Our work with bringing VR into schools has shown us just how broad the possibilities are for this new technology. This white-paper uses the data we gathered from students and teachers to explore the breadth of opportunity for VR in classrooms.
This article includes ten points of interest that we discovered through discussions with teachers and students who are actually using VR technology in their classrooms.
As part of the VR pilot program, we examined the a number of aspects of integrating this new technology into the classroom. This paper includes some of the findings that we put drew out from our work with the students and teachers.
This paper explores the fundamental ideas behind the Student-Led Internship, the research that demonstrates the importance of programs like these and the role creative and intellectual risk plays in a more unstructured learning model.
In an article written for THE Journal, we discuss the findings of a survey we gave to professional game developers and students alike to compare their views on the role of game design in the classroom.
After running a tabletop game design course at a Seattle high school, we wanted to find out more about what students learn from game design without technology.
Steve Isaacs and Lisa Castaneda worked together to build upon Steve’s work bringing game design and development to his middle school classrooms. After surveying and talking with the students, Lisa and Steve put their findings together in this paper.
In early 2014, we ran a study surveying middle school students enrolled in game design, our own games-focused interns, and professional game makers to find out how students and pros think about the role of game design in learning.