Summit on Educational Games - Federation of American Scientists

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10 SUMMIT ON EDUCATIONAL GAMES ➣ Game companies should look at education as a secondary market for their technology. To help mitigate the high costs of educational game development, game companies should identify technologies in their portfolios — such as AI, character rendering/avatar technology, or user interfaces — that may be useful for educational applications. They should develop and be assisted in developing methods for making these available for use in alternative markets. This would include partnerships to make available game engines and other technologies at nominal cost for use in education. Similarly, game companies should consider licensing their game engines — even second or third generation engines — for non-competing educational applications. ➣ Open source initiatives should be established to encourage a wide range of individuals and companies to self-construct learning games or components for them. Similarly, potential educational game producers should consider how they could encourage learning software “mod-makers”, modeled after the game players that create content and software modifications for commercial video games. ➣ With video game consoles in more than 45 million homes, game companies or educational materials and educational software producers should explore developing educational games and simulations for home use. This is important because often in lowerincome households, a video game console is the ONLY computing device (advanced cell phones notwithstanding) in the household. True digital-divide progress could be made if there were acceptable methods to industry and non-industry partners to make use of this incredibly large base of installed computing power. THE ROLE OF EDUCATION AND TRAINING INSTITUTIONS: ➣ Education and training institutions should create incentives for innovative approaches in education through better tests and metrics. They should work with employers and others to develop tests that adequately measure the kinds of sophisticated educational outcomes required in today’s economy — such as higher-order skills. ➣ Each major educational institution should develop and execute a strategy for changing instruction to reflect the kinds of innovations in games and other areas expected in the coming decade. Schools should redesign their instructional practices and formal learning environments to take advantage of technology-enabled exploration, interactivity, and collaboration encouraged by digital games and simulations. ➣ Schools of education should engage the learning games community to develop new and revamp old pedagogy to take advantage of these new educational tools.
➣ Schools of education and teacher professional development providers should create new training materials and make developing skills to support game-based learning an integral part of new and incumbent teacher training. This includes training teachers on how to best coordinate between virtual and real world learning activities. ➣ Efforts should be made to aggregate markets among states with common interests — for example, programs for students for whom English is a second language or remedial mathematics — so that developers can bid on a market large enough to justify a major investment in product development. Educational materials publishers should also encourage the aggregation of markets. SUMMIT ON EDUCATIONAL GAMES 11
Page 1 and 2: Summit on Educatio
Page 3 and 4: SUMMARY: FINDINGS AND RECOMMENDATIO
Page 5 and 6: There are several attributes of gam
Page 7 and 8: MAJOR RECOMMENDATIONS The creation,
Page 9: ➣ Educational materials publisher
Page 13 and 14: Education and workplace skill acqui
Page 15 and 16: ➣ Constant exploitation of techno
Page 17 and 18: individuals participate in post-sec
Page 19 and 20: — supply, demand, pricing, and bu
Page 21 and 22: ➣ Manage complex relationships; a
Page 23 and 24: LEARNING GAMES RESEARCH, DEVELOPMEN
Page 25 and 26: ➣ Demonstrations carried out in g
Page 27 and 28: EXHIBIT B (cont.) Highlights: R&D C
Page 29 and 30: other institutional approaches —
Page 31 and 32: with industry, educators, and the a
Page 33 and 34: BUSINESS CLIMATE FOR THE DEVELOPMEN
Page 35 and 36: If large school districts would all
Page 37 and 38: their current and older commercial
Page 39 and 40: Recommendations: ➣ The U.S. Depar
Page 41 and 42: DIGITAL GAMES, SCHOOLS, AND INSTRUC
Page 43 and 44: eward, learning through doing and g
Page 45 and 46: the innovation to test its efficacy
Page 47 and 48: Recommendations: ➣ Schools should
Page 49 and 50: APPENDIX A: MEETING AGENDA & PANELI
Page 51 and 52: APPENDIX B: PARTICIPANTS LIST SUMMI
Page 53: Federation of American Scientists 1

Summit on Educational Games - Federation of American Scientists

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