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

"Imagine if kids poured their time and passion into a video game that taught them math concepts while they 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 11 2012

This report includes a sector analysis and market map of game-based learning initiatives with an analysis of relevant trends in education and digital technology. By formulating a new framework for understanding the changing dynamics of purchase decisions at the school, extended learning, and consumer levels, the report synthesises findings from market research and a series of 50 interviews with leaders in the developer and publishing industries, as well as from the government, foundation and research sectors. It is a publication of the Games and Learning Publishing Council, established in 2011 by E-Line Media and the Joan Ganz Cooney Center at Sesame Workshop with support from the Bill and Melinda Gates Foundation. The Council, which is made up of a multi-sector leadership group of industry, research, philanthropic, policy, and practice leaders, is developing analytical tools, business case examples, and national (United States) survey reports to help build public understanding and to identify research-based opportunities to understand the market dynamics for digital learning games in K-12 schools and to identify areas of innovation that are ready for new investment.

One example provided here is that of iCivics, a web-based learning game founded by former United States (US) Supreme Court Justice Sandra Day O'Connor. It is designed to teach civics and inspire students to be active participants in US democracy. iCivics includes role-playing games that simulate such things as being "President for a Day" or arguing a case before the Supreme Court. This free resource is aligned to state standards and includes teacher materials, lesson plans, and PowerPoint presentations. Its modularised format allows teachers to select specific pieces of the content and connect that content to state standards.

An excerpt from the report follows:

"The first part, 'Defining the K-12 Learning Games Landscape,' concludes that:

• Learning games are not a single type. Rather, they are best understood in terms of the functions they serve in the school context.
• In terms of selling to the K-12 market, understanding the continuum from short-form [interactive digital activities that fit within a single class period and focus on a particular concept or on skill refinement, skills practice, memorisation, or performing specific drills] to long-form games [which spread over multiple sessions or even several weeks and focus on critical thinking, problem solving, collaboration, creativity, and communication] is critical.
• Short-form games provide tools for practice and focused concepts. They fit easily into the classroom time period and are especially attractive to schools as part of collections from which individual games can be selected as curricular needs arise.
• Long-form games have a stronger research base than short-form games and are focused on higher order thinking skills that align more naturally with new common core standards. These games do not fit as easily into the existing school day or classroom time period, but are the source of new experimentation in the research community and a variety of school contexts.

The second part, 'Selling to Schools,' defines the complex and expansive K-12 institutional market, as well as systemic barriers to entry for any new product into the market. However, we also identify recent enabling trends that should give investors, game developers, and publishers optimism moving forward....

Ultimately, 'Games for a Digital Age' recommends that marketers and investors:

• produce collections of short, focused games, each of which fits easily into the single- subject, forty-minute classroom. There is already a roadmap and market that works for these types of games.
• affiliate selectively with school reform leaders to help move schools towards content-rich, deep curricula that foster critical thinking and problem solving. This is a longer process, but the types of games produced for such an environment are better supported by research. Furthermore, a deeper involvement with schools offers game developers the opportunity to cement exclusive, long-lasting relationships with a developing market."

In looking forward, the report notes that: "Making games work in the classroom requires an understanding not only of issues specific to learning games, but also of the systemic barriers to entry and constraints of the K-12 environment for any supplemental product in the K-12 space. The dominance of a few entrenched players, the long buying cycle, the multi-layered decision making process, the fragmented marketplace, the demand for curriculum alignment, the requirement of a research base, and the need for professional development all will impact any product trying to make its way into the institutional market. Therefore, it is incumbent upon game developers to consider how their product meets the goals of teachers and students, how it will be flexible and adaptable enough to fit into the school day, and how it can be used easily."