title: Games for learning: vast wasteland or a digital promise?
abstract: Research about emerging best practices in the learning sciences points to the potential of deploying digital games as one possible solution to the twin challenges of weak student engagement and the need for more robust achievement in literacy, science, technology, and math. This chapter reviews key cross-cutting themes in this special volume, drawing perspective from the context of the current United States program and policy reform. The authors conclude that digital games have some unique potential to address pressing educational challenges, but that new mechanisms for advancing purposeful research and development must be adopted by both policymakers and industry leaders.
authors.affiliation: Joan Ganz Cooney Center at Sesame Workshop, New York, USA. michael.levine@sesame.org
authors.forename: Michael H
authors.initials: MH
authors.lastname: Levine
authors.forename: Sarah E
authors.initials: SE
authors.lastname: Vaala
mesh_terms: D000293:Adolescent; D041923:Adolescent Development; D019985:Benchmarking; D002648:Child; D002657:Child Development; D004521:Educational Measurement; D018961:Educational Technology / Q000639:trends*; D006801:Humans; D016901:Intergenerational Relations; D007398:Interpersonal Relations; D010988:Play and Playthings; D011050:Policy Making; D018794:Problem-Based Learning; D058992:Social Participation; D013334:Students / Q000523:psychology*; D014481:United States; D018910:Video Games