Let the Games Begin: Students and Teachers Dive Into SimCityEDU
Can Digital Games Boost Students' Test Scores?
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https://ww2.kqed.org/app/uploads/sites/23/2013/10/photo1-e1383092487821-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">“What do you think is causing pollution in the city?”\u003cbr>\n“Factories.”\u003cbr>\n“Which factories are causing pollution?”\u003cbr>\n“Coal Factories.”\u003cbr>\n“So to reduce pollution, what would you do?”\u003cbr>\n“Close ‘em down.”\u003cbr>\n“But then you have to think about, how are you going to get energy?”\u003c/p>\n\u003cp>Seventh grade engineering teacher Petrut Ababei is helping his student Danny Jimenez think his way through an early attempt to figure out \u003ca href=\"http://www.simcityedu.org/\">SimCityEDU\u003c/a>, an educational video game designed by the non-profit \u003ca href=\"http://glasslabgames.org/\">GlassLab\u003c/a>. Ababei is beta testing the game at \u003ca href=\"http://lazearcharteracademy.org/\">Lazear Charter Academy\u003c/a> in Oakland, California.\u003c/p>\n\u003cp>SimCityEDU is built on the code for the popular city building game \u003ca href=\"http://www.simcity.com/\">SimCity\u003c/a> and has the same graphics. The difference is that SimCityEDU asks players to accomplish environmental science missions that are based on the Common Core State Standards.\u003c/p>\n\u003caside class=\"pullquote alignright\">“I think those are the good moments in teaching, when you’re like, 'I didn’t teach you that, but you figured it out on your own.'”\u003c/aside>\n\u003cp>GlassLab developed the game as a progression of six distinct missions that correlate with one another, scaffolding the player’s understanding of both the game and science topics. The first level is fairly simple, but new tools are added at each progressing level, as well as more complicated concepts, such as where energy comes from and how it relates to pollution. Originally, developers expected teachers to assign missions in the order they were created -- from one to six -- but after observing several beta-testers, they’ve seen that educators are picking and choosing parts of the game that fit with their curriculum.\u003c/p>\n\u003cp>Ababei, for example, had his class skip from level one to level six with only a short introduction before they jumped into playing the game. “My approach was based on not underestimating their ability to explore and click around on their own because I think kids are pretty good at that,” Ababei said. He wants his students to explore and build the problem as they go along.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“They were able to be very quick and very responsive to the feedback they were getting in the game based on their actions,” Ababei said. “That was pretty impressive and I get excited. I think those are the good moments in teaching, when you’re like, 'I didn’t teach you that, but you figured it out on your own.'”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED: \u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">SimCityEDU: Using Games For Formative Assessment\u003c/a>\u003c/strong> ]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Ababei chose to jump ahead to the most complex mission in SimCityEDU because it directly relates to an ongoing project the class is doing on green energy. Students are learning how different types of energy are generated and how that affects pollution levels. Those concepts help provide real-world context for their culminating project -- building a wind turbine and measuring its energy output.\u003c/p>\n\u003cp>But jumping ahead to level six, which is called “It's Complicated,” left many kids puzzled, not sure what tools were available to them for solving the mission. So they just clicked around trying to figure it out. Some students immediately picked up on a few simple ways to reduce pollution while making sure that residents of their city had enough power to operate businesses and electricity at home. One student even discovered the “zoning tool” which allowed him to rezone areas for industrial or residential use, although he wasn’t really sure what that meant. Other students appeared to be clicking around aimlessly, but kept trying different tactics that would help them complete the mission after being prompted to go back and try again. Many students tried to help one another understand the game, but at the end of 30 minutes, a good portion of the class had checked out.\u003c/p>\n\u003cp>Meanwhile, Ababei and another science coach walked through the class, asking questions that would help students answer their own questions, and offering help to students as they needed it.\u003c/p>\n\u003cfigure id=\"attachment_32409\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-32409\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/photo-e1383156179194-300x198.jpg\" alt=\"photo\" width=\"300\" height=\"198\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>After the class's experiment with level six, Ababei found out that level three mission in SimCityEDU also deals with the concept of energy, but on a much simpler level. For the game developer, this was useful knowledge during the beta phase.\u003c/p>\n\u003cp>“What it’s telling me as a developer, is I need to improve the visibility of the professional development and the lesson plans so you don’t have to spend more than two minutes to figure out: 'OK here’s where I want to focus on,'” said Jessica Lindl, GlassLab’s general manager. She was observing how Lazear students played the game to improve on the product before it goes to market in early November. “I need a much easier view of quick scaffolding of what’s in each mission,” she said.\u003c/p>\n\u003cp>Lindl also decided to keep the game \"unlocked,\" meaning teachers can move around between missions and levels in a way that suits their instruction goals, rather than keeping them at specific levels. Lindl says as she's observed teachers she's been impressed at the creative ways they're using the game and she doesn't want to limit that freedom by prescribing the order of missions.\u003c/p>\n\u003cp>That said, the scaffolding embedded in the game is an important element of the formative assessment tool that GlassLab has been testing with SimCityEDU. “We actually do have as part of our formative assessment their ability to discover and understand the tools informing us on their ability to apply problem solving,” Lindl said. Every click and hover that a student makes in the game is a data point towards assessing how well she is using critical thinking and problem solving skills to gather information. “It’s almost like learning the game is part of the experience,” Lindl said.\u003c/p>\n\u003cp>“Not only are we teaching them about systems in a very fun way, but we’re also teaching them about perseverance and that failure isn’t necessarily a bad thing,” said Francis Abbatantuono, the Science, Technology, Engineering and Math (STEM) coach for Lazear’s parent charter company Education for Change. “The point for me is they’re trying something, they’re seeing themselves fail, and they’re going back and trying something different. And hopefully that transitions to the game, the class, their life,” he said.\u003c/p>\n\u003cp>Whether or not students have played video games before could make a big difference in how well they play this game. Some kids have extensive experience playing complicated games like SimCity that have narratives, multiplayer options and lots of tools. Others have only played simple mobile games. And still others don’t play video games, which could affect how intuitive the game feels.\u003c/p>\n\u003cp>At Lazear, 95 percent of the students are low-income, receiving free or reduced price lunch. Student access to technology and gaming outside of school is varied. Lindl said she’d like to develop a way to identify each player at the beginning with a “gaming persona,” that could help inform assessment.\u003c/p>\n\u003cp>GlassLab will make the game available to the public on November 7, distributing it through established vendors SMS Tech Solutions and Houghton Mifflin Harcourt. At the same time, the organization is awaiting an SRI study to be released next spring evaluating how effective the game's formative assessment tools really are.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Non-profit video game developer GlassLab is working with teachers and students to improve its new educational game, SimCityEDU. The game asks players to accomplish environmental science missions that are based on the Common Core State Standards and assesses student learning during play.","status":"publish","parent":0,"modified":1383159166,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1253},"headData":{"title":"Let the Games Begin: Students and Teachers Dive Into SimCityEDU | KQED","description":"Non-profit video game developer GlassLab is working with teachers and students to improve its new educational game, SimCityEDU. The game asks players to accomplish environmental science missions that are based on the Common Core State Standards and assesses student learning during play.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"32389 http://blogs.kqed.org/mindshift/?p=32389","disqusUrl":"https://ww2.kqed.org/mindshift/2013/10/30/let-the-games-begin-students-and-teachers-dive-into-simcityedu/","disqusTitle":"Let the Games Begin: Students and Teachers Dive Into SimCityEDU","path":"/mindshift/32389/let-the-games-begin-students-and-teachers-dive-into-simcityedu","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32404\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-32404\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/photo1-e1383092487821.jpg\" alt=\"photo(1)\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/photo1-e1383092487821.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/photo1-e1383092487821-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/photo1-e1383092487821-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">“What do you think is causing pollution in the city?”\u003cbr>\n“Factories.”\u003cbr>\n“Which factories are causing pollution?”\u003cbr>\n“Coal Factories.”\u003cbr>\n“So to reduce pollution, what would you do?”\u003cbr>\n“Close ‘em down.”\u003cbr>\n“But then you have to think about, how are you going to get energy?”\u003c/p>\n\u003cp>Seventh grade engineering teacher Petrut Ababei is helping his student Danny Jimenez think his way through an early attempt to figure out \u003ca href=\"http://www.simcityedu.org/\">SimCityEDU\u003c/a>, an educational video game designed by the non-profit \u003ca href=\"http://glasslabgames.org/\">GlassLab\u003c/a>. Ababei is beta testing the game at \u003ca href=\"http://lazearcharteracademy.org/\">Lazear Charter Academy\u003c/a> in Oakland, California.\u003c/p>\n\u003cp>SimCityEDU is built on the code for the popular city building game \u003ca href=\"http://www.simcity.com/\">SimCity\u003c/a> and has the same graphics. The difference is that SimCityEDU asks players to accomplish environmental science missions that are based on the Common Core State Standards.\u003c/p>\n\u003caside class=\"pullquote alignright\">“I think those are the good moments in teaching, when you’re like, 'I didn’t teach you that, but you figured it out on your own.'”\u003c/aside>\n\u003cp>GlassLab developed the game as a progression of six distinct missions that correlate with one another, scaffolding the player’s understanding of both the game and science topics. The first level is fairly simple, but new tools are added at each progressing level, as well as more complicated concepts, such as where energy comes from and how it relates to pollution. Originally, developers expected teachers to assign missions in the order they were created -- from one to six -- but after observing several beta-testers, they’ve seen that educators are picking and choosing parts of the game that fit with their curriculum.\u003c/p>\n\u003cp>Ababei, for example, had his class skip from level one to level six with only a short introduction before they jumped into playing the game. “My approach was based on not underestimating their ability to explore and click around on their own because I think kids are pretty good at that,” Ababei said. He wants his students to explore and build the problem as they go along.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“They were able to be very quick and very responsive to the feedback they were getting in the game based on their actions,” Ababei said. “That was pretty impressive and I get excited. I think those are the good moments in teaching, when you’re like, 'I didn’t teach you that, but you figured it out on your own.'”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED: \u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">SimCityEDU: Using Games For Formative Assessment\u003c/a>\u003c/strong> ]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Ababei chose to jump ahead to the most complex mission in SimCityEDU because it directly relates to an ongoing project the class is doing on green energy. Students are learning how different types of energy are generated and how that affects pollution levels. Those concepts help provide real-world context for their culminating project -- building a wind turbine and measuring its energy output.\u003c/p>\n\u003cp>But jumping ahead to level six, which is called “It's Complicated,” left many kids puzzled, not sure what tools were available to them for solving the mission. So they just clicked around trying to figure it out. Some students immediately picked up on a few simple ways to reduce pollution while making sure that residents of their city had enough power to operate businesses and electricity at home. One student even discovered the “zoning tool” which allowed him to rezone areas for industrial or residential use, although he wasn’t really sure what that meant. Other students appeared to be clicking around aimlessly, but kept trying different tactics that would help them complete the mission after being prompted to go back and try again. Many students tried to help one another understand the game, but at the end of 30 minutes, a good portion of the class had checked out.\u003c/p>\n\u003cp>Meanwhile, Ababei and another science coach walked through the class, asking questions that would help students answer their own questions, and offering help to students as they needed it.\u003c/p>\n\u003cfigure id=\"attachment_32409\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-32409\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/photo-e1383156179194-300x198.jpg\" alt=\"photo\" width=\"300\" height=\"198\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>After the class's experiment with level six, Ababei found out that level three mission in SimCityEDU also deals with the concept of energy, but on a much simpler level. For the game developer, this was useful knowledge during the beta phase.\u003c/p>\n\u003cp>“What it’s telling me as a developer, is I need to improve the visibility of the professional development and the lesson plans so you don’t have to spend more than two minutes to figure out: 'OK here’s where I want to focus on,'” said Jessica Lindl, GlassLab’s general manager. She was observing how Lazear students played the game to improve on the product before it goes to market in early November. “I need a much easier view of quick scaffolding of what’s in each mission,” she said.\u003c/p>\n\u003cp>Lindl also decided to keep the game \"unlocked,\" meaning teachers can move around between missions and levels in a way that suits their instruction goals, rather than keeping them at specific levels. Lindl says as she's observed teachers she's been impressed at the creative ways they're using the game and she doesn't want to limit that freedom by prescribing the order of missions.\u003c/p>\n\u003cp>That said, the scaffolding embedded in the game is an important element of the formative assessment tool that GlassLab has been testing with SimCityEDU. “We actually do have as part of our formative assessment their ability to discover and understand the tools informing us on their ability to apply problem solving,” Lindl said. Every click and hover that a student makes in the game is a data point towards assessing how well she is using critical thinking and problem solving skills to gather information. “It’s almost like learning the game is part of the experience,” Lindl said.\u003c/p>\n\u003cp>“Not only are we teaching them about systems in a very fun way, but we’re also teaching them about perseverance and that failure isn’t necessarily a bad thing,” said Francis Abbatantuono, the Science, Technology, Engineering and Math (STEM) coach for Lazear’s parent charter company Education for Change. “The point for me is they’re trying something, they’re seeing themselves fail, and they’re going back and trying something different. And hopefully that transitions to the game, the class, their life,” he said.\u003c/p>\n\u003cp>Whether or not students have played video games before could make a big difference in how well they play this game. Some kids have extensive experience playing complicated games like SimCity that have narratives, multiplayer options and lots of tools. Others have only played simple mobile games. And still others don’t play video games, which could affect how intuitive the game feels.\u003c/p>\n\u003cp>At Lazear, 95 percent of the students are low-income, receiving free or reduced price lunch. Student access to technology and gaming outside of school is varied. Lindl said she’d like to develop a way to identify each player at the beginning with a “gaming persona,” that could help inform assessment.\u003c/p>\n\u003cp>GlassLab will make the game available to the public on November 7, distributing it through established vendors SMS Tech Solutions and Houghton Mifflin Harcourt. At the same time, the organization is awaiting an SRI study to be released next spring evaluating how effective the game's formative assessment tools really are.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/32389/let-the-games-begin-students-and-teachers-dive-into-simcityedu","authors":["234"],"series":["mindshift_20658"],"categories":["mindshift_195"],"tags":["mindshift_1040","mindshift_548","mindshift_20902","mindshift_20517","mindshift_1012"],"label":"mindshift_20658"},"mindshift_29361":{"type":"posts","id":"mindshift_29361","meta":{"index":"posts_1591205157","site":"mindshift","id":"29361","score":null,"sort":[1371474020000]},"guestAuthors":[],"slug":"can-students-learn-better-with-digital-games","title":"Can Digital Games Boost Students' Test Scores?","publishDate":1371474020,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_29539\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660134265/sizes/z/in/photolist-b9wVT8-b9wtzP-b9wB5t-b9ws7r-b9x2C4-b9wGuk-b9wbtD-b9wp3n-b9wjnP-b9wqra-b9wM2g-b9wqCB-b9w8wT-b9wPk2-b9wfxp-b9wrgr-b9wzna-b9wLvz-b9wxaT-b9wXWn-b9wKpx-b9wNJp-b9wEfK-b9wDF6-b9weXP-b9wHFH-b9wTmg-b9wLiM-b9wpfH-b9wcMV-b9wG9T-b9wZD8-b9wTH2-b9wEsv-b9wpVz-b9wFPk-b9wXLz-b9wypM-b9wFbv-b9wY7D-b9wSNz-b9wFu4-b9ww1T-b9wwoM-b9whbr-b9wAQD-bnGJSC-b9wZ1t-b9wnFZ-b9wevk-b9w9A2/\">\u003cimg class=\"size-full wp-image-29539\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/ipadgame.jpg\" alt=\"ipadgame\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/ipadgame.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/ipadgame-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/ipadgame-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">In the past few years, educators have been closely watching the evolution of digital games used for learning. With a huge influx of products -- whether they're individual apps for tablets or an entire suite of software -- the market is already big and continues to grow, with entire \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/a-new-game-based-school-opens/\">game-based schools\u003c/a> cropping up across the country.\u003c/p>\n\u003cp>There's no question students are interested in digital games --\u003ca href=\"http://www.csmonitor.com/Innovation/Horizons/2008/0916/by-the-numbers-teens-and-video-games\"> 97 percent of kids \u003c/a>play them -- but what educators and industry watchers want to know is whether playing those games can actually improve student achievement.\u003c/p>\n\u003cp>A new \u003ca href=\"http://www.sri.com/work/projects/glasslab-research\">SRI study released\u003c/a> today suggests they do -- at least in the subjects of science, math, engineering, and technology. According to the report, which is an analysis of 77 peer-reviewed journal articles of students K-16 studying STEM subjects, \"when digital games were compared to other instruction conditions without digital games, there was a moderate to strong effect in favor of digital games in terms of broad cognitive competencies.\"\u003c/p>\n\u003cp>More specifically, \"students at the median in the control group (no games) could have been raised 12 percent in cognitive learning outcomes if they had received the digital game.\"\u003c/p>\n\u003cp>Another way to explain it: \"For a student sitting in the median who doesn’t have a game, his or her learning achievement would have increased by 12 percent if he or she had that game,\" said Ed Dieterle, Senior Program Officer for Research, Measurement, and Evaluation for the Bill and Melinda Gates Foundation, which funded the SRI report.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"The games and learning space is still in an exploratory, R&D phase. We shouldn’t frame games, or any other instructional support, as 'the answer.'\"\u003c/strong>\u003c/aside>\n\u003cp>Simulations have an even bigger impact, according to this analysis. When considering simulations -- taking a phenomena, process, or behavior and coding it into something that can be manipulated and studied -- improvement index jumped to 25 percent, meaning students who used simulations could have increased their learning outcomes by that amount.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Which begs the question, how do we define learning outcomes? According to Stacey Childress, deputy director of education at the Gates Foundation, learning outcomes can be defined in a few ways: progress toward mastery of a particular set of content and skill objectives in areas such as math and literacy; demonstration of complex skills like collaboration and critical thinking; and improvement in what researchers call \"non-cognitive\" skills such as persistence and grit.\u003c/p>\n\u003cp>\"With learning games, it’s important to understand which kinds of outcomes they are designed to improve and whether or not students are actually making progress on those dimensions,\" Childress said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/teachers-students-digital-games-whats-the-right-mix/\">\u003cstrong>[RELATED\u003c/strong>: Teachers, Students, Digital Games: What's the Right Mix?]\u003c/a>\u003c/p>\n\u003cp>The Gates Foundation has made huge investments in the educational gaming world. Last year, the foundation launched the \u003ca href=\"http://www.instituteofplay.org/work/projects/glasslab/\">Games Learning and Assessment Lab\u003c/a> (GlassLab), which was tasked with prototyping and developing games and formative assessments. The work is being conducted by the \u003ca href=\"http://www.instituteofplay.org/\" target=\"_blank\">Institute of Play\u003c/a>, the \u003ca href=\"http://www.ets.org\" target=\"_blank\">Educational Testing Service (ETS)\u003c/a>, \u003ca href=\"http://www.pearson.com\" target=\"_blank\">Pearson, Inc.\u003c/a>, \u003ca href=\"http://www.ea.com\" target=\"_blank\">Electronic Arts (EA)\u003c/a>, and the \u003ca href=\"http://www.theesa.com\" target=\"_blank\">Entertainment Software Association (ESA)\u003c/a>. GlassLab \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">recently released\u003c/a>, SimCityEdu, which integrates assessments aligned with Common Core State Standards. The educational version uses the same code as the commercial game, but with the addition of using students’ choices during challenges as a method of assessment, though \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">not all education experts agree \u003c/a>that assessment should be built into games.\u003c/p>\n\u003cp>The foundation has also invested in \u003ca href=\"http://www.centerforgamescience.org/site/\">The Center for Game Science\u003c/a> and the \u003ca href=\"http://education.mit.edu/projects/radix-endeavor\">Radix Endeavor\u003c/a> at MIT with the intent to develop games that embed valid assessment measures.\u003c/p>\n\u003cp>For this analysis, SRI considered reports from a gamut of sources in those 77 studies -- going as far back as \u003ca href=\"http://publications.aare.edu.au/07pap/har07639.pdf\">a 1992 study from \u003cem>The Journal of Educational Research\u003c/em> \u003c/a>looking at the effects of computer simulations and problem-solving approaches on high school students, to \u003ca href=\"http://www.academia.edu/654797/Using_just-in-time_information_to_support_scientific_discovery_learning_about_geometrical_optics_in_a_computer-based_simulation\">a 2006 study in the journal \u003cem>Interactive Learning Environments\u003c/em> \u003c/a>using just-in-time information to support scientific discovery learning in a computer-based simulation.\u003c/p>\n\u003cp>Other studies examined include \u003ca href=\"http://shura.shu.ac.uk/3556/\">one from 2011 that compares different versions of a game\u003c/a> in terms of the degree to which the learning mechanics and goals are integrated directly into the central game mechanics (intrinsic design) versus separating the learning mechanics and goals from the central game mechanic (extrinsic design); and another from 2012 that \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0747563212000295\">compares different approaches to socially organizing players within a game\u003c/a> in terms of collaboration and competition to maximize learning. The games within each study were developed specifically for research purposes, and thus are not as elaborate as some commercial titles like SimCity, but are solid examples of learning games, according to Dieterle.*\u003c/p>\n\u003cp>\"This is the first big study to hit the pause button for a second and reach back in time and extract everything we could from what previous researchers have done with the intent of using that information to inform us about the field going forward,\" Dieterle said.\u003c/p>\n\u003ch4>\u003cstrong>FUTURE OF GAMES IN CLASSROOMS IS NOW \u003c/strong>\u003c/h4>\n\u003cp>If digital games were rare in the past, that's no longer the case. According to a recent \u003ca href=\"http://www.pbs.org/about/news/archive/2012/teacher-survey-fetc/\">teacher survey conducted by PBS\u003c/a>, 43 percent of classroom computing goes to playing educational digital games. And in \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/new-survey-half-of-teachers-use-digital-games-in-class/\">one study undertaken last year by the Joan Ganz Cooney Center\u003c/a>, surveying 505 teachers, the majority of teachers reported that games increase motivation and make it easier to personalize learning.\u003c/p>\n\u003cp>But experiences and perceptions around games are still very much a mixed bag, depending on whom you ask. Some educators are skeptical that digital games are the answer. They question whether games provide enough context and depth that come from hands-on experiences.\u003c/p>\n\u003cp>“Imagine the difference between a student who’s playing an online math video game and a student who’s sitting in a small group with a teacher, working out problems and receiving immediate, individualized feedback and guidance,” said St. Louis-based fifth-grade teacher Jenny Kavanaugh in \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/teachers-students-digital-games-whats-the-right-mix/\">a recent interview\u003c/a>. “There is no comparison.”\u003c/p>\n\u003cp>But Childress points out that the issue is more nuanced.\u003c/p>\n\u003cp>\"The games and learning space is still in an exploratory, R&D phase. We shouldn’t frame games, or any other instructional support, as 'the answer,'\" she said. \"All of us working in education should be skeptical about any innovation that doesn’t aim to produce evidence of its effectiveness. The SRI results are a strong start in the direction of solid evidence.\"\u003c/p>\n\u003cp>And Childress does not see the use of digital games as an either/or scenario -- either teachers or digital games.\u003c/p>\n\u003cp>\"We should be careful not to view learning technologies as a replacement for deep teacher and student interactions. We see effective technology supports as enabling the opposite,\" she said.\u003c/p>\n\u003cp>Digital games can be a part of a holistic plan that challenges students with things like \"quests\" and \"missions,\" when paired with tactics like spending targeted time with students in small groups or individually to help them address areas where they need help, she said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED\u003c/strong>: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/money-time-and-tactics-can-games-be-effective-in-schools/\">Money, Time and Tactics: Can Games Be Effective in School?\u003c/a>]\u003c/p>\n\u003cp>For educators who aren't sure where to start, or how to find ways to integrate digital games into the current model, Childress said teachers' own network can be a great resource. For instance, one of the Gates-funded organizations,\u003ca href=\"http://www.playfullearning.com\"> Playful Learning,\u003c/a> focuses on creating a national network that offers teachers workshops on using games in the classroom.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“All of us working in education should be skeptical about any innovation that doesn’t aim to produce evidence of its effectiveness.\"\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>For their part, game developers should incorporate ways to help educators do their jobs better, as is the case with other industries that have embraced technologies. \"The best product developers deeply understand who they are designing for and the use case they are targeting, and offer the kind of implementation supports professionals need to integrate new tools into their daily work,\" Childress said.\u003c/p>\n\u003cp>If \u003ca href=\"http://www.instituteofplay.org/work/projects/quest-schools/\">Quest to Learn\u003c/a>, the entirely game-based schools in New York and Chicago, are any indication of whether games can be successful learning tools, the potential seems bright. \u003ca href=\"http://www.cnn.com/interactive/2012/08/tech/gaming.series/teachers.html\">According to CNN\u003c/a>, the school's New York test scores, \"an admittedly conventional metric, show the Quest kids have outperformed peers in the New York City school system in each of the last three years, in both English Language Arts and Math, according to data provided by the school,\" with the only exception being the 2010 math scores.\u003c/p>\n\u003cp>But not every school can be a Quest to Learn, with dedicated funding for games. Finding the funds to finance digital games is one of the main obstacles, in fact. In the Cooney Center survey, 51 percent of teachers said that cost of digital games was the primary obstacle to integrating them into class, and only 17 percent of those surveyed said the school spent $100 or more on games.\u003c/p>\n\u003cp>To that end, Childress said there are a number of free resources available on the web, and that the foundation has funded 17 game development projects over the last three years, a number of which are free or available at reduced cost to districts serving students in low-income neighborhoods.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*The updated version of the article includes information about the studies from 2011 and 2012.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"A new report released today reveals the results attempting to answer the question: do digital games and simulation help students studying science, technology, math, and engineering achieve better learning outcomes?","status":"publish","parent":0,"modified":1373572783,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":30,"wordCount":1539},"headData":{"title":"Can Digital Games Boost Students' Test Scores? | KQED","description":"A new report released today reveals the results attempting to answer the question: do digital games and simulation help students studying science, technology, math, and engineering achieve better learning outcomes?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"29361 http://blogs.kqed.org/mindshift/?p=29361","disqusUrl":"https://ww2.kqed.org/mindshift/2013/06/17/can-students-learn-better-with-digital-games/","disqusTitle":"Can Digital Games Boost Students' Test Scores?","path":"/mindshift/29361/can-students-learn-better-with-digital-games","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_29539\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660134265/sizes/z/in/photolist-b9wVT8-b9wtzP-b9wB5t-b9ws7r-b9x2C4-b9wGuk-b9wbtD-b9wp3n-b9wjnP-b9wqra-b9wM2g-b9wqCB-b9w8wT-b9wPk2-b9wfxp-b9wrgr-b9wzna-b9wLvz-b9wxaT-b9wXWn-b9wKpx-b9wNJp-b9wEfK-b9wDF6-b9weXP-b9wHFH-b9wTmg-b9wLiM-b9wpfH-b9wcMV-b9wG9T-b9wZD8-b9wTH2-b9wEsv-b9wpVz-b9wFPk-b9wXLz-b9wypM-b9wFbv-b9wY7D-b9wSNz-b9wFu4-b9ww1T-b9wwoM-b9whbr-b9wAQD-bnGJSC-b9wZ1t-b9wnFZ-b9wevk-b9w9A2/\">\u003cimg class=\"size-full wp-image-29539\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/ipadgame.jpg\" alt=\"ipadgame\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/ipadgame.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/ipadgame-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/ipadgame-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">In the past few years, educators have been closely watching the evolution of digital games used for learning. With a huge influx of products -- whether they're individual apps for tablets or an entire suite of software -- the market is already big and continues to grow, with entire \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/a-new-game-based-school-opens/\">game-based schools\u003c/a> cropping up across the country.\u003c/p>\n\u003cp>There's no question students are interested in digital games --\u003ca href=\"http://www.csmonitor.com/Innovation/Horizons/2008/0916/by-the-numbers-teens-and-video-games\"> 97 percent of kids \u003c/a>play them -- but what educators and industry watchers want to know is whether playing those games can actually improve student achievement.\u003c/p>\n\u003cp>A new \u003ca href=\"http://www.sri.com/work/projects/glasslab-research\">SRI study released\u003c/a> today suggests they do -- at least in the subjects of science, math, engineering, and technology. According to the report, which is an analysis of 77 peer-reviewed journal articles of students K-16 studying STEM subjects, \"when digital games were compared to other instruction conditions without digital games, there was a moderate to strong effect in favor of digital games in terms of broad cognitive competencies.\"\u003c/p>\n\u003cp>More specifically, \"students at the median in the control group (no games) could have been raised 12 percent in cognitive learning outcomes if they had received the digital game.\"\u003c/p>\n\u003cp>Another way to explain it: \"For a student sitting in the median who doesn’t have a game, his or her learning achievement would have increased by 12 percent if he or she had that game,\" said Ed Dieterle, Senior Program Officer for Research, Measurement, and Evaluation for the Bill and Melinda Gates Foundation, which funded the SRI report.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"The games and learning space is still in an exploratory, R&D phase. We shouldn’t frame games, or any other instructional support, as 'the answer.'\"\u003c/strong>\u003c/aside>\n\u003cp>Simulations have an even bigger impact, according to this analysis. When considering simulations -- taking a phenomena, process, or behavior and coding it into something that can be manipulated and studied -- improvement index jumped to 25 percent, meaning students who used simulations could have increased their learning outcomes by that amount.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Which begs the question, how do we define learning outcomes? According to Stacey Childress, deputy director of education at the Gates Foundation, learning outcomes can be defined in a few ways: progress toward mastery of a particular set of content and skill objectives in areas such as math and literacy; demonstration of complex skills like collaboration and critical thinking; and improvement in what researchers call \"non-cognitive\" skills such as persistence and grit.\u003c/p>\n\u003cp>\"With learning games, it’s important to understand which kinds of outcomes they are designed to improve and whether or not students are actually making progress on those dimensions,\" Childress said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/teachers-students-digital-games-whats-the-right-mix/\">\u003cstrong>[RELATED\u003c/strong>: Teachers, Students, Digital Games: What's the Right Mix?]\u003c/a>\u003c/p>\n\u003cp>The Gates Foundation has made huge investments in the educational gaming world. Last year, the foundation launched the \u003ca href=\"http://www.instituteofplay.org/work/projects/glasslab/\">Games Learning and Assessment Lab\u003c/a> (GlassLab), which was tasked with prototyping and developing games and formative assessments. The work is being conducted by the \u003ca href=\"http://www.instituteofplay.org/\" target=\"_blank\">Institute of Play\u003c/a>, the \u003ca href=\"http://www.ets.org\" target=\"_blank\">Educational Testing Service (ETS)\u003c/a>, \u003ca href=\"http://www.pearson.com\" target=\"_blank\">Pearson, Inc.\u003c/a>, \u003ca href=\"http://www.ea.com\" target=\"_blank\">Electronic Arts (EA)\u003c/a>, and the \u003ca href=\"http://www.theesa.com\" target=\"_blank\">Entertainment Software Association (ESA)\u003c/a>. GlassLab \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">recently released\u003c/a>, SimCityEdu, which integrates assessments aligned with Common Core State Standards. The educational version uses the same code as the commercial game, but with the addition of using students’ choices during challenges as a method of assessment, though \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">not all education experts agree \u003c/a>that assessment should be built into games.\u003c/p>\n\u003cp>The foundation has also invested in \u003ca href=\"http://www.centerforgamescience.org/site/\">The Center for Game Science\u003c/a> and the \u003ca href=\"http://education.mit.edu/projects/radix-endeavor\">Radix Endeavor\u003c/a> at MIT with the intent to develop games that embed valid assessment measures.\u003c/p>\n\u003cp>For this analysis, SRI considered reports from a gamut of sources in those 77 studies -- going as far back as \u003ca href=\"http://publications.aare.edu.au/07pap/har07639.pdf\">a 1992 study from \u003cem>The Journal of Educational Research\u003c/em> \u003c/a>looking at the effects of computer simulations and problem-solving approaches on high school students, to \u003ca href=\"http://www.academia.edu/654797/Using_just-in-time_information_to_support_scientific_discovery_learning_about_geometrical_optics_in_a_computer-based_simulation\">a 2006 study in the journal \u003cem>Interactive Learning Environments\u003c/em> \u003c/a>using just-in-time information to support scientific discovery learning in a computer-based simulation.\u003c/p>\n\u003cp>Other studies examined include \u003ca href=\"http://shura.shu.ac.uk/3556/\">one from 2011 that compares different versions of a game\u003c/a> in terms of the degree to which the learning mechanics and goals are integrated directly into the central game mechanics (intrinsic design) versus separating the learning mechanics and goals from the central game mechanic (extrinsic design); and another from 2012 that \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0747563212000295\">compares different approaches to socially organizing players within a game\u003c/a> in terms of collaboration and competition to maximize learning. The games within each study were developed specifically for research purposes, and thus are not as elaborate as some commercial titles like SimCity, but are solid examples of learning games, according to Dieterle.*\u003c/p>\n\u003cp>\"This is the first big study to hit the pause button for a second and reach back in time and extract everything we could from what previous researchers have done with the intent of using that information to inform us about the field going forward,\" Dieterle said.\u003c/p>\n\u003ch4>\u003cstrong>FUTURE OF GAMES IN CLASSROOMS IS NOW \u003c/strong>\u003c/h4>\n\u003cp>If digital games were rare in the past, that's no longer the case. According to a recent \u003ca href=\"http://www.pbs.org/about/news/archive/2012/teacher-survey-fetc/\">teacher survey conducted by PBS\u003c/a>, 43 percent of classroom computing goes to playing educational digital games. And in \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/new-survey-half-of-teachers-use-digital-games-in-class/\">one study undertaken last year by the Joan Ganz Cooney Center\u003c/a>, surveying 505 teachers, the majority of teachers reported that games increase motivation and make it easier to personalize learning.\u003c/p>\n\u003cp>But experiences and perceptions around games are still very much a mixed bag, depending on whom you ask. Some educators are skeptical that digital games are the answer. They question whether games provide enough context and depth that come from hands-on experiences.\u003c/p>\n\u003cp>“Imagine the difference between a student who’s playing an online math video game and a student who’s sitting in a small group with a teacher, working out problems and receiving immediate, individualized feedback and guidance,” said St. Louis-based fifth-grade teacher Jenny Kavanaugh in \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/teachers-students-digital-games-whats-the-right-mix/\">a recent interview\u003c/a>. “There is no comparison.”\u003c/p>\n\u003cp>But Childress points out that the issue is more nuanced.\u003c/p>\n\u003cp>\"The games and learning space is still in an exploratory, R&D phase. We shouldn’t frame games, or any other instructional support, as 'the answer,'\" she said. \"All of us working in education should be skeptical about any innovation that doesn’t aim to produce evidence of its effectiveness. The SRI results are a strong start in the direction of solid evidence.\"\u003c/p>\n\u003cp>And Childress does not see the use of digital games as an either/or scenario -- either teachers or digital games.\u003c/p>\n\u003cp>\"We should be careful not to view learning technologies as a replacement for deep teacher and student interactions. We see effective technology supports as enabling the opposite,\" she said.\u003c/p>\n\u003cp>Digital games can be a part of a holistic plan that challenges students with things like \"quests\" and \"missions,\" when paired with tactics like spending targeted time with students in small groups or individually to help them address areas where they need help, she said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED\u003c/strong>: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/money-time-and-tactics-can-games-be-effective-in-schools/\">Money, Time and Tactics: Can Games Be Effective in School?\u003c/a>]\u003c/p>\n\u003cp>For educators who aren't sure where to start, or how to find ways to integrate digital games into the current model, Childress said teachers' own network can be a great resource. For instance, one of the Gates-funded organizations,\u003ca href=\"http://www.playfullearning.com\"> Playful Learning,\u003c/a> focuses on creating a national network that offers teachers workshops on using games in the classroom.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“All of us working in education should be skeptical about any innovation that doesn’t aim to produce evidence of its effectiveness.\"\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>For their part, game developers should incorporate ways to help educators do their jobs better, as is the case with other industries that have embraced technologies. \"The best product developers deeply understand who they are designing for and the use case they are targeting, and offer the kind of implementation supports professionals need to integrate new tools into their daily work,\" Childress said.\u003c/p>\n\u003cp>If \u003ca href=\"http://www.instituteofplay.org/work/projects/quest-schools/\">Quest to Learn\u003c/a>, the entirely game-based schools in New York and Chicago, are any indication of whether games can be successful learning tools, the potential seems bright. \u003ca href=\"http://www.cnn.com/interactive/2012/08/tech/gaming.series/teachers.html\">According to CNN\u003c/a>, the school's New York test scores, \"an admittedly conventional metric, show the Quest kids have outperformed peers in the New York City school system in each of the last three years, in both English Language Arts and Math, according to data provided by the school,\" with the only exception being the 2010 math scores.\u003c/p>\n\u003cp>But not every school can be a Quest to Learn, with dedicated funding for games. Finding the funds to finance digital games is one of the main obstacles, in fact. In the Cooney Center survey, 51 percent of teachers said that cost of digital games was the primary obstacle to integrating them into class, and only 17 percent of those surveyed said the school spent $100 or more on games.\u003c/p>\n\u003cp>To that end, Childress said there are a number of free resources available on the web, and that the foundation has funded 17 game development projects over the last three years, a number of which are free or available at reduced cost to districts serving students in low-income neighborhoods.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>*The updated version of the article includes information about the studies from 2011 and 2012.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/29361/can-students-learn-better-with-digital-games","authors":["180"],"categories":["mindshift_195"],"tags":["mindshift_25","mindshift_1040","mindshift_20902","mindshift_20517"],"featImg":"mindshift_29539","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png","officialWebsiteLink":"http://freakonomics.com/","airtime":"SUN 1am-2am, SAT 3pm-4pm","meta":{"site":"radio","source":"WNYC"},"link":"/radio/program/freakonomics-radio","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519","tuneIn":"https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/","rss":"https://feeds.feedburner.com/freakonomicsradio"}},"fresh-air":{"id":"fresh-air","title":"Fresh Air","info":"Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.","airtime":"MON-FRI 7pm-8pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Fresh-Air-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/fresh-air/","meta":{"site":"radio","source":"npr"},"link":"/radio/program/fresh-air","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Fresh-Air-p17/","rss":"https://feeds.npr.org/381444908/podcast.xml"}},"here-and-now":{"id":"here-and-now","title":"Here & Now","info":"A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. 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