Studies show that students engaged in project-based learning by making video games display increased levels of intrinsic motivation, deep learning, and content retention. Read more here:
“The University of California, Davis announced grants for vocational education, child poverty, international migration and the cultural impact of video games. All of these topics are part of the Interdisciplinary Frontiers in Humanities and Arts program, which will receive combined funding of $3.6 million over three years.”
Use of games by elementary and middle school teachers in the U.S. is on the rise, according to a short article on GOOD Magazine’s website that points to an interesting study that was just released:
About half of elementary and middle school teachers say they use digital games at least twice a week with students, while nearly 70 percent say that games help students who are struggling with reading and math and 60 percent say gaming helps them personalize their instruction and meet the needs of all students.
The study was undertaken by the Joan Ganz Cooney Center at Sesame Workshop, and full results are available on their website. One item that I found particularly interesting concerns barriers to implementing games in the K-8 classroom:
The number one obstacle teachers cited to integrating digital games into the classroom is cost. The second most reported obstacles cited in the survey are lack of access to technology resources and emphasis on standardized test preparation.