BRINGING GAME-BASED LEARNING TO SCALE: THE BUSINESS CHALLENGES OF SERIOUS GAMES Merrilea J. Mayo Director, Future of Learning Initiatives Ewing Marion Kauffman Foundation
[email protected] The Increasing Lure of Game-Based Learning Beginning with Jim Gee’s recognition of bona fide learning processes in his and his son’s video-game playing [1], and propelled to public recognition through Ben Sawyer and David Rejeski’s launching of the Serious Games movement[2] and its attendant conference, the use of video games to teach academic content has now reached a level of national interest. Game-informed learning is now the basis for a new urban school serving grades 6-12 [3]; numerous colleges and universities offer game design courses [4]; engineering professional societies have launched member sections devoted to games [5]; a recent issue of Science magazine featured several articles on virtual-world and game-based learning [6]; foundations have recently poured millions of dollars into research on games and learning ($50M from the MacArthur Foundation alone [7]), and the venerable National Academies, as evidenced by this volume, has begun to hold workshops on the topic. “Serious games” refers to games designed to achieve non-entertainment goals, of which education is a major subset. What has changed, other than terminology, since the edutainment days of the 1980’s? Quite a bit [8] - the games themselves have become much more sophisticated: they no longer drill users on what they already know, but use embedded rules and complex, branching decision structures and narratives to teach learners what they need to know.