Research-Driven Game Design: Translating Literacy and Motivation Research Into Practice

• In Event: 72.050 - Poster Session 17
  In Poster Session: 72.050-5 - Designing Technologies to Support Learning

Abstract

The field of learning sciences provides evidence for the potential cognitive and motivational benefits of using games for learning. However, commercial game designers often do not take research-based educational practices into consideration. We investigated how using a research-informed learning game can improve reading skills, foster a greater awareness of the importance of literacy, and improve career readiness and confidence for underserved students. Results suggest that research-based design practices can be effective for improving student outcomes across these dimensions. Implications for future game and study designs are discussed.

Authors

• Anne-Marie E Hoxie, Relay Graduate School of Education

• Alison Lee, Teachers College, Columbia University

• Nicole Guagliardi, Classroom, Inc.