Game-based Learning And Intelligence: A Summary And Re-boot

While I haven't written much about it recently (hence the reason for this re-boot), for the past four years (!), I have been looking at the value of game-based learning techniques in the intelligence classroom.  While I am still a strong advocate of game-based learning approaches for intelligence professionals generally (and intelligence analysts in particular), my outlook, having actually used these techniques in the classroom, is a bit more nuanced and less naive than it was a few years ago. 

I started by looking at several years worth of data in a series of posts I called Teaching Strategic Intelligence Through Games.  Published in 2010, this is still one of the most popular series of posts I have ever done.  

My goal then was to improve the ability of analysts to see deep patterns in disparate and largely qualitative data sets relevant to problems of strategic importance.  My primary approach to this goal was to use what I think is the most powerful aspect of games - the implicit learning that accompanies them - to improve student performance on real-world problems asked by real-world decisionmakers. 

Nothing that has happened over the last two years suggests that the initial conclusions were wrong.  I am firmly committed to a game-based learning pedagogy in teaching strategic intelligence analysts because it works.  Students simply are able to do strategic intelligence much better, much faster, when I combine traditional concepts in strategic intelligence with appropriate games. 

My most recent round of strategic projects (completed in February) merely reinforced my beliefs.  My students performed so far above their nominal level of expertise that it makes my nose bleed.  The questions they were asked were some of the most difficult I have ever encountered and yet, in every case, a collaborative nimbleness of mind emerged in each team such that they were able to not only effectively answer the challenging questions posed to them by real-world senior decisionmakers but also push beyond the limits of the requirement and exceed expectations in useful and inventive ways.  

Most of their success is attributable to their hard work and dedication but I have always been fortunate enough to have hard working and dedicated students.  I remember the old days, however, when I often had good and sometimes great projects.  Now I can consistently anticipate great and oftentimes extraordinary projects on increasingly difficult questions. 

Unfortunately, students appear to be less "happy" with this game-based approach than with a more traditional lecture/discussion model and this, too, has persisted throughout the years.  Don't get me wrong; they don't hate it (at least not all of them) but, like elite athletes engaged in high intensity interval training, my students seemingly can both acknowledge the value of the exercises while becoming cognitively exhausted at the pace and difficulty of them.

It would have been easy to ignore this modest but noticeable decrease in student satisfaction.  After all, the learning outcomes were significantly better.  While this is the most important thing, of course, it is not the only thing and I began to explore reasons why student satisfaction with a game-based approach were lower than with a traditional lecture/discussion model.  It appeared to me to be counter-intuitive and, frankly, to fly in the face of much of the game-based learning literature.

This led to my second series of posts on the topic which I have called The 5 Myths of Game-based Learning:  A Report From The Classroom.  It is too long to summarize but the parts I have completed are listed below:

Part 1:  Introduction
Part 2:  Myth #1:  Game-based Learning Is New 
Part 3:  Myth #2:  Games Work Because They Capture Attention 
Part 4:  Myth #3:  I Need A Game That Teaches... 
Part 5:  Myth #3A:  I Want To Make A Game That Teaches...

I have not finished this series but intend to do so over the next several weeks.

Recently, I have been distracted with my third major excursion into game-based learning and intelligence - the starting of my own games company.  This effort has been all-consuming and promises to get more so with the launch of my first game, Widget, tomorrow.  

The goal for now is to explore the kind of intelligence that can explore entrepreneurship (ENTINT as I call it).  Hopefully, I will soon be launching some games designed to take advantage of what I have learned about game-based learning and apply it to specific intelligence concepts such that I can better teach intelligence with games rather than merely through them.

Myth #3a: I Want To Make A Game That Teaches... (The 5 Myths Of Game-based Learning)

Part 1:  Introduction
Part 2:  Myth #1:  Game-based Learning Is New 
Part 3:  Myth #2:  Games Work Because They Capture Attention 
Part 4:  Myth #3:  I Need A Game That Teaches...

(Needless to say, it has been a strange August.  Thanks for the well wishes and notes of concern.  Hopefully, I am back at it...)

You have a PhD (or you have just been teaching a subject for quite some time) and you like games.  If no one has bothered to make a game that happens to teach anything remotely related to your subject matter, why not just make your own game?  

I have already made the point that good game design is hard (if you want to get an idea of how hard, check out Ian Schreiber's excellent 20 part series:  Game Design Concepts).  Teaching is also hard which makes designing a game that teaches a real...well, you get the point.

None of that is going to deter some of you, though.  If you are still bound and determined to design a game that teaches, whatever you do, don't try to make it a video game.  I have nothing against video games, but they have three strikes against them when it comes to teaching.

Strike One:  Even inexpensive video games cost a ton to make. According to the Casual Games Association, the least expensive games to develop (such as the ones on Facebook) still cost between $50,000 and $400,000.  Large scale games (such as Call of Duty or Mass Effect) can exceed $30 million. No educator has that kind of money laying around for course development. 

Strike Two:  Video games have a very short shelf life.  The technology is advancing so quickly that very few video games hold up well over time.  Most start to look their age within a year or two and many feel old and clunky within 3-4 years.  To get a sense of this drop off, take a look at the steep discounting that typically takes place on video games within the first few years of life:

http://blog.pricecharting.com/2012/03/lifecycle-of-video-games-price-30-years.html

Even if you can design a great game that teaches, if it is a video game, you will have to work pretty hard to keep the game looking fresh and up to date.

Strike Three (A):  A single video game will typically not have enough content to fill a course.  Two of my favorite games of the last year were Portal 2 and Kingdoms of Amalur.  I play both of these games through Steam (for those of you not familiar with Steam, it is like an iTunes for games.  Just like iTunes, it lets you download content directly to your PC and just like iTunes it keeps track of your statistics for you -- how long you play, what you play, how much you like a game, etc).  Steam says I logged 17 hours playing Portal 2 and 101 hours playing Kingdoms of Amalur.  

Both games (which I purchased on sale) provided excellent value for money in my opinion.  Portal 2 is one of the highest ranked games ever and was immensely fun.  Kingdoms of Amalur was designed to be a much lengthier game and was equally fun to play (though many reviewers did not think so...). With an average university course requiring approximately 45 classroom hours and, depending on who you talk to, 2:1 to 4:1 hours outside studying to inside of class, it is arguable (in a rough order of magnitude sort of way) that only video games on the scale of Kingdoms of Amalur could hope to fully replace even a single university course.

Strike 3 (B):  Even if the content is there, relatively few players actually finish video games.  Consider the two games I mentioned above.  Portal 2 is one of the highest rated games of all time.  Players and reviewers loved it.  Heck, I loved it.  I played every level and received every "Achievement" - little electronic tokens of accomplishment that players collect throughout the game.  Steam, of course, keeps track of "Achievements".   Typically, there is at least one achievement associated with completing the main part of the game.  In the case of Portal 2, that achievement is called "Lunacy" (play the game and you will understand why).  I have received this achievement and truly enjoyed the process of getting there.

What is really interesting, though, is that Steam allows me to compare my achievements with the millions of other players who have also played the game.  Only about 56.4% of those who have played the game through Steam have received the Lunacy Achievement.  That is actually a pretty stunning statistic when you consider this is one of the best rated games ever, players presumably volunteered/wanted to play the game and they had to pay between $30 and $60 for the privilege.  It is even harder to imagine a successful class where only 56% of those who start it, finish it.  Kingdoms of Amalur is in an even worse position.  Here only 18.1% of those who started the game played through to the final achievement, "Destiny Defiant". 

**********

OK, so its not as bad as I make it look.  I will readily acknowledge that many of the arguments I make are not as strong as they appear to be.  Indie game designers are bringing extraordinary labors of love to the attention of the masses every day.  The overwhelming success of video games like Minecraft, Braid and Bastion are testaments to what creative people can do on a shoestring.  Likewise, even if one of today's games can't fill a course or routinely get played to completion, you, Kris Wheaton, are the one who said we would have to have multiple games for our courses anyway.  Besides, just because the games aren't here today, does not mean that we shouldn't keep trying.

Exactly.  My point is not to deter game-based learning approaches -- I believe in them wholeheartedly!  My goal is to let teachers know that the process is not as easy and straightforward as it appears.  This is truly a "hard problem" and hard in two fields, game design and education.

I believe the problem will be solved but what are we to do in the meantime?  I recommend two strategies for teachers.  First (and this is the one I use in my Strategic Intelligence class), look for great games that already exist that can teach, reinforce or supplement one or more of your learning objectives.  Second, if you must design your own game, make it a board or card game.  These cost significantly less to design and produce and require much less equipment to play.  They are easier to fit into the constraints associated with a normal 1-2 hour class and, for intelligence professionals, at least, are simply easier to get into the building!

Next:  Myth #4:  The Learning Objectives Come First

Myth #3: I Need A Game That Teaches... (The 5 Myths Of Game-based Learning)

Part 1:  Introduction
Part 2:  Myth #1:  Game-based Learning Is New 
Part 3:  Myth #2:  Games Work Because They Capture Attention

"I'd love to use game-based learning in my classes but I need a game that teaches..." organic chemistry, quantum physics, SIGINT, whatever.

I hear this quite often and it is a legitimate concern.  So many things to teach and so few game designers and publishers willing to take them on. Before I answer why this is, let's assume, for the sake of the argument, that all of the administrative and regulatory hassles involved in designing a game that teaches could be overcome (These are not trivial.  On the contrary, I suspect that these kinds of issues are a big part of the reason that game-based learning strategies have not been more widely tested and applied).  Let's also assume that there is a business model that makes these kinds of games profitable to produce and distribute (another non-trivial assumption).

What's left?  Just building a great game and, at the same time, making sure the course content is integrated into it.   If this sounds really hard, it is.

And its just the beginning.

Because the reality is that you don't need a single great game that teaches these concepts, you really need multiple games that teach.  It turns out that game-based learning is plural.

If, to be successful, game-based learning needs to be, at least to some extent, voluntary (and particularly if you accept the premise, as I do, that the more voluntary the game play is, the more learning will occur), then it makes sense that you will need more than one game covering the same topic to fully engage a diverse classroom full of learners.

To explain this as simply as I can, I often ask people to imagine a typical elementary classroom.  If I only have one great game, let's call it "Barbie Math", I suspect that I may only engage approximately one-half of the students.  I probably need another great game, let's call it "GI Joe Math", to get the other half.  This grade school example is about as simple as I can make the problem but it is potentially much, much worse because of "fun". 

Most game designers I know hate the word "fun".  They hate this word because it is so indistinct and overused that it has virtually lost its meaning.  To say a game is fun (or not fun) is, in short, not very useful criticism.  There are lots of ways games can succeed or fail to produce fun generally and, more relevant to games that teach, specifically for individual students. 

The best place to start to get a sense of this problem from a game design perspective is Raph Koster's A Theory of Fun.  Koster lays out the problem pretty clearly and his book is widely used as a text and cited by professionals. 

To get an even more practical view of the problem, I like Pierre-Alexandrre Garneau's 14 Forms Of Fun article for the online magazine, Gamasutra.  Here Garneau outlines 14 different ways that a game can be fun along with a number of examples of how each element worked in a game (see list to right).  This list has not been scientifically validated and I am sure that, if we got 10 game designers or gamers in a room, there would be lots of disagreements about this list.

I like it, however, because it makes a good case for thinking about fun, and, by extension, about what makes a great game more broadly.  If I think about what I like in a game, I can better see it in this list.  I don't just like the game Portal 2 because it is fun, I like it because it is a witty, immersive game that focuses on intellectual problem solving, advancement and completion (If you are not familiar with the Portal franchise, watch the video below.  It doesn't give much sense of the gameplay but it does give a good sense of the humor in the series).  Moreover, once I know why I like what I like, I can use this system, in much the same way the Music Genome Project worked for music, to help me think about other games I might like to play.

My preferences might not be my students' preferences, however.  It is easy to imagine a student or students that prefer the exact opposite -- I may like cooperative games; they prefer competitive games.  I may like beautiful, discovery games like Myst but they like beautiful, thrill of danger games like Batman:  Arkham City.

We are still just scratching the surface.  What about genres of games?  Some will only like sports games while others will prefer action titles.  What about themes?  Some like high fantasy (like Lord of the Rings Online) while some prefer space based games (Like Eve Online). And what about students who cannot define what they like ("I hate math and statistics and besides I have to spend this entire weekend preparing for my fantasy football draft...")?

These differences have focused on gaming style but even more important are  teaching concerns.  Different students are known to learn differently -- sometimes dramatically.  Text based games, for example, no matter how compelling, may be inaccessible to dyslexic students. 

I know it may sound like I am trying to paint a picture that game-based learning is a herculean, almost impossible task.  That is just because I am a lawyer and creating a "parade of horribles" is what we do.  Many of these distinctions probably matter far less than the discussion so far might lead you to believe.  Some might not matter at all.  Gamers tend to have broader rather than narrower tastes in games.  For every student who only plays sports games, for example, there are likely many more who play both sports games and high fantasy games.  Likewise there are a number of strategies for overcoming almost all learning differences and many could likely be applied to games.

I recognize and accept these objections.  My goal here is simply to paint a more nuanced picture of the challenges teachers and game designers face when they try to take games into the classroom.  There is a naivete in the statement "I need a game that teaches..." that nothing in my experience justifies.

I hope my observations will resonate with the comments made by James Shelton at the Games For Change conference last year (see the video in Part 1 of this series):  In order for game-based learning to go mainstream, it has to scale.  It can't just work with a self-selected population; it has to work across demographic lines and socioeconomic lines and learning differences lines.  This likely means that whatever course or subject you are teaching, you will need multiple games to fully engage your entire class.  A single game is unlikely to do it all.

Next:  Myth 3a:  I Want To Make A Game That Teaches...

Myth #2: Games Work Because They Capture Attention (The 5 Myths Of Game-based Learning)

Part 1:  Introduction
Part 2:  Myth #1:  Game-based Learning Is New

Eyes wide and focused.  Body oriented directly towards the screen.  An apparent inability to hear, even when being shouted at by mom.  If you have ever seen a person play a game that they really enjoy, you know that games have the ability to command complete attention.

Scientists tend to say things like this about the connection between attention and learning:

The assumption that attended stimuli are encoded more effectively into memory than less attended ones is straightforward and supported by substantial evidence (Sarter and Lustig).

or, more obtusely:

Neural models of perception and cognition have predicted that top-down attention is a key mechanism for solving the stability-plasticity dilemma, which concerns the fact that brains can rapidly learn enormous amounts of information throughout life without just as rapidly forgetting what they already know (Grossberg).

What all this means is what any teacher already knows -- attention is the key to learning.  Without a student's attention, it is impossible for them to learn.

Games, in particular, are noted not only for their ability to attract attention but to hold attention, often for very long periods of time.  That the player's attention does not waver despite the difficulty of the challenge or the fact that players often fail, makes this apparent superpower that games have over other media even more extraordinary.

Psychologists have a name for this phenomena -- Flow.  First described by Mihaly Csikszentmihalyi, a professor of psychology at Claremont Graduate University, he defined flow as "being completely involved in an activity for its own sake. The ego falls away. Time flies...Your whole being is involved, and you're using your skills to the utmost."

Flow was first linked to games in 2000 and the concept has gained widespread popularity among game designers since then.  Jenova Chen, a game designer who actually made a game called Flow, describes the relationship between games and this ultimate psychological experience as something which has evolved over time:

"As the result of more than three decades of commercial competition, most of today’s video games deliberately include and leverage...Flow. They deliver instantaneous, accessible sensory feedback and offer clear goals the player accomplishes through the mastery of specific gameplay skills."

Flow derives from a balance of challenge and ability.  Too little challenge and the game (or other situation) is boring.  Too much challenge and the game or other situation) creates anxiety.  The chart to the right (taken from a 2007 article by Chen) graphically shows this relationship and how game designers seek to use this knowledge to design a better game.

Certainly other activities besides gaming routinely create a Flow-like learning experience.  Bailey White, an author and first grade teacher, claims the story of the Titanic can create much the same effect in the minds of her students:

"When children get the idea that written words can tell them something horrible, then half the battle of teaching reading is won.  

And that's when I turn to the Titanic.  The children sit on the rug at my feet, and I tell them the story.  It's almost scary to have the absolute, complete attention of that many young minds...

(The book the children use) is written on the fourth grade reading level - lots of hard words - so I tipped in pages with the story rewritten on an easier reading level.  But by the end of the second week the children are clawing up my pages to get at the original text underneath."

It is, however, gaming's ability to create this experience at large scales, for an extended period of time and (even) across generations that has created what I have come to call the "Magic Formula" of game-based learning:  Game = flow (or more commonly, "fun") = increased attention = increased learning.

If you look across much of the academic literature on game-based learning (and in virtually all of the popular literature on the subject), you will likely find some variant on this magic formula.  Moreover, given everything I have written so far, this formula seems to make a certain amount of sense.

But it is wrong.

It is missing an important element, one that everyone recognizes just as soon as I mention it but one that very few people include in any discussion of game-based learning.  This missing element goes back to the very definition of "game".

You need to look no farther than Wikipedia to determine that (much like the word "intelligence"...) there is still a good bit of debate as to what defines a game.  So you don't have to click, here is a sample:

"A game is a system in which players engage in an artificial conflict, defined by rules, that results in a quantifiable outcome." (Katie Salen and Eric Zimmerman)
"A game is an activity among two or more independent decision-makers seeking to achieve their objectives in some limiting context." (Clark C. Abt)
"A game is a form of play with goals and structure." (Kevin J. Maroney)

My favorite definition, however, is by philosopher Bernard Suits and comes from his 1978 book, The Grasshopper:  Games, Life and Utopia.  According to Suits, a game is a "voluntary attempt to overcome unnecessary obstacles."  While undoubtedly glib, Suits has a point.  Jane McGonigal, who has been mentioned previously in this series, points to the game of golf as  a perfect example of this definition in action.  If the true intent of the game were to merely get the ball in the hole, there are many easier ways of doing so besides making people hit the ball with a stick.  As if this weren't hard enough, we actually strive to make the game harder by adding unnecessary obstacles such as sand traps and water hazards.  Surely it would be easier to simply walk over and drop the ball in!

The most important word in this definition and the missing component to the Magic Formula of game-based learning is, for me, "voluntary".  We volunteer to play a game and because we volunteer, we have an expectation that it will be enjoyable from the outset.

Expectations are powerful things.  We know, for example, that the subjective experience of pain can be manipulated simply by changing the expectations regarding that pain.  We also know that teacher expectations about an individual's ability to learn can drastically alter learning outcomes.

You can test this yourself.  Imagine being forced to play a game you know you hate.  How much attention are you paying to the game?  How much learning do you think you might do if that game were associated with an instructional objective?  Ian Schreiber, game designer and professor at Columbus State Community College, has a wonderful term for this kind of learning experience -  "Chocolate covered broccoli".

In short, games don't work because they capture attention; games work as teaching tools because they are voluntary activities that capture attention.

The good news is that "voluntary" is an analog condition not a binary one.  In other words, voluntary is not something that either exists or doesn't but, in fact, has degrees.  People will love certain games, hate certain games but, in general, will have a wide range of responses to the games they choose to (or have to) play.

I have seen this repeatedly in my own classes.  Every student inevitably has a favorite game and, equally inevitably, it is the lesson associated with that game that they most clearly remember.  Dealing effectivly with this problem leads directly to -- 

Myth #3:  I need a game that teaches...

Myth #1: Game-based Learning Is New (The 5 Myths Of Game-based Learning)

Part 1:  Introduction

You would be hard pressed to find an explicit reference to game-based learning anywhere prior to 2000.  Google Trends (see chart to the right) only begins to register the term in the news in mid-2009.

Since 2009, however, game-based learning has started to crop up everywhere.  Mentions of game-based learning in academic literature have risen an average of 18% per year since 2008 and the New Media Consortium's 2012 Horizon Report on tech trends in higher education states that, within 2-3 years:

"...we will begin to see widespread adoptions of two technologies that are experiencing growing interest within higher education: game-based learning and learning analytics. Educational gaming brings an increasingly credible promise to make learning experiences more engaging for students, while at the same time improving important skills, such as collaboration, creativity, and critical thinking..." 

It certainly seems new so why do I call this a myth?

Game-based learning, whether you call it that or not, has been with all of us (and with the intelligence community in particular) for quite some time.  In the first place, there is hardly a teacher alive or dead who has not used/did not use a game in the classroom to help teach.  Remember playing Monopoly to learn about money?

If one can see the parallels between Sun Tzu's admonition 2500 years ago to "know the enemy and know yourself" and modern notions of intelligence and operations, then I think it is possible to argue that the first game with intelligence implications is the ancient Chinese game of Go.  In fact, Chinese strategic thinking is probably still being influenced by Go.

It is possible to argue the same about Chess, and Benjamin Franklin actually made this case (indirectly) in his famous essay on Chess:

"...Life is a kind of Chess, in which we have often points to gain, and competitors or adversaries to contend with, and in which there is a vast variety of good and ill events...  By playing at Chess then, we may learn: 1st, Foresight... 2nd, Circumspection (and) 3rd, Caution..."

What good intelligence professional would not want to have better foresight, be a bit more circumspect and exercise appropriate levels of caution?

http://en.wikipedia.org/wiki/Tafl_games

My favorite example along these lines, however, is the ancient Norse game of Hnefatafl.  It is an extraordinary game (See image to the left).  In the first place, it is asymmetric.  This means that the two sides are not evenly matched and, in fact, have entirely different victory objectives.  One player is typically (there are a number of versions of the game) surrounded and outnumbered by about 2-1.  This player's goal is merely to escape the board (not with everyone - just the "king" needs to escape).  The other player's goal is to capture the king.  It is interesting to speculate what young viking warriors were implicitly learning as they played these games night after night...

Learning through games for intelligence professionals took a massive leap forward in the 1800's.  While Clausewitz recognized that war was a game "both objectively and subjectively", it was left to another German, Baron Georg Leopold Von Reisswitz, to take the game, so to speak, to the next level -- Kriegspiel.

Kriegspiel, literally "war game" in German, was invented by Von Reisswitz in 1812 and modified and improved by his son.  It was not, however, until Helmuth Von Moltke became Chief of the Prussian General Staff in the 1850's that the game began to be used seriously as a training aid for officers.  It is noteworthy that one of the most influential books on Kriegspiel was written by Von Moltke's staff officer for intelligence, Julius von Verdy du Vernois.

Based on Prussian success with wargaming, many militaries adopted the system or made up their own.  Today, all militaries use war games of one sort or another (though they are often referred to as "conflict simulations") and they have grown beyond traditional force-on-force simulations and now include political, economic and unconventional warfare factors as well (my thesis when I was in the army, for example, was based on a political game I had designed).

Paper-pencil war games even had a brief surge of commercial popularity in the 1980's.  Today the industry is much reduced from its heyday but it is still possible to find lots of people playing these type games at events like Origins and Historicon and talking about them at sites like Board Game Geek and Consim World News.

No, game-based learning is not new and certainly not new to the intelligence community.  What is new, however, is the advent of the video game.

By any measure, video game sales have skyrocketed since the early 90's (see chart at right).  Not only is revenue largely up since the end of the recession but the market for electronic games has drastically expanded.   Anita Frazier, analyst for the NPD Group, which, among other things examines the gaming industry in detail, outlines some of these new trends in the video below:



Jane McGonigal, game designer and researcher, claims that nearly half a billion people worldwide spend approximately 3 billion hours per week playing online games.  Anyone with a teenager knows that they game a lot but few people know that one of the fastest growing segment of gamers is actually older women.  So called "casual games", like Farmville and Words With Friends, as well as smart phone enabled games, such as Angry Birds, have taken gaming out of the basement and put it at the front and center of popular culture.

The goal, then, has become to tap into this rapidly growing medium for educational or "serious" purposes; to augment the entertainment experience with a learning experience - and this is precisely where we find the second myth. 

Next:  Myth #2:  Games Work Because They Capture Attention

The 5 Myths Of Game-based Learning (A Report From The Classroom)

Let me start this series of posts by saying - unequivocally - I am a strong advocate of game-based learning.  It has worked for me personally, I have seen it work in the classroom and have read the research that, in general, suggests that game-based approaches can provide powerful new ways to learn.

But...

As someone who has spent the last three years applying at least some of the theory of game-based learning in the classroom, I can tell you that it is...well...tricky.

Don't get me wrong.  My intent is not to lead you on and then ultimately come to the conclusion that it can't be done or that it doesn't work or, even, that it is hard to do.  It is just trickier than I expected due, I think, to the "myths" that have sprung up about games and learning.  My hope is that this series of posts will help other teachers (particularly other university professors teaching intelligence studies...) to have a more realistic view of both the difficulties and the rewards of incorporating games into their classes.

Where did these myths come from?  I believe that they are a natural consequence of the inevitable distance between theory and practice.  Any practitioner will tell you that theory only works well...in theory.  Actually applying a pedagogical approach to a real world classroom with real world constraints and challenges is another thing entirely.

The broader conversation on game-based learning largely reflects this divide.  At one end of the spectrum there are the big picture thinkers, the evangelists, if you will, like Jane McGonigal.  McGonigal, a researcher and game designer (and one of my personal favorite experts on games and gaming), makes a strong case for games and game-based learning in her book, Reality is Broken.  If you don't have time to read her book, I highly recommend McGonigal's 2010 TED talk:



At the other end of the spectrum are the things that have actually been tried in class and have been shown to work at meaningful scales.  Here the pragmatists rule and the best statement of that position I have heard comes from Assistant Deputy Secretary of Education, James Shelton, at last year's Games For Change Conference (Shelton's comments begin around minute 6 and some key takeaways are at minute 11 and 13):



Games for Change Festival 2011: James Shelton, U.S. Department of Education from Games for Change on Vimeo.


(Note:  While education has been kicked around like a political soccer ball for what seems like forever, Shelton's entire speech and comments are worth listening to by anyone interested in solving the difficult problem of innovation in education.  You get the sense that this is a guy in the trenches, who understands the reality of the problem, has no political axe to grind and is willing to listen to anyone who has a good idea that can work on a large scale.)

Shelton's speech was not much discussed during or after the conference but it is, for me, a good representation of the practitioner's plea:  "I'll try anything; just show me that it really works."

In the gap between these two extremes, between the heady optimism of McGonigal and the blunt practicality of Shelton, live the 5 myths I intend to talk about in this series of posts. 

Next:  Myth #1 -- Game-based Learning Is New