Yes, with mixed results

No, we don’t have standardized approaches for generating formative assessments

No, we use paper-and-pencil means of generating

formative assessments

Yes, but we have not seen

positive results

Yes, with general success

Source: Education Week Research Center

Bergeron, B. (2006). Developing serious games. Hingham, MA: Charles River Media.

Chassiakos, Y., Radesky, J., Christakis, D., Moreno, M. A., & Cross, C. (2016). Children and Adolescents and Digital Media. Pediatrics, 138(5). doi:10.1542/peds.2016-2593

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As it pertains to screen time -- It is not the media itself that produces negative effects but the lack of intentionality that often accompanies media use.

Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363-406. http://dx.doi.org/10.1037/0033-295X.100.3.363

Ericsson, K. Anders. “The Influence of Experience and Deliberate Practice on the Development of Superior Expert Performance.” The Cambridge Handbook of Expertise and Expert Performance, Cambridge University Press, 2006, pp. 685–705.

Csikszentmihalyi, M. (2009). Flow: the psychology of optimal experience. New York: Harper Row.

Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, Motivation, and Learning: A Research and Practice Model. Simulation Gaming, 33(441). doi:10.1177/1046878102238607

Landhäußer, A., & Keller, J. (2012). Flow and Its Affective, Cognitive, and Performance-Related Consequences. Advances in Flow Research, 65-85. doi:10.1007/978-1-4614-2359-1_4

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Deliberate practice is, by definition, intentional, and mobile content that offers serious educational games within a DP framework meets the responsible media use criteria of intentionality.

Kebritchi, Mansureh & Hirumi, Atsusi. (2008). Examining the pedagogical foundations of modern educational computer games. Computers & Education. 51. 1729-1743.

Hays, R.T. (2005). The effectiveness of instructional games: a literature review and discussion (Technical Report, No. 2005-004). Orlando, FL: Naval Air Warfare Center Training Systems Division.

Chassiakos, Y. (., Radesky, J., Christakis, D., Moreno, M. A., & Cross, C. (2016). Children and Adolescents and Digital Media. Pediatrics, 138(5). doi:10.1542/peds.2016-2593

Iten, N., & Petko, D. (2014). Learning with serious games: Is fun playing the game a predictor of learning success? British Journal of Educational Technology, 47(1), 151-163. doi:10.1111/bjet.12226

Iten, N., & Petko, D. (2014). Learning with serious games: Is fun playing the game a predictor of learning success? British Journal of Educational Technology, 47(1), 151-163. doi:10.1111/bjet.12226

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Whether children wish to play the learning game depends less on their anticipated enjoyment of the game and more on their expectation that the game will be easy to comprehend and help them learn.

- Iten and Petko

Schrader, C., & Bastiaens, T. J. (2012). The influence of virtual presence: Effects on experienced cognitive load and learning outcomes in educational computer games. Computers in Human Behavior, 28(2), 648-658. Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152-161. doi:10.1016/j.compedu.2014.08.019 Retrieved from http://spectrumsmagazine.com/video-games-and-autism/

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To maximize the effectiveness of deliberate practice (DP) in education, the following must occur:

16 Retrieved from http://sydney.edu.au/education_social_work/learning_teaching/ict/theory/constructivism.shtml

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