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Games for a Digital Age: K-12 Market Map and Investment Analysis

Games for a Digital Age: K-12 Market Map and Investment Analysis

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Published by Derek E. Baird
Games for a Digital Age: K-12 Market Map and Investment Analysis includes a sector analysis and market map of game‐based learning initiatives with an analysis of relevant trends in education and digital technology that are likely to impact development of a robust game-based learning market segment.
Games for a Digital Age: K-12 Market Map and Investment Analysis includes a sector analysis and market map of game‐based learning initiatives with an analysis of relevant trends in education and digital technology that are likely to impact development of a robust game-based learning market segment.

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Categories:Types, Research
Published by: Derek E. Baird on Feb 01, 2013
Copyright:Attribution Non-commercial

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07/10/2013

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Games foa digital age:
K-12 market map and investment analysis
Winter 2013
The Joan Ganz Cooney Center at Sesame WorkshopJohn Richards, Ph.D.Leslie Stebbins, M.Ed.Kurt Moellering, Ph.D.
 
 g amesf  o a d i   gi   t   al   a ge t  e j  o an g anzcoone ycen t  e
4
executive summary
This report analyzes the sales and marketpotential for digital learning games in theinstitutional K-

market. Our analysis is theresult of extensive market research and aseries of 
fty structured interviews conductedfrom June

through July

. These inter-views were with leaders from the developerand publishing industries, and from thegovernment, foundation, investment, andresearch communities.Schools provide a signi
cant opportunityfor investors, publishers, and learning gamedevelopers: they are a

billion market(Market Data Retrieval,

). However, theyare also a complex market that may seemdif 
cult to access because few rules thatapply on the consumer side apply to theK-

institutional space.This report provides a blueprint for thosewishing to succeed in the institutional schoolspace. It de
nes the two essential areas thatmust be understood to successfully sell digitallearning games to schools: the K-

learning game landscape and the K-

institutionalmarket.
The
rst part, “
De
 
ning the K-

LearningGames Landscape
,” concludes that:
r-FBSOJOHHBNFTBSFOPUBTJOHMFUZQF3BUIFS
they are best understood in terms of thefunctions they serve in the school context.
r*OUFSNTPGTFMMJOHUPUIF,ŋŌNBSLFU
understanding the continuum from short-form to long-form games is critical.
r4IPSUGPSNHBNFTQSPWJEFUPPMTGPSQSBDUJDF
and focused concepts. They
t easily intothe classroom time period and are espe-cially attractive to schools as part of collec-tions from which individual games can beselected as curricular needs arise.
r-POHGPSNHBNFTIBWFBTUSPOHFSSFTFBSDI
base than short-form games and arefocused on higher order thinking skillsthat align more naturally with newcommon core standards. These games donot
t as easily into the existing schoolday or classroom time period, but are thesource of new experimentation in theresearch community and a variety of school contexts.
The second part, “
Selling to Schools,”
de
nesthe complex and expansive K-

institutionalmarket, as well as systemic barriers to entryfor any new product into the market. However,we also identify recent enabling trends that should give investors, game developers, andpublishers optimism moving forward.
Imagine if kids poured their time and passion intoa video game that taught them math concepts whilethey barely noticed, because it was so enjoyable.”
- Bill Gates,
in his speech to the Education Commission of the States’ National Forum on Education Policy, July

,


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