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"abstractNote": "EXECUTIVE SUMMARY \nThis report provides a blueprint for successful implementation of EduGames \nin the average classroom. This term encompasses video games, console \ngames and virtual worlds used in the classroom. Other terms for these \ngames include: Serious Games; Massively Multiplayer Online Learning Games \n(MMOLG); Massively Multiplayer Online (MMO) Games; Immersive Learning \nEnvironments (ILE); Edutainment – older educationally–themed games \npublished for home use (e.g. Reader Rabbit, Math Blaster, etc.). \nWe start from an assumption that games have positive impacts and our \nobjective is to support the growth of this promising and emerging market. We \nhave distilled the hard–won lessons from the schools and companies that have \npioneered this space in order to provide guidelines to new users. \nThis paper is intended for teachers, administrators, policy makers and \ndeveloper companies. 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See the Appendix for detail on \nthe interviewees. \nPhase 1 – Selling the Idea \nThe effective deployment of any instructional resource requires the support of \nteachers. Educators cannot feel threatened, be uncomfortable, or lose control \nwhen they use something new. With EduGames, the potential for all three of \nthese issues is higher, so a well crafted strategy to address them is essential. \nAdministrators need to understand their unique role and see resources \nthat they can use to explain the project to stakeholders. If an administrator \nis driving the deployment, he/she needs to be prepared to support a wide \nrange of teacher familiarity and comfort with EduGames. Administrators will \nneed to be equipped with research and references that can be shared with \nparents and the press. \nThe guidelines \nfor implementing \nEduGames \nare based on \ncommon sense.\nInformation Technology groups will prioritize stability, efficacy, network safety \nand cost control when they evaluate new products. Advocates for EduGames \nneed to earn the trust of IT early in the process, or the project can be shut \ndown before it even begins. \nStudents should not feel threatened and they need to understand how it will \nwork. They also have sophisticated filters for good games and won’t easily \ntolerate poor design. \nAs with any new instructional resource, gaining parental support is an \nimportant part of the political process. Widespread misconceptions about \ngames can stall efforts unless you are prepared to address them. \nRegularly inform parents of the purpose, scope and results of the project. \nDemonstrate the connection to 21st Century Skills to earn the support of the \ncommunity. Where possible invite parents into the process. \nPhase 2 – Preparation \nA holistic approach that addresses technical infrastructure, installation, \nsupport resources, professional development and lesson planning covers \nmost of the bases. \nBecause EduGames are still largely unknown to most educators, \nimplementation services can not be optional. In order to reach sustained – \nrather than experimental – usage, schools and districts need to dedicate time \nand money to preparing the environment thoroughly. \nDistricts vary widely in technology infrastructure, the openness of IT to new \nsolutions and their general policies about games and learning. However, in \ngeneral, advocates need to acknowledge that games need extra support and \ncooperation from IT. \nImplementing any new instructional approach requires professional \ndevelopment. Even teachers who are gamers do not intuitively know how to \nuse games in the classroom. Tightly link professional development and initial \nstudent use – any delay can lead to problems. Plan on a minimum of a ½ day \non–site with hands–on time in teams. \nTeachers need to understand how the activities connect to the standards, \nwhat the goals are for the exercise and which students it can benefit the most. \nThey should also introduce the games at a pace they are comfortable with. \nTeachers are the lynch pin to success. Get the right teachers on board and \nthey will inspire their students and the other teachers in your building. Ideally \nyou want people who are leaders – politically, technically and pedagogically. \nPhase 3 – Implementation \nThe majority of the comments we received on teaching strategies related to \nblended learning. Mix game play with discussion, lecture, reading and writing \nto gain the most benefits. Panelists encouraged others to tap those aspects of \ngames that make them fun – competition, failure and transgressive play.\nLessons and game activities should be organized so they can be “consumed” \nin a 45–50 minute class period. It can be useful to start small in order to \naccommodate the natural learning curve teachers and students will need \nbefore they become proficient with a new resource. \nThere are pedagogical and practical reasons for having students play in \nteams of 2–4 rather than alone. Pedagogically, games force collaborative \ndecision making. Grouping helps reduce barriers to learning by grouping \nproficient gamers with non–gamers. 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"note": "Simulation models in economic history have been used to study macro-
economic effects in nations like Germany (Ritschl, 1998) and Russia (Allen,
1998), urban systems (Guérain-Pace and Lesage, 2001), or in periods of time
like the Industrial Revolution (Komlos and Artzrouni, 1994). At the micro
level, the work of the Computing & History Group at Moscow State University
must be mentioned. Andreev, Borodkin and Levandovskii, all members of the
group, used simulation models for an explanation of worker’s strikes in Russia
at the beginning of the twentieth century (Andreev, Borodkin and Levan-
dovskii, 1997). One of these models, using chaos theory as a starting point,
even pointed towards a ‘spike’ in strike dynamics for 1905, even though there
was no input about events relating to the Revolution of 1905. Borodkin and
Svishchev used a simulation model based on Markov chains to find out more
about the social mobility of private owners under the New Economic Policy
(NEP) in the Soviet Union during the 1920s (Borodkin and Svishchev, 1992).
Finally, simulation techniques have also been applied in historical environ-
mental research. Nibbering and DeGraaff developed a watershed model for an
area on the island of Java, using historical data on land use in order to simulate
past hydrological conditions and erosion (Nibbering and DeGraaff, 1998).
Allen and Keay analysed various simulation models to find out what caused the
bowhead whale to be hunted almost to the point of extinction by 1828 (Allen
and Keay, 2001).
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