&"NN*!&!*/."$%*$(/&(E*&".('"$& ("&G!'(*&'$&F !!'*!/&$"(&.!"H'%*%&"$&(E*&;'/(+&Q F;*&<&;'/(/& ;;&G!'(*1'$&!*/."$/*/-&GE'9E&G*&E H*&"!, $'0*%&'$("& It might be useful to help teachers distinguish the ("&#/*& ../&9; //1&"!&/9E"";1G'%*&"$& &/'$,;*&;'9*$/*& three broader themes: school or district system issues, surmountable from the insurmountable barriers, can further diminish cost barriers. Unfortunately, student issues, and perceptions of value. Many of the bar- $%&E*;.&/E'N(&(E*'!&(E'$2'$,& F"#(&GE (/&(!#;I&."/ - %*9'/'"$/& F"#(&H";#6*&.#!9E /*&.!",! 6/Y& !*& riers listed here represent major omissions from the pres- /'F;*+&j!*&(E*&(G"&6"/(&9'(*%&F !!'*!/-&('6*& $%&9"/(-& "N(*$&"#(&"N&'$%'H'%# ;&(* 9E*!/&E $%/+&j99"!%'$,& *$(&/#!H*I&(E (&G';;&9*!( '$;I&F*&'$9;#%*%&'$&N#(#!*&"$*/+& /&'$(! 9( F;*& /&G*&6',E(&'$/('$9('H*;I&F*;'*H*`&QE*& ("&'$$"H ('H*&/9E"";&;* %*!&@#_ ( &nE ((-&4$$"H - 40 minutes (or so) that middle school teachers have ('"$&G'(E&, 6*/&#/# ;;I&E ..*$/& (&(E*&;*H*;&"N&(E*& G'(E&/(#%*$(/&'/&E !%;I&'%* ;&N"!&;"$,&/(!*(9E*/&"N& (* 9E*!R9; //!""6-&GE';*&%*9'/'"$/& F"#(&9#!!'9# - interrupted gameplay (Richards, Stebbins, & Moel- lum and budget happen at school and district levels, ;*!'$,-&<=KB3?& (&;* /(&N"!&$"G-&(E*&.*!'"%&/(!#9(#!*& GE*!*&, 6*/& !*&;*//& 99*.(*%& $%&'$$"H ('"$& '(/*;N&'/&"#(&"N&(* 9E*!/&E $%/&("&9E $,*+&n#(&'N& '/&/9 !9*!+&O!* (*!& ;',$6*$(&"$& &/E !*%&oOnQ& games are truly integrated into a lesson, they can H'/'"$& 9!"//& ;;&;*H*;/&6 I&F*& &.!*!*A#'/'(*&("& help teachers save time, according to digital game cracking the cost barrier. researcher and former classroom teacher André o*$E 6&).*!/"$ ;&9"66#$'9 ('"$-&p#$*&KL-&<=K>3+& Y& &j..;*/&q";#6*&h#!9E /*&h!",! 6&)qhh3&N"!&\%#9 ('"$-&N"!&*[ 6.;*-& 4$%**%-&(* 9E*!/&$**%$(&%*H"(*&N#;;&9; //&.*!'"%/& ;;"G/&(* 9E*!/&"!&'$/('(#('"$/&("&.#!9E /*& ../&(E!"#,E&(E*&qhh&/("!*& and use their mobile device management (MDM) solution to assign ("&, 6*.; I?&G'(E&(E*&!',E(&, 6*/-&/E"!(*!&.; I& ../&("&/(#%*$(/&"H*!&(E*& '!+&Q* 9E*!/R'$/('(#('"$/&9 $&!*H"2*& ../& /*//'"$/&9 $&F*&*NN*9('H*;I&*6.;"I*%&("&'$/.'!*& $%R and reassign them to other students. or prime students for non-digital instruction post- , 6*.; I&)/**&n"[&a-&$*[(&/*9('"$?&j!*$ &7&@9EG !(0-& <=K>?&ME'(*-&<=K>3+&k"G*H*!-&(* 9E*!/&9 $&F*&F*((*!& '$N"!6*%& F"#(& H '; F;*&".('"$/& $%&G"!2 !"#$%/& to these time hurdles.

With the emergence of apps marketplaces that offer /"&6#9E&9"$(*$(&N"!&N!**-&9"/(&$"&;"$,*!&."/*/&A#'(*& the challenge that it may have in the pre-app era. n#(&, 6*&%*H*;".*!/&9 $(& NN"!%&("&,'H*&*H*!I(E'$,& G I-& $%&_#/('@ F;I&9E !,*&9#/("6*!/&("& 99*//& (E*'!&E',E*!1A# ;'(I& $%R"!&N#;;I&N* (#!*%&;* !$'$,& games. Fortunately, emerging account sharing and volume purchase programs Y&(E (& ;;"G&.#!9E /*!/

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES WHAT WE FOUND 54 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX Players Practices Profiles Perceptions

Table 2 OTHER BARRIERS (WRITE-IN RESPONSES)

SCHOOL OR DISTRICT ISSUES STUDENT ISSUES PERCEPTIONS OF VALUE

TECHNICAL PROBLEMS OR QUALITY + Inattention of students on computer; disabilities affect + We do not believe in digital games as a learning tool student ability to control game '$&(E*&9; //!""6+&M*&#/*& &;"(&"N&E $%/1"$&G"!2&'$&(E*& + Connection speed classroom. Digital games can be used at home. + Some special ed students get so involved, hyper-focusing, +&&Q*9E$'9 ;&.!"F;*6/&"$&(E*& 9('H'(I&.!"H'%*!/&*$%?& (E (&'(&#./*(/&(E*'!&GE";*&% I&GE*$&(E*I&E H*&("&/(".-& + I teach speech and feel it is a face-to-face subject /*!H*!/&%"G$-&*(9+ *H*$&("&#/*&(E*&F (E!""6+&j;/"&(E*I&(E!"G&(E*&%*H'9*/+ matter and so do not use video in my class, although I 2$"G&(E*!*& !*&6 $I&H'%*"&.!"%#9(/&(E (&JjT&F*&#/*%+ +&&QE*I&%"$(&9"$/'/(*$(;I&G"!2r +&&@"6*&/(#%*$(/&/(!#,,;*&G'(E&E"G&("&#/*&(E*&9"6.#(*!/ +&&M"!!I& F"#(&(E*&*NN*9(&'(&E /&"$&*I*/',E(R/(#%*$(&E* ;(E + Students are visually impaired

BLOCKING

+&&o'/(!'9(&F;"92/&G*F/'(*/

+ Games are blocked by MIS

+ Many sites blocked by administrators

LIMITED ACCESS

+ I teach in multiple districts and often do not have access to district computer use

+&s 92&"N&E"6*&'$(*!$*(R9"6.#(*!& 99*//

+&&T"(& ;;& !*&(* 9E'$,&'$& &9; //!""6+&\A#'.6*$(&$"(& H '; - F;*&'$&6 $I& !* /&GE*!*&/6 ;;&,!"#./& !*&E*;% .

+&&8 $I&!*A#'!*&/#F/9!'.('"$/

LACK OF AUTONOMY

+&&T"(&F*'$,& F;*&("&@$%& $%&9E""/*&6I&"G$&, 6*/&%#*&("& (*9E&9""!%'$ ("!&6 2'$,&(E*&%*9'/'"$/&/9E"";&G'%*

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES WHAT WE FOUND 55 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX Synthesis Recommendations Final Thoughts

WHAT IT MEANS activity for problem students, rather than as a means of providing richer and more productive learning 2EE2#'+58'8!,&32#&"$$&,'+6!5',&-Z;&H!!A&E!#,25"$&:24 - Findings from this survey munication, April 3, 2014).

+ Few teachers are using learning games of the paint a promising picture of immersive variety , the kind that lend themselves to deep exploration, complex decision making, and digital-game based teaching participation in the types of activities that set digital games apart from more didactic forms of instruction. Most teachers instead report using short-form and learning inside K–8 games—either standalone titles (e.g., Tetris , Angry Birds ) or digital repositories that include mini-games or game-like lessons (e.g., Cool Math, Starfall, PBS classsrooms around the U.S. KIDS). Of course, students can and do learn from shorter-form genres (e.g., Riconscente, 2013), especially if played over multiple sessions, but longer-form ?"4!,&(">!&",&"&C(2$!&E!#32#4!6&@!''!#&85&,'+68!,& 23&$!"#585?&!:":%&-\$"#DA&!'&"$;A&LO9/1;&X(8$!&$":D&23& SYNTHESIS + Motivation is still a primary driver of classroom time (e.g., time needed for high-stakes test prep, time + Digital games have landed in K-8 classrooms. digital game use. &N",!6&25&'(!&@5685?,&(8?($8?('!6& '2&@?+#!&2+'&(2C&'2&85'!?#"'!&$25?!#&?"4!,&85'2&$!,,25& !"#$%&'(#!!)*+"#'!#,&-./01&23&!$!4!5'"#%&"56& "@2>!A&8'&C2+$6&,!!4&'("'&!6+:"'2#,&(">!&E#2?#!,,!6& plans, etc.) is a likely explanation, teachers may also middle school teachers report using digital games for @!%256&"&>8!C&23&?"4!,&",&"&C"%&'2&#!C"#6&:24 - @56&,(2#'!#)32#4&?"4!,&'2&@!&!",8!#&'2&4"E&'2&:+# - instruction, and this rate is higher among teachers at E$!'!6&C2#D&2#&42'8>"'!&,'+6!5'&$!"#585?A&",&!"#$8!#& riculum standards (Richards, et al., 2013). 78'$!&9&,:(22$,;&<2+#&2+'&23&@>!&23&'(!,!&?"4!)+,85?& research has documented (e.g., Kirriemuir & McFar- teachers say their students play at least on a monthly $"5!A&LOOJP&Q+??8!#2A&LO9JP&R:(#"6!#A&S(!5?A&T&U2+5?A& + Digital game integration is hard. Given the propor- @",8,A&"56&BB0&,"%&'(!%&62&,2&"'&$!",'&C!!D$%;&<+# - LOOV1;&N+'&42#!&'("5&("$3&23&HI7,&-BB01&'26"%&,"%& tion of teachers that report using digital games to ther, teachers are seeing results, especially those '(!%&>"$+!&'(8,&*+"$8'%&23&68?8'"$&?"4!,A&"56&3"#&42#!& teach mandated content and assess students on these C(2&'!":(&C8'(&?"4!,&42#!&23'!5;& Barrier Busters '("5&"5%&2'(!#&*+"$8'%&233!#!6;&7!":(!#,&"#!&+,85?& competencies, K-8 teachers seem optimistic about the and Naturals , for instance, are more likely to report dedicated game platforms in particular to motivate role these tools may play in helping them cover the '("'&68?8'"$&?"4!E$"%&(",&84E#2>!6&'(!8#&,'+6!5',& "56&#!C"#6&,'+6!5',&-B/01&"56&32#&@#!"D&":'8>8'8!,& \24425&\2#!&R'"'!&R'"56"#6,;&U!'&'(!&6"'"&,+??!,'& :+##8:+$"#&D52C$!6?!A&32:+,A&"56&:2$$"@2#"'825;&G& -/J01A&"'&"@2+'&'C8:!&'(!&#"'!&'(!%#!&+,85?&'(!,!& 85'!?#"'825&:("$$!5?!,]&32+#&2+'&23&@>!&'!":(!#,&,"%& ,+@,'"5'8"$&E#2E2#'825&23&HI7,&"$,2&,"%&'(!%#!&+,85?& 6!>8:!,&'2&!5?"?!&,'+6!5',&C8'(&$!,,25&:25'!5';&N+'& 8',&("#6&'2&@56&:+##8:+$+4)"$8?5!6&?"4!,A&"56&^+,'& digital games to deliver content mandated by local using games simply to motivate is a lot easier and 'C2&2+'&23&@>!&@!$8!>!&'("'&"&,+:8!5'&>"#8!'%&23&,+:(& -/J01&"56&,'"'!K5"'825"$&:+##8:+$+4&,'"56"#6,&-/901A& less time-consuming than using them to teach and ?"4!,&!>!5&!_8,';&`!"5C(8$!A&25$%&9O0&23&'!":(!#,& "56&'2&",,!,,&,'+6!5',&25&,+EE$!4!5'"$&-JJ01&"56& ",,!,,;&X("',&'#2+@$85?&"@2+'&'(8,A&"::2#685?&'2& consider the assessment capabilities of games to be :2#!&D52C$!6?!&-LM01; ?"4!&#!,!"#:(!#&Z$8,"@!'(&H!!A&8,&'(!&E2,,8@8$8'%&'("'& among their most valuable features. Unfortunately, ?"485?&C8$$&@!&>8!C!6&",&"&6+4@!6)62C5&$!"#585?& '(!&,+#>!%&6865'&6!$>!&85'2&C(%&'(8,&48?('&@!]&G#!&

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES WHAT IT MEANS 56 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX Synthesis Recommendations Final Thoughts

game-based assessment features falling short of their + Establish an industry-wide framework for '"$&#!E2,8'2#8!,1&"56&?"4!&#!>8!C&,8'!,&C2+$6&+,!& E#248,!,a&G#!&'(!%&'22&68:+$'&'2&+,!a&b#&"#!&'!":( - describing and evaluating educational games — '(!,!&:24425&'!#4,&"56&3#"4!C2#D&'2&2#?"58g!&'(!& !#,&^+,'&+5E#!E"#!6&'2&+,!&'(!4&!33!:'8>!$%a @!:"+,!&'!":(!#,&:"5'&D52C&!_":'$%&C("'&'(!%& search and discovery process for teachers. ,(2+$6&$22D&32#&83&'(!#!,&52&5"4!&32#&8'd&G,&"&5+4- + The problem with discovery. 7(!&E#!>82+,&'C2& ber before us have similarly proposed, 1 game devel- + Elevate awareness of alternative means of inte- E285',&,+??!,'&'("'&'!":(!#,&"#!5'&"::!,,85?&'(!&'8'$!,A& 2E!#,A&68,'#8@+'2#,A&#!>8!C&,8'!,K,!#>8:!,A&"56&!6+- grating games into instruction. More than a decade pedagogical strategies, and other resources they need :"'2#,&,(2+$6&'2?!'(!#&-"1&:24!&+E&C8'(&:24425& "?2A&C(!5&,:(2$"#,&@#,'&@!?"5&85,E8#85?&+,&C8'(&'(!8#& to make the most of digital games in their teaching. nomenclature around learning game sub-categories, visions for digital game-based learning, they cer- Perhaps the curriculum integration problem is related and then (b) use this taxonomy to label, market, '"85$%&C!#!5'&C#8'85?&"@2+'&6#8$$)"56)E#":'8:!&?"4!,;& '2&'(!&3":'&'("'&'!":(!#,&"#!&$!"#585?&'2&'!":(&C8'(& "56&#!>8!C&'(!4;&N#!"D85?&62C5&'(!&4",,8>!&!6+ - U!'&'(8,&8,&C("'&,2&4"5%&i)f&'!":(!#,&"#!&,'8$$&+,85?& 68?8'"$&?"4!,&>8"&42#!&8532#4"$&4!"5,&-8;!;A&3!$$2C& :"'825"$K$!"#585?&?"4!&?!5#!&85'2&"&4"5"?!"@$!& C8'(&,'+6!5',&'26"%;&I5'8$&'!":(!#,&"56&,'+6!5',&"#!& teachers and self teaching) than formal training pro- number of sub-genres ought to make the search and 3#!!6&3#24&2#?"58g"'825"$&:25,'#"85',&'("'&E#2(8@8'& grams (pre-service and in-service). As a result, teach- 68,:2>!#%&E#2:!,,&$!,,&2>!#C(!$485?&"56&42#!&8$$+ - $25?!#&,'#!':(!,&23&,'+6!5'&?"4!E$"%A&'(!#!&"#!&C"%,& ers may not be getting exposure to the broader range minating for teachers. The taxonomy should embed of situating play sessions in relation to the broader of pedagogical strategies that can enhance and facili- "&3#"4!C2#D&32#&!",8$%&!>"$+"'85?&?"4!,&"$25?& $!,,25&E$"5&'("'&:"5&3#!!&'!":(!#,&'2&+,!&"&C86!#& tate digital game integration. The discovery problem obvious characteristics such as grade, subject, plat- >"#8!'%&23&?"4!,;&<2#&85,'"5:!A&G#!5"&"56&R:(C"#'g& also extends to game selection: With designations as form, price, and curriculum standards alignment; (2014) propose the use of shorter-form games to @#2"6&",&!6+:"'825"$&?"4!,A&4"'(&?"4!,A&$8'!#":%& \24425&R!5,!&`!68",&H#"E(8'!&E$"'32#4&!4E$2%,& prime students to be receptive to more didactic ?"4!,A&"56&,2&25A&(2C&:"5&'!":(!#,&D52CA&",&'(!%& 25!&C2#'(&@+8$685?&+E25;&7(!&'"_2524%&,(2+$6& 4!'(26,&23&85,'#+:'825&32$$2C85?&'(!8#&E$"%&-,!!&N2_& @#2C,!&"56&,!"#:(&'(!&:"'"$2?,A&C(8:(&'8'$!,&C8$$&@!,'& also highlight not-so-obvious dimensions that teach- f1;&c5&'(8,&C"%A&?"4!,&:"5&E$"%&"5&85'!?#"'!6&"56& @'&,'+6!5',&85'!#!,',A&"$8?5&C8'(&,'"56"#6,A&+58',A&"56& !#,&,(2+$6&!*+"$$%&:25,86!#&85&'(!8#&,!$!:'825,A& essential—rather than supplemental—role in a les- $!,,25&E$"5,A&@$$&">"8$"@$!&:$",,&'84!A&"56&@'&'(!8#&'8?('& including time to completion, timescale, and open- ,25&C8'(2+'&'"D85?&+E&'22&4+:(&:$",,&'84!;&R848$"#$%A& -2#&525!_8,'!5'1&@+6?!',a&c5&'(!&"@,!5:!&23&@5!#) !56!65!,,*+"$8'8!,&E#2E2,!6&@%&R*+8#!&-LOOf1&85& '!":(!#,&:"5&"62E'&"&A8EE!6&426!$&23&85,'#+:'825A& grained labels to distinguish learning games from one (8,&3#"4!C2#D&32#&!>"$+"'85?&?"4!,",&C!$$&",& C(!#!@%&,'+6!5',&E$"%&$25?!#)32#4&?"4!,&32#&(24! - "52'(!#A&'!":(!#,&:"5'&D52C&C("',&">"8$"@$!&"56& 21st-century skill alignment, assessment capabili- C2#D&"56&,E!56&:$",,&'84!&68,:+,,85?&D!%&$!,,25,;& '(!#!32#!&C("',&E2,,8@$!;& '8!,A&"56&#!,!"#:(&!>86!5:!&-8;!;A&C(!'(!#&'(!&?"4!,& Professional development programs and resources $!"#585?&84E":'&(",&@!!5&,:8!5'8@:"$$%&4!",+#!61;& can help promote these strategies among teachers. RECOMMENDATIONS We recommend going beyond the simple adaptation Certain institutional factors, such as high-stakes testing 23&!_8,'85?&:244!#:8"$&?!5#!&5"4!,&-!;?;A&E+gg$!A& + Invest in the creation of innovative integration and the partitioned structure of the school day (especially ":'825&?"4!,1",&4"5%&C(2&(">!&"''!4E'!6&'(8,& models for classroom digital gameplay. Are there 85&4866$!&,:(22$1A&C8$$&5!!6&'2&:("5?!&@!32#!&844!#,8>!& task before have done—and creating meaningful additional models similar in spirit to those men- games can have a real presence in K-8 classrooms (Rich- 5!C&'!#4,;&c5&2+#&#!:244!56"'825A&6!>!$2E!#,& '825!6&"@2>!&-E#8485?A&A8EE!6&:$",,#224,1&'("'&:"5& ards et al., 2013). As policymakers and school leaders con- C2+$6&"?#!!&'2&$"@!$&'(!8#&E#26+:',&"::2#685?&'2&'(!& help teachers get around the institutional, curricular, '85+!&'(!8#&>"$8"5'&C2#D&25&'(!,!&$25?!#)'!#4&,2$+'825,A& taxonomy, and distributors (e.g. app stores and digi- @5"5:8"$A&:+$'+#"$A&"56&2'(!#&(+#6$!,&'2&kHN7&84E$! - C!&E#2E2,!&,24!&":'825&8'!4,&'("'&:"5&42#!&844!68"'!$%& 4!5'"'825a&X!&!5:2+#"?!&32+56"'825,A&?2>!#54!5'& address the discovery and professional development 9& <2#&!_"4E$!A&<#"g!#A&G#?$!,A&"56&X8$$,A&LOOfP&h8+&"56&h85A&LOOMP&Q8:("#6,&!'& "?!5:8!,A&"5?!$&3+56!#,A&"56&>!5'+#!&:"E8'"$&@#4,&'2& al., 2013; Wilson et al., 2009. See in particular Richards, Stebbins, and Moeller- problems highlighted above. 85?,&-LO9J1&$25?!#&"#?+4!5'&32#&'(!&:#!"'825&23&"&$!"#585?&?"4!&'"_2524%;& invest in R&D on solutions that can strike the optimal The recommendation proposed here extends earlier proposals by suggesting a @"$"5:!&@!'C!!5&:$",,#224K:+##8:+$+4&85'!?#"'825A& 3#"4!C2#D&'("'&C8$$&"86&'!":(!#,&85&'(!&68,:2>!#%&E#2:!,,;

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES WHAT IT MEANS 57 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX Synthesis Recommendations Final Thoughts

Box 8

DIGITAL GAMES AND PREPERATION FOR FUTURE LEARNING

Q!,!"#:(!#,&k%$"5&G#!5"&"56&k"58!$&R:(C"#'g&"#?+!& game (and did not read the passage) and students '("'&68?8'"$&?"4!,&32#&":"6!48:&+,!&5!!65'&@!&,'"56 - that just read the passage (but did not play the game). "$25!&$!"#585?&!_!#:8,!,&-G#!5"&T&R:(C"#'gA&LO9/P& c5'!#":'85?&C8'(&'(!&?"4!&(!$E!6&,'+6!5',&@+8$6& R:(C"#'g&T&G#!5"A&LO9J1;&7(!%>!&:24!&+E&C8'(&"& intuitions about statistical distributions that, in turn, ("EE%&4!68+4&@!'C!!5&'(!&844!#,8>!&$!"#585?&?"4!,& helped them learn more from the passage. Arena and that students enjoy playing but that eat up a lot of R:(C"#'g&52'!&'("'&83&'(!%&("65'&?8>!5&,'+6!5',&'(!& class time, and the drill-and-practice games that have passage to read after playing Stats Invaders! A&C("'& ?"#5!#!6&'(!&C!$$)C2#5&@+'&C!$$)6!,!#>!6&"5"$2?%&'2& '(!%&$!"#5!6&'(#2+?(&?"4!E$"%&C2+$6&(">!&?25!& chocolate-covered broccoli. Teachers should use digital undetected (as the posttest scores of the gameplay ?"4!,A&'(!%&"#?+!A&'2&E#2>86!&,'+6!5',&C8'(&'(!&:24E!$ - minus passage students indicate). This experiment ling and relevant experiences that can prepare them for 8$$+,'#"'!,&"&4!'(26&32#&6!'!#48585?&C(!'(!#&"&68?8- later learning from the more formal explanations deliv- tal game can provide effective experiential learning, ered via text, lectures, or discussions. As such, digital "$,2&D52C5&",&"& preparation for future learning (PFL) games should be conceived as part of a larger ecology ",,!,,4!5'&-R:(C"#'g&T&G#!5"A&LO9J1; of learning that encompasses both informal and formal Screen shot of Stats Invaders! $!"#585?&!_E!#8!5:!,&-G#!5"&T&R:(C"#'gA&LO9/1; X("'&62!,&'(8,&(">!&'2&62&C8'(&68?8'"$&?"4!E$"%&85&i)f& 4)$&+'-0$ -'%&-1&+%'$+',0&' 05-$1*)'*!!*+6&7&+,'"8'- &1$@1' !"9*9$)$,5'%$-,!$93,$"+-' :$",,#224,a&X!&@!$8!>!&'(!&84E$8:"'825,&23&'(8,&!_E!#8 - (e.g., normal distribution). Players save Earth from alien attack by tuning a bomb 72&8$$+,'#"'!&'(!8#&E285'A&G#!5"&"56&R:(C"#'g&:25 - ,"'!&-&79)&',0&'-0* &'"8',0&'*)$&+'A&&,'1"+@63!*,$"+;'*',*-<',0*,'-&+-$,$=&-'-,3%&+,-' ment extend far beyond college-age students and statisti- 6+:'!6&"5&!_E!#84!5'&C8'(&fJ&:244+58'%&:2$$!?!& recognition of certain distribution patterns. :"$&68,'#8@+'825,;&G,&G#!5"&T&R:(C"#'g&-LO9/1&,+44"#8g!] students using a digital game on statistical probabil- 8'%&68,'#8@+'825,;&G@2+'&'C2)'(8#6,&23&'(!&,'+6!5',& N!32#!&%2+&?+!,,&C("'&("EE!5!6A&'(!#!,&25!&42#!& …the research demonstrates that even without - &l&BV1&E$"%!6& Stats Invaders! —a variation of the 'C8,']&("$3&23&'(!&,'+6!5',&85&@2'(&'(!&?"4!&"56&:25 - having instructional content that maps directly classic video game Space Invaders— 85&C(8:(&"$8!5& '#2$&:2568'825,&C!#!&"$,2&?8>!5&"&'C2)E"?!&E",,"?!& onto curricular standards, games can prepare ,(8E,&6!,:!56&85&'(!&E(%,8:"$&"##"5?!4!5'&23&,E!:8@:& explaining statistical distribution concepts using more students to learn in more formal environments, probability distributions (e.g., normal distribution). 32#4"$&'!#4,A&C(8:(&?"4!&:2568'825&,'+6!5',&#!"6& such as school. Game environments can pro- 7(!&?"4!&62!,5'&233!#&2>!#'&!_E$"5"'825,&23&,'"'8,'8 - after playing Stats Invaders! All 83 students in the vide experience, and formal environments can :"$&:25:!E',P&#"'(!#A&$8D!&"5%&?226&?"4!A&8',&>8,+"$A& study took a 10-item posttest that covered statistical !"#$%&'&( )*+*,$"+-.'/0$-'1)*!$@1*,$"+'-0"3)%' '(!#!,&3!!6@":DA&E$"%!#,&'(85D&"56&":'&*+8:D$%A&"56& distribution concepts included in the passage. be useful for creating learning games, because 8',&3+5;&7(!&#!4"8585?&'(8#6&23&,'+6!5',&686&52'&E$"%& it can help them focus on what games do well, the game (control group). R'+6!5',&C(2&E$"%!6&'(!&?"4!&"56&'(!5&#!"6&'(!& rather than trying to make games into a stand- passage outperformed students that just played the alone solution for learning.

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES WHAT IT MEANS 58 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX Synthesis Recommendations Final Thoughts

3+5K!5?"?!4!5'A&"56&$!"#585?&!:":%A&"56&!5:2+# - poses already exist (e.g., Educade, Edutopia, Education the support problem. Finally, teachers and adminis- age researcher-developer-educator teams to investi- Arcade, edWeb, and BrainPOP Educators), but a minor- '#"'2#,&"$8D!&,(2+$6&@!&@!''!#&8532#4!6&23&'(!&@56 - ?"'!&"56&85>!5'&85&'(!&,E":!&'("'&$8!,&,24!C(!#!&85& 8'%&23&i)f&'!":(!#,&,"%&'(!%#!&+,85?&'(!4;&7(8,&4!"5,& ings from this and other DGBL research. The more all @!'C!!5&844!#,8>!A&!5'!#'"854!5'&?"4!,&"56&!6+ - '("'&C!&5!!6&'2&-"1&62&42#!&'2&E#242'!&'(!,!&25$85!& ,'"D!(2$6!#,&D52C&"@2+'&!":(&2'(!#,&E#":'8:!,&"56& cational drill-and-practice titles. #!,2+#:!,A&"56&-@1&86!5'83%&(2C&'(!%&:"5&42#!&!33!:- E!#:!E'825,A&'(!&!",8!#&8'$$&@!&'2&!,'"@$8,(&"&,("#!6& '8>!$%&"66#!,,&'!":(!#,&E!6"?2?8:"$&*+!,'825,&",&C!$$& vision and align decision-making across classroom, + Provide universal technology training for ",&'(!8#&$83!,'%$!,A&$!"#585?&,'%$!,A&"56&2#?"58g"'825"$& school, and district levels. pre-service teachers. m+,'&f0&23&i)f&'!":(!#,&#!E2#'& constraints. Massive open online courses (MOOCs) offer receiving pre-service training on digital game inte- "&E#248,85?&"56&:25>!58!5'&C"%&'2&6!$8>!#&85),!#>8:!& ?#"'825;&7(8,&#!A!:',&'(!&?!5!#"$&$":D&23&'!:(52$2?%& teachers DGBT training opportunities that may not be FINAL THOUGHTS '#"8585?&'("'&E#!)E#23!,,825"$&E#2?#"4,&233!#&5!C& locally available. According to Sujata Bhatt, MOOCs teachers, especially early childhood (K-3) educators :2+$6&@!&E"#'8:+$"#$%&"EE!"$85?&83&:!#'8@:"'825&:2+5'!6& Findings from this survey paint a promising picture of -N"##25&!'&"$;A&LO99P&k"+?(!#'%A&k2,,"58A&m2(5,25A&T& '2C"#6&,"$"#%&E285',&85&'!":(!#,&E"%&,:"$!,A&"56&83&$2:"$& digital game-based teaching and learning inside K-8 class- b?+gA&LO9/1;&G,&4!5'825!6&"@2>!&-7(!&E#2@$!4&C8'(& !6+:"'825"$&"?!5:8!,&#!:2?58g!6&'(!4&",&>"$86&E"'( - rooms around the U.S. But as a research methodology, 68,:2>!#%1A&'!":(!#,&C8'(2+'&32#4"$&'#"8585?&"#!5'& C"%,&32#&E#23!,,825"$&6!>!$2E4!5'&"56&?#2C'(;& surveys have their limitations (e.g., respondents may mis- being exposed to the broader range of pedagogi- 85'!#E#!'&*+!,'825,&"56&'!#4,A&#!,E256!5',&4"%&2>!#)&2#& cal strategies that can enhance and facilitate digital + Conduct follow-up research and share widely underestimate behaviors, response options may not cap- game integration. We therefore urge policymakers with stakeholders. As an exploratory exercise, the '+#!&'(!&+58>!#,!&23&E2,,8@$!&"5,C!#,A&!':;1&"56&:"5&25$%& to allocate funds to states and school districts to set '!":(!#&E#2@$!,&C!&:#!"'!6&(8?($8?('&85'!#!,'85?&#!$" - ,(2C&+,&C("',&?285?&25&"'&"&E"#'8:+$"#&424!5'&85&(8, - +E&E"#'5!#,(8E,&C8'(&+58>!#,8'8!,&"56&2'(!#&'!":(!#& '825,(8E,&@!'C!!5&'!":(!#,& dispositions to use digital tory. Conducting another survey that asks the same set of :!#'8@:"'825&E#2?#"4,&'2&233!#&"6!*+"'!&'!:(52$2?%& games in their teaching and the supports they experi- *+!,'825,&"&3!C&%!"#,&3#24&52C&:2+$6&'!$$&+,&C("'&E#2? - and DGBT training for the future teachers of young !5:!&"#2+56&'(!8#&kHN7&E#":'8:!,;&o2C!>!#A&?8>!5& #!,,&'(!&@!$6&C8$$&(">!&4"6!&85&'(!&85'!#84;&N+'&E#2?#!,,& children. '(!&$848'"'825,&23&2+#&,+#>!%&6"'"A&C!&C!#!&+5"@$!& '2C"#6&C("'a&`2#!&'!":(!#,&+,85?&68?8'"$&?"4!,&'2&4!!'& to establish the direction of these relationships and \\RR&#!*+8#!4!5',&"56&42#!&#!E2#',&23&,'+6!5'&$!"#5- + Create and promote online training resources. '(!&#!$"'825,(8E,&"$,2&2@,!#>!6&@!'C!!5&'!":(85?& 85?&",&"&#!,+$'&23&'(!8#&?"4!E$"%a&h!,,&68,8$$+,8254!5'& According to the survey, in-service teachers rely on E#":'8:!,&"56&,'+6!5'&$!"#585?;&72&#!@5!&'(!,!&E#2 - C8'(&?"4!)@",!6&",,!,,4!5'&,%,'!4,&"56&3!C!#&#!E2#'!6& colleagues and mentors most for DGBT professional @$!,&85'2&'#+$%&+,!3+$&'22$,&32#&E#26+:'&"56&E#2?#"4& (+#6$!,&'2&:+##8:+$+4&85'!?#"'825a&X("'A&!_":'$%A&8,&'(!& $!"#585?&"56&"6>8:!;&X(8$!&C!&C2+$6&5!>!#&+56!#!,'8- 6!,8?5A&C!&5!!6&'2&:256+:'&"668'825"$&,+#>!%&"56& +$'84"'!&C85&,'"'!a&G,&`:H258?"$&-LO991&E285',&2+'A&52'&"$$& 4"'!&'(!&>"$+!&23&'#+,'!6&#!"$)$83!&5!'C2#D,A&C!&@!$8!>!& :24E$!4!5'"#%&:",!&,'+6%&#!,!"#:(&'("'&C8$$&"$$2C& ?"4!,&"#!&C855"@$!;&R24!A&$8D!&'(!&(8?($%&"668:'8>!& Tet- '(!,!&5!'C2#D,C(8:(&"#!&E#25!&'2&'(!&E!#E!'+"'825& us to verify their authenticity. Another issue surfaced ris A&"#!&!,,!5'8"$$%&+5C855"@$!A&@+'&C!&E$"%&32#&'(!&,84 - of folk pedagogies 2 around game-based learning—can 85&2+#&E#2@$!&"5"$%,!,&C",&'(!&#!$"'825,(8E&@!'C!!5& E$!&E+#E2,!&23&:25'85+85?&'2&E$"%&"&?226&?"4!;&n!#("E,& be strengthened if linked to a pipeline of the latest $2C!#&$!>!$,&23&,+EE2#'&"56&$2C!#&>"$+"'825,&23&,'+ - this research can be thought of as a feedback panel for evidence-based information. A number of excellent dent learning among certain teachers (i.e., Players ). It this $+@+$,& game that so many stakeholders are playing. '!":(!#)3":85?&kHNh&C!@,8'!,&'("'&,!#>!&'(!,!&E+# - C2+$6&'(!#!32#!&@!&+,!3+$&'2&:256+:'&"&,848$"#&,+#>!%& H"4!&6!>!$2E!#,A&("#6C"#!&4"5+3":'+#!#,A&E2$8:%4"D - C8'(&E#85:8E"$,A&'!:(52$2?%&"64858,'#"'2#,A&,+E!#85 - ers, funders and investors, school leaders, PD providers, L& <2$D&E!6"?2?8!,A&"&'!#4&:285!6&@%&m!#24!&N#+5!#&-9MMV1A&"#!&85,'#+:'825"$& '!56!5',A&"56&2'(!#&68,'#8:')$!>!$&!4E$2%!!,&",&"&C"%& "56&'!":(!#,&'(!4,!$>!,&C8$$&D!!E&,'#8>85?&'2&$!>!$&+E& 4!'(26,&'("'&'!":(!#,&6!>8,!&@",!6&25&'(!8#&2C5&85'+8'8>!&",,+4E'825,&"@2+'& (2C&:(8$6#!5&$!"#5;&7(!,!&",,+4E'825,&4"%&2#&4"%&52'&"$8?5&C8'(&426!#5& of surfacing their perspectives on digital game-based digital game-based teaching and learning experiences as ,:8!5'8@:&+56!#,'"5685?,A&2#&@!5!@'&,'+6!5',&$!"#585?;&n#23!,,825"$&'#"8585?& teaching and learning. Doing so could shed light on long as there is a good game to play. can help teachers overcome these assumptions.

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES WHAT IT MEANS 59 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX

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LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES REFERENCES 60 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX

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LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES REFERENCES 61 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX

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R*+8#!A&i;&-LOOJ1;&q86!2&?"4!,&85&!6+:"'825;& Tucker, E., Tucker, E., & Smith, S. (in press). International Journal of Intelligent Games & The Common Core State Standards and Simulation , 2(1), 49–62. learning game design ;& !C&U2#D]&k!,8?5& Innovation Factory. R*+8#!A&i;&-LOOf1;&bE!5)!56!6&>86!2&?"4!,]& A model for developing learning for the I''"$A&k;&o;A&`!"62CA& ;&H;A&78E'25A&Z;A&o"56A&h;& interactive age. In K. Salen (Ed.), The h;A&G$6!5A&G;&Q;A&X"##!5A&\;A&T& !C:24@!A& ecology of games: Connecting youth, games, ;&R;&-LO9J1;&7(!&4"$$!"@8$8'%&23&,E"'8"$&,D8$$,]& and learning (pp. 167–198). A meta-analysis of training studies. Psychological Bulletin , 139 (2), 352. R'!85D+!($!#A&\;A&T&k+5:"5A&R;&-LOOf1;&R:8!5'8@:& ("@8',&23&4856&85&>8#'+"$&C2#$6,;& Journal of Science Education and Technology , 17 (6), 530–543.

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES REFERENCES 62 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX

A G J Brain Quest Dog Bone APPENDIX A: A-Z Reading H"4!*+"#8+4 m":2@,&h!,,25, BrainPOP Dora A Plus Learning GenX m!2E"#6% WRITE-IN N#"85nbn&m#; Dream Box AAAmath.com George m!' GAME TITLES Bugs and Bubbles Duolingo ABC Mouse H8g42, m8( N+gg!6 ABC Say It E Glogster m8^8&`"'( ABC Tracer Google Eyes m+4E&R'"#' C Earobics ABCgames.com Grammar Gorillas m+4E&R'"#'&<8#,'&H#"6! Candy Crush Ed City ABCya.com m+4E$!d Car Race Edge Lore ABS Magic Phonics H m+#",,8:&n"#D&N+8$6!# Cartoon Z6?!C"'!# Absolute Value and o"56)Z%!&\22#685"'825& m+,'&k"5:! Cell Website Simulations Edmodo Opposites Competition Games Changemaker Edu Acuity o"5?4"5 K Chooseitmaker Education City AdaptedMind o"##%&n2''!# Kakooma \8>8$8g"'825 Education Games Agriball o"%&k"% KenKen.com Class Room Guides Edusmart Alphabet Zoo o!"#&N+8$6!#&G+68'2#%&`!42#% Keyboarding \$",,#224&m!2E"#6% Electric Company on PBSKids Angry Birds o!"#&c'A&R"%&c'A&h!"#5&c' Kid Zone Clifford Thinking Skills ESLgamesplus.com Aplusmath Flash Cards o!$E&i86g&h!"#5 Kindergarten Math Clue Interactive Language Assassins Creed o2$86"%&o"5?4"5 \$+!@56!#, Games Gg'!:&7"D!&GC"% o24!4"6!&H"4!,&@%&`! L Compass Learning Esuite Math Interactive Games o226"&`"'( Lady Bug Compass Odyssey Everyday Math Games B o2C'(!4"#D!'C2#D,;:24 League of Legends \25!&\#"g% Everyday Mathematics Bad Piggies LeapFrog Connected Eye Train Baseball Math I LeapFrog Letter Factory Cookie Doodle Baseball Multiplication I-Ready h!"#5&C8'(&o24!# Cool Math F Battleship I Spy Learning.com Cool Math 4 Kids Fact Dash BBC Games Ice Cream Shoppe Learning Chinese Adventure Coolmath-Games.com Fast Math N8?&N#"85g Ice Ice Baby Learning Games for Kids Cranium Financial Football Big Fish Games IDC h!"#585?&o!#2!, \#2,,C2#6&n+gg$!, First in Math Big Universe IDK Learning to Read Crush the Castle Flashmaster N8?8*D86,;:24&RE!$$85?& Illustrative Mathematics Learning Upgrade Curious George Flonga and Vocabulary Integer Football (Reading and Math) Fonix N8'!,8g! 8R!*+!5:! hZHb,&Q!,:+!&o!#2!, D Foss Website Simulations Bloons Istation Lemonade Stand Dance Dance Revolution Freerice N$2_2#g Ixl Letris Dancemat Fruit Shoot Bluster Ixl Math Letter School Destination Math <+5&N#"85&m#; Boggle Lexia Digimath Fun Brain N22DC2#4 Life Discover Kids Fungames

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES APPENDIX A 63 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX

Z Literacy Games `856&n285'&s+8g&R(2C Population Game Creative Simplex Phonics Tic Tac Toe Zombie Grammar Force Literacycenter Minecraft Learning Exchange Slater Farms Ticket to Read Zondle Little Writer Mobymax Portal Smarts Time Zoo Burst h8g"#6&n285'&)&H!2?#"E(% Money Primary Games Smarty Ants Tracing the Alphabet Lumosity Monkey Math Prime and Composite Softsschools.com 7#!",+#!,&\255!:'!6 Lure of the Labyrinth Monopoly Fruit Shoot Solving Word Problems Trivia Mosaic Promethean Planet Competition Trivial Pursuit M `#;& +,,@"+4 Punctuation Paintball Spacey Math 7C8,'!#&k"5:! M&M Math Ms. Spider n+gg$!&m8?^"? Speed Games Type 2 Learn Mario Bros Multiple n+gg$!, Spell Out Typing Games Mario Party Multiplication.com Spelling City Math 101 Mymath Q Spelling Magic U Math activities designed Quia Splash Kindergarten by Pearson Math N s+8g$!' Splash Math V Math Attack 8:D&m#; Sponge Bob Virtual Families Math Baseball +4@!#&N256, R Spotlight Virtual Manipulatives App Math Blaster +4@!#&72E&c' Q":!&\"#,Ko2#,!, ST Math Vocab Math City Q"gg)i86, Star Math Math Dojo O Reader Rabbit Star Reading W Math Facts Online Assessment Reading Blaster Star Wars Wheel of Fortune Math Facts in a Flash b5$85!&s+8g&H"4!, Reading Eggs Starfall Where in the USA Is Math for the Brain Order of Operations Q!"685?&R!*+!5:85? Stem \"#4!5&R"568!?2a Math Fun Competition Q!A!_&`"'( Stemscopes Where in the World Is Math Games Oregon Trail Rhyming Bee Study Island \"#4!5&R"568!?2a `"'(&o22E, Q8:("#6&R:"##%&N+,%&72C5 Success Maker Wii Fit Math Mania P Roblox Sudoku Wonders `"'(& 85^" Panda Pop Role Playing Sumdog Wooords Math Playground PBS Games relating to Clifford X2#6&n+gg$! Math Pop nNR&o8,'2#%&32#&i86, S T Word Whomp Math Tools PBS Kids Scholastic.com 7!":(&C8'(&n2#'"$, X2#6,&C8'(&<#8!56, `"'(&U2+#&X"% PBS Math Scrabble Ten Marks WTF Games Math Zoo Pearson Sesame Street Tetris Mathematics Pemdas Blaster Shelved 7!_'&7C8,' X Mathletics Physics Games R(!EE"#6,23'C"#!;:24 The Elder Scrolls Xtra Math Maths Games n8gg"&784! Sight Words for Reading App The Game of Life Memory Games PM Readers Sim Education The Sims Y Mickey Mouse Playhouse Pop It SimCity Think Thru Math Mind Math Poptropica SimCityEdu Thomas

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES APPENDIX A 64 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX

APPENDIX B: DISPOSITION DIMENSION (INDIVIDUAL FACTORS) SUPPORT DIMENSION (ENVIRONMENTAL FACTORS) CLUSTER ANALYSIS Cluster N Digital Game Play Digital Game Teach Comfort Using Barriers Community PD Resources METHODS Frequency Frequency Digital Games Support mean on scale of 1–8+ mean on scale of 1–7 mean on scale of 1–4 mean on scale of 1–7+ mean on scale of 0–4 mean on scale of 0–4+

1 105 1.66 a 4.17 a 2.79 a 2.78 a 3.03 a 1.06 a,b Clustering is a class of techniques used to 2 120 6.67 b 3.60 b 2.53 b 3.53 b 2.43 b 0.93 b classify cases into groups that are relatively 3 113 6.71 b 5.19 c 3.34 c 3.65 b 3.26 c 3.12 c homogeneous within themselves and hetero- 4 175 6.77 b 5.09 c 3.32 c 1.79 c 3.52 d 1.20 a geneous between each other, on the basis of *'%&@+&%'-&,'"8'#*!$*9)&-.' (Timm, 2002) Table 1 Variables used in the cluster The cluster analysis used to determine analysis '!":(!#&E#2@$!,&85:$+6!6&,8_&>"#8"@$!,A& Cells within a given column that @#2D!5&:25:!E'+"$$%&85'2&'C2&684!5 - have different superscripts indicate sions: disposition and support . The spe- statistically significant differences in cluster means for that variable :8@:&>"#8"@$!,&@%&684!5,825&85:$+6!] (e.g., cluster means that carry an “a” superscript are significantly different from those with a “b,” DIMENSION 1: Disposition variables but not from each other).

+ <#!*+!5:%&23&68?8'"$&?"4!E$"%& + +4@!#&23&,2+#:!,&23&25?285?&E#2 - '(!&,848$"#8'%&23&:",!,&C8'(85&:$+,'!#,&-8;!;A& then checking them against the clusters (original 8-point scale) fessional development about games smallest possible mean differences on the 6!,8?5"'!6&@%&'(!&"5"$%,8,&C8'(&'(!&3+$$& (original 5-point scale) >"#8"@$!,&85&'(!&!*+"'8251&"56&485848g - data set. This process indicated fairly + <#!*+!5:%&23&68?8'"$&?"4!&+,!&85& 85?&'(!&,848$"#8'%&23&:",!,&@!'C!!5&:$+, - ,'#25?&,'"@8$8'%25$%&f0&'2&9L0&23&:",!,& teaching (original 7-point scale) Given the nature of the variables, '!#,;&N!:"+,!&D)4!"5,&#!*+8#!&,!''85?&'(!& C!#!&48,86!5'8@!6&+,85?&'(8,&E#2:!6+#!; 25$%&?"4!)+,85?&'!":(!#,&-HI7,1&C!#!& number of clusters a priori A&C!&",,!,,!6& + 7!":(!#,&:2432#'&$!>!$&C8'(&?"4!,& included in these analyses. Because ,!>!#"$&:$+,'!#&:25@?+#"'825,A&3#24& Table 1 lists the means of the variables (original 4-point scale) 2+'$8!#,&:"5&+56+$%&85A+!5:!&:$+,'!#& three- up to six-group solutions. The four- included in the analysis by cluster, and :25@?+#"'825,A&C!&@#,'&E+$$!6&85&'(!& ?#2+E&:$+,'!#&,2$+'825&C",&6!'!#485!6& 85:$+6!,&8568:"'825,&23&C(8:(&4!"5,&"#!& DIMENSION 2: Support variables most dramatic outliers by collapsing to be optimal based on SPSS iteration ,8?58@:"5'$%&6833!#!5';& response categories that contained very ,'"'8,'8:,A&,8?58@:"5:!&,'"'8,'8:,&32#&!":(& + +4@!#&23&#!E2#'!6&@"##8!#,&'2&+,85?& 3!C&#!,E25,!,;&X!&'(!5&,'"56"#68g!6&"$$& >"#8"@$!,&:25'#8@+'825&'2&'(!&:$+,'!#85?A& References games to teach (original 7-point scale) variables due to varying response scales "56&",,!,,4!5',&23&C8'(85)&"56&@!'C!!5) (though their means in all tables are in group similarities. 7844A& ;&o;&-LOOL1;& Applied multivariate + Scale of support from parents, admin- '(!&2#8?85"$A&+5,'"56"#68g!6&4!'#8:,&32#& analysis ;& !C&U2#D]&RE#85?!#; istrators, and colleagues (original :$!"#!#&85'!#E#!'"'8251;& !_'A&C!&#"5&"& X!&>!#8@!6&,'"@8$8'%&23&'(!&32+#):$+,'!#& 8-point scale) k-means :$+,'!#&"5"$%,8,A&C(8:(&6!'!# - solution by conducting cluster analyses 485!,&?#2+E&:$",,8@:"'825&@%&4"_848g85?& on random subsamples of the data and

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES APPENDIX B 65 INTRODUCTION OUR METHODS WHAT WE FOUND WHAT IT MEANS REFERENCES APPENDIX

ACKNOWLEDGEMENTS ABOUT THE GAMES AND LEARNING ABOUT THE AUTHORS PUBLISHING COUNCIL

Many individuals assisted in the survey research and With generous support from the Bill & Melinda Gates Dr. Lori M. Takeuchi is Senior Director and Research E#26+:'825&23&'(!&#!E2#';&X!&C2+$6&$8D!&'2&'("5D&2+#& <2+56"'825A&'(!&m2"5&H"5g&\225!%&\!5'!#&:25>!5!,& R:8!5'8,'&32#&'(!&m2"5&H"5g&\225!%&\!5'!#;&G&$!"#585?& C256!#3+$&:2$$"@2#"'2#,&"'&q!#"s+!,'A&n!'!#&H2$6&"56& the Games and Learning Publishing Council (GLPC), a ,:8!5'8,'&@%&'#"8585?A&,(!&:256+:',&#!,!"#:(&25&(2C& m2#6"5&h2,!5A&32#&:25,'#+:'85?&'(!&,+#>!%A&@!$685?&8'&C8'(& 4+$'8),!:'2#&"$$8"5:!&23&@!$6&$!"6!#,&"56&D!%&85>!,'2#,& children use media across the various settings of their '!":(!#,A&"56&E#!E"#85?&'(!&6"'"&32#&"5"$%,8,;&X!&C2+$6& in game-based learning. The GLPC aims to understand lives, and the implications these tools hold for their also like to thank Barry Fishman and Michelle Ricon- '(!&4"#D!'&6%5"48:,&"56&"#!",&23&8552>"'825&C8'(85&'(!& learning and development. Lori created several of the ,:!5'!&23&G)HG`ZR&-"&3!$$2C&N`H<),E25,2#!6&E#2^!:'1& ?"4!)@",!6&!6+:"'825&@!$6;&c'&8,&6285?&,2&@%&E#242'85?& \!5'!#,&68,'85?+8,(85?&858'8"'8>!,A&85:$+685?&n#85'&>,;& for providing such timely and critical feedback on the 8552>"'825,&'("'&"#!&#!"6%&32#&,:"$85?&C8'(85&'(!&HNh& Z)@22D,A&7(!& !C&\2>8!C85?A&"56&Aprendiendo Juntos , ,+#>!%&85,'#+4!5';&R!,"4!&X2#D,(2E,&m!5583!#&i2'$!#& @!$6P&6!>!$2E85?&"56&68,,!485"'85?&"5"$%'8:"$&'22$,A& and is a founding PI of the Families and Media Project. 233!#!6&(!$E3+$&?+86"5:!&C8'(&'(!&:$+,'!#&"5"$%,8,A&"56& @#8!3,A&"56&#!E2#',&'2&(!$E&#"8,!&'(!&,!:'2#P&"56&!5?"? - Before earning her Ph.D. from Stanford, she designed Sujata Bhatt and Milton Chen—esteemed members of 85?&E2$8:%4"D!#,A&6!>!$2E!#,A&"56&85>!5'2#,&'2&C8,!$%& ,:8!5:!&,84+$"'825&"56&>8,+"$8g"'825&,23'C"#!&32#& the Games and Learning Publishing Council—closely 6!E$2%&68?8'"$&?"4!,&'2&"6>"5:!&\24425&\2#!&D52C$ - NN &Z6+:"'825"$&7!:(52$2?8!,A&h2?"$&R23'C"#!A&"56& #!>8!C!6&'(!&#!E2#'&"56&233!#!6&85,8?('3+$&:244!5',& edge and 21st-century skills. WorldLink Media. Lori began her career managing the "56&,+??!,'825,&32#&84E#2>!4!5';& 8:(2$",&RD%$!,A& c5,'#+:'825"$&7!$!>8,825&k!E"#'4!5'&"'&7(8#'!!5KX Z7;& '("5D&%2+&32#&%2+#&"$C"%,)@#8$$8"5'&$"%2+'&"56&6!,8?5& C2#DC8'(2+'&8'A&C!#!&:25>85:!6&'("'&3!C!#&E!2E$!& SUPPORT PROVIDED BY Dr. Sarah Vaala is a Research Associate at Vanderbilt C2+$6&@2'(!#&#!"685?&'(!&#!E2#';&b+#&\225!%&\!5'!#&:2$ - I58>!#,8'%A&C(!#!&,(!&8,&:+##!5'$%&32:+,!6&25&6!>!$2E85?& leagues also played essential roles: Thank you, Michelle mobile and Internet tools to boost problem-solving skills Miller, for your leadership on the Games and Learning "425?&'!!5,&$8>85?&C8'(&:(#258:&8$$5!,,;&R(!&:24E$!'!6&(!#& n+@$8,(85?&\2+5:8$A&C8'(2+'&C(8:(&'(8,&E#2^!:'&C2+$6& Ph.D. in Communication Studies at the Annenberg School 5!>!#&(">!&,!!5&'(!&$8?('&23&6"%;&\"'(!#85!&m(!!&$!6&'(!& for Communication at the University of Pennsylvania. E#26+:'825&23&'(!&#!E2#'&C8'(&E"'8!5:!A&E!#,8,'!5:!A&"56& G,&"&?#"6+"'!&,'+6!5'A&R"#"(&C2#D!6&25&"&Q!"6%&72& "$C"%,&"&3#8!56$%&,48$!A&"56&R"6"3&R"^C"58&"@$%&:22#68 - h!"#5)3+56!6&#!,!"#:(&'!"4A&C(8:(&!_"485!6&%2+5?& 5"'!6&'(!&4"5%&$2?8,'8:"$&",E!:',&23&'(!&E#2^!:';&m!,,8:"& :(8$6#!5,&'!$!>8,825&>8!C85?&"56&$"5?+"?!&$!"#585?;& `8$$,'25!A&C!&2C!&%2+&32#&:25>85:85?&'(!&\225!%&\!5'!#& She is interested in the diverse educational and health '2&'":D$!&'(8,&#!,!"#:(&85&'(!&@#,'&E$":!A&"56&32#&4"D85?& implications of media in the lives of children and adoles- ,+#!&C!&D!E'&'!":(!#,&3#25'&"56&:!5'!#&'(#2+?(2+'&'(!& :!5',A&",&C!$$&",&'(!&C"%,&:"#!?8>!#,&E!#:!8>!&"56&4"D!& process. Thank you, Briana Pressey, for putting this sur- 6!:8,825,&"@2+'&'(!8#&:(8$6#!5,&4!68"&+,!; >!%&25&'(!?('&'#":D&C8'(&%2+#&:#2,,),+#>!%&"5"$%,8,A& and for your keen proofreading eyes. Last but not least, C!&'("5D&`8:("!$&h!>85!&32#&$8''!#85?&2+#&#!E2#'&6#"3',& C8'(&"$$&D856,&23&85,8?(',A&!_E$"5"'825,A&"56&!42'8:25,& Managing Editor: &\"'(!#85!&m(!! 85&'("'&'!!5%&("56C#8'85?&23&(8,'(!&#!E2#'&8,A&52&62+@'A& Design: Goat & Bear Partners /J0A&@!''!#&",&"&#!,+$';& Illustrator: Baiba Baiba

LEVEL UP LEARNING: A NATIONAL SURVEY ON TEACHING WITH DIGITAL GAMES CLOSING 66 1900 BROADWAY NEW YORK, NY 10023 P: (212) 595-3456 [email protected] WWW.JOANGANZCOONEYCENTER.ORG