A Field Guide to Game-Based Learning
← xii | 1 → INTRODUCTION
In 2012 the Joan Ganz Cooney Center at Sesame Workshop published results of a study about games in the classroom. Five hundred kindergarten through grade-8 teachers participated. The questions were about game-based learning knowledge, integration, and comfort. About 12% of the respondents reported that they had received training about computer-based games while in a teachers’ college (Millstone, 2012). Most teachers said that they had learned about educational games on the job, from colleagues, social media, or journals—not in formal training or college (Millstone, 2012).
Right now there are hundreds of millions of dollars—from the government, universities, and private foundations—in use researching the efficacy of using games for learning. The Cooney Center’s report led me on a quest to interview people at the forefront of game-based learning. What I discovered was a small circle of passionate people. In January 2014 I asked Kurt Squire, co-founder of the Games + Learning + Society Center, about the community of game-based learning advocates. He said, “We all want to make learning engaging for kids, and some aren’t being served well. That’s why we’re here.”
I wrote this book to share what I have learned about using games as an educational tool. I am a “boots-on-the-ground” classroom teacher. I teach middle school social studies in New Jersey, and I am also a doctoral candidate ← 1 | 2 → in Educational Technology Leadership at New Jersey City University, where I am an adjunct instructor. Additionally, I write regularly about game-based learning...
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