Educational Games / Gamification

Educational Games / Gamification K-12 Usage: Current and Past
Sample Size:
149,400 fourth-graders
Sample Description:

The schools and students participating in NAEP assessments are selected to be representative of all schools nationally and of public schools at the state/jurisdiction and Trial Urban District Assessment (TUDA) district levels. The results from the 2017 mathematics assessment at grades 4 and 8 are based on a representative sample of 149,400 fourth-graders from 7,840 schools and 144,900 eighth-graders from 6,500 schools who took the assessment on tablets. Samples of schools and students are drawn from each state and from the District of Columbia, and Department of Defense schools. The sample of students participating in the TUDA school districts is an extension of the sample of students who would usually be selected by NAEP as part of the national and state samples. Representative samples of 34,500 fourth-grade and 32,000 eighth-grade public school students from 27 urban districts participated in the 2017 mathematics assessment

Computer Usage to Play Math Games for 4th Graders

Resource: 
 
Publication Year: 
2017
Trends: 
 
Settings: 
 
Category of Information: 
 
Sample size: 
149,400 fourth-graders
Sample description: 
Graphs: 

Notes: 

* indicates significant difference at <.05 from 2015. 

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Educational Games / Gamification K-12 Usage: Current and Past
Sample Size:
144,900 eighth-graders
Sample Description:

The schools and students participating in NAEP assessments are selected to be representative of all schools nationally and of public schools at the state/jurisdiction and Trial Urban District Assessment (TUDA) district levels. The results from the 2017 mathematics assessment at grades 4 and 8 are based on a representative sample of 149,400 fourth-graders from 7,840 schools and 144,900 eighth-graders from 6,500 schools who took the assessment on tablets. Samples of schools and students are drawn from each state and from the District of Columbia, and Department of Defense schools. The sample of students participating in the TUDA school districts is an extension of the sample of students who would usually be selected by NAEP as part of the national and state samples. Representative samples of 34,500 fourth-grade and 32,000 eighth-grade public school students from 27 urban districts participated in the 2017 mathematics assessment

Computer Usage to Play Math Games for 8th Graders

Resource: 
 
Publication Year: 
2017
Trends: 
 
Settings: 
 
Category of Information: 
 
Sample size: 
144,900 eighth-graders
Sample description: 
Graphs: 

Notes: 

* indicates significant difference at <.05 from 2015. 

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Educational Games / Gamification K-12 Usage: Current and Past
Sample Size:
1001
Sample Description:

1001 K12 teachers 

Uop_Games

Resource: 
 
Publication Year: 
2017
Trends: 
 
Settings: 
 
Category of Information: 
 
Sample size: 
1001
Sample description: 
Graphs: 

Notes: 

The percentage of teachers using games and/or simulations to aid learning. 

Survey question: 

Do you use games or simulations in your classroom? 

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LMS, Educational video, Social media, Adaptive technology, Educational Games / Gamification Higher education Usage: Current and Past
Sample Size:
232
Sample Description:

232 Faculty Members across the United States of America 

TWTS_Software Implemented

Resource: 
 
Publication Year: 
2017
Trends: 
         
Settings: 
 
Category of Information: 
 
Sample size: 
232
Sample description: 
Graphs: 

Survey question: 

What are the types of software that you use or want to use in your classroom? 

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Mobile learning, Microlearning, Educational video, AR / VR, Social media, Educational Games / Gamification, Other trends Other Attitudes/Benefits/Challenges
Sample Size:
49

9 Top eLearning Trends of 2017 from 49 Experts

Resource: 
 
Publication Year: 
2017
Trends: 
             
Settings: 
 
Category of Information: 
 
Sample size: 
49
Sample description: 
Graphs: 

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Online learning, Educational video, Mobile learning, Educational Games / Gamification, Social media, Microlearning, AR / VR Other Attitudes/Benefits/Challenges
Sample Size:
n=150
Sample Description:

To gather our data, we sent a short survey to BLP clients and other learning professionals who subscribe to our various newsletters. The survey was open from 1/18/17 to 2/2/17 and had 150 responses.

What learning trend(s) or new training delivery method(s) are you most excited about for 2017?

Resource: 
 
Publication Year: 
2017
Trends: 
             
Settings: 
 
Category of Information: 
 
Sample size: 
n=150
Sample description: 
Graphs: 

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Online learning, Educational video, Performance support / improvement, Educational Games / Gamification, Mobile learning Other Usage: Anticipated
Sample Size:
n=150
Sample Description:

To gather our data, we sent a short survey to BLP clients and other learning professionals who subscribe to our various newsletters. The survey was open from 1/18/17 to 2/2/17 and had 150 responses.

What methods will you (or your organization) use to deliver training in 2017?

Resource: 
 
Publication Year: 
2017
Trends: 
         
Settings: 
 
Category of Information: 
 
Sample size: 
n=150
Sample description: 
Graphs: 

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Knowledge management, Mobile learning, Educational Games / Gamification, Online learning Business and industry Usage: Anticipated
Sample Size:
316 companies
Sample Description:

316 companies

Anticipated Purchases of Learning Technology

Resource: 
 
Publication Year: 
2017
Trends: 
       
Settings: 
 
Category of Information: 
 
Sample size: 
316 companies
Sample description: 
Graphs: 

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Educational Games / Gamification K-12 Usage: Current and Past

The numbers in the graph are percentages.

Sample Size:
n=700
Sample Description:

Since 1997, Education Week’s annual Technology Counts has tracked the evolution of digital technology and learning in the nation’s schools.  For the 2016 edition of the report, the Education Week Research Center created a brand new way of examining teachers’ views on educational technology. Based on exclusive results from an original national survey of about 700 teachers, the Education Week Tech Confidence Index takes the pulse of America’s educators and gauges their level of confidence in educational technology in K-12 schools, both now and in the future.

Daily Use of Tech Tools by Teachers

Resource: 
 
Publication Year: 
2016
Trends: 
 
Settings: 
 
Category of Information: 
 
Sample size: 
n=700
Sample description: 
Graphs: 

Content: 

The numbers in the graph are percentages.

Notes: 

“Bulls”: teachers whose tech confidence Index scores are in the top 20 percent of those taking the survey. 
“Bears”: teachers whose tech confidence Index scores are in the lowest 20 percent of those taking the survey.

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Online learning, Educational Games / Gamification, Digital Learning Technologies K-12 Usage: Current and Past

"According to the 2015 Speak Up findings from 2,868 principals nationwide, approximately 46 percent of K-12 schools have already implemented some variation of blended learning and/or competency-based instruction for their students. An additional 15 percent are considering these classroom models as strategic initiatives for the new school year."

"Two-thirds of school principals with successful blended and competency-based initiatives say that the effective use of technology is extremely important to their students’ success."

"These personalized learning pioneers are also in the forefront with the use of student data to personalize instruction (97 percent), online assessments (93 percent), digital content within instruction (92 percent)digital professional development for teachers (70 percent) and game-based learning (60 percent)."

(p. 2)

Sample Size:
2,868 principals
Sample Description:

"In this report we will examine the trends from our analysis of the Speak Up data collected in fall 2015. More than 505,000 K-12 students, parents, educators, and community members participated in Speak Up 2015." (p. 2). And there are 2,868 principals participated in Speak Up 2015.

 

Usage of blended learning and/or competency-based instruction in K-12 schools

Resource: 
 
Publication Year: 
2016
Trends: 
     
Settings: 
 
Category of Information: 
 
Sample size: 
2,868 principals
Sample description: 
Content: 

"According to the 2015 Speak Up findings from 2,868 principals nationwide, approximately 46 percent of K-12 schools have already implemented some variation of blended learning and/or competency-based instruction for their students. An additional 15 percent are considering these classroom models as strategic initiatives for the new school year."

"Two-thirds of school principals with successful blended and competency-based initiatives say that the effective use of technology is extremely important to their students’ success."

"These personalized learning pioneers are also in the forefront with the use of student data to personalize instruction (97 percent), online assessments (93 percent), digital content within instruction (92 percent)digital professional development for teachers (70 percent) and game-based learning (60 percent)."

(p. 2)

Notes: 

iNACOL defines competency-based learning as personalized learning that incorporates these five elements:
• Students advance upon demonstrated mastery.
• Competencies include explicit, measurable, transferable learning objectives that empower students.
• Assessment is meaningful and a positive learning experience for students.
• Students receive timely, differentiated support based on their individual learning needs.
• Learning outcomes emphasize competencies that include application and creation of knowledge, along with the development of important skills and dispositions.

(source: http://www.inacol.org/news/what-is-competency-education/)

Increasingly, educators as well as policymakers, parents and community members are acquiring a new understanding of what personalized learning means, and acquiring a new common language around key concepts central to personalized learning. The key concepts include:
• Centering the learning experience around students’ needs and providing differentiated support pathways that include a level of student choice about learning modalities as well as time and pace.
• Empowering teachers to better understand student strengths and weaknesses through the use of learning progressions, formative assessments and real-time data fueled by
digital tools.
• Moving away from the definition of school as a fixed, physical locale where learning only happens from 8am-3pm to a new paradigm that acknowledges the blending of informal and formal environments and the value of student selfdirected learning.
• Redefining education outcomes as the attainment of mastery or competence where the acquisition of knowledge and skills is evaluated through demonstrated authentic evidence such as through project-based learning goals, not just seat time or even once a year test scores.

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