Game-based learning seems to have all of the hallmarks prized in the 21st Century classroom: increased student engagement, focus on critical thinking skills, opportunities for both collaboration & individualized learning, and improved digital literacy. At AAP’s 2016 Content in Context conference we will be taking a look at educational games – when to use them, when not to, and the specific content requirements. But the first question to ask is whether or not there is a real market for these products. According to the most recent survey from Project Tomorrow the answer is yes. It shows that in 2015 48% of teachers reported using games, compared to 23% in 2010.
“Many more schools are demonstrating greater use of digital content, tools and resources today than six years ago and we believe that the increasing adoption of interactive, visual media in the classroom by teachers is the driver for much of that change,” said Julie Evans, CEO of Project Tomorrow, in a press release. “The explosion in teacher interest and usage of videos and game-based learning could be a harbinger of a new awakening for digital learning.”
- Teachers in elementary grades are more likely than teachers in middle or high schools to employ game-based learning environments in their classrooms (K-2: 65%, Gr 3-5: 59%, Gr 6-8: 44%, Gr 9-12: 31%).
- Simulations are more widely used by teachers in virtual classes (23%) and teachers who have implemented a flipped learning model (26%) or a blended learning model (17%).
- Contrary to conventional thinking, years of experience [as a teacher] are not a differentiator for game usage.
Read From Print to Pixel: The role of videos, games, animations and simulations within K-12 education, Project Tomorrow (2016)
Find out more about Content in Context (June 6-8, Philadelphia) at www.contentincontext.org.