2020 Abstracts

Speakers' Sessions and Workshops


Name Company/Org. Title Co-presenter(s) Title Desc
Aditya Vishwanath Stanford University Co-Founder/CEO of Inspirit and Doctoral Student at Stanford University   Engaging Lived and Virtual Realities My research at the Stanford VHIL Lab (vhil.stanford.edu) and at the Graduate School of Education focuses on developing technologies that support universal access to immersive learning content. I focus on studying the educational and learning affordances of high-fidelity immersive VR, and very often in our field experiments, we see VR being used a few times in the classroom and then it subsequently collects dust on a shelf. My presentation would answer the following questions: how do we make immersive VR more scalable and accessible? How can we align with existing agencies of participants, existing curricula and systems, and existing beliefs about the technology, to support more meaningful and long-term integration? What does it take to bridge the best practices of academic research in VR with practical considerations for making this technology work in a real-world setting?

In my talk, I will discuss a range of VR learning experiences we have developed: (1) I will first describe our findings from a storytelling experiment we ran with students in two districts in Georgia where they created VR movies and stories using 360 cameras on local topics of social justice. (2) I will then describe our research on science curriculums in VR and gamifying physics education, which led to the creation of InspiritVR.com. And (3) I will also discuss my work with the Google Education team on bringing Expeditions VR to low income classrooms in urban India.

Adrian Cox       In-Game Measurement of Learner Motivation  
Alexander Salas StyleLearn eLearning eLearning Consultant   eLearning Beyond the Abstract: The Quest for Better Learning Analytics in Serious Games Corporate learning environments often face similar challenges experienced in academic settings i.e. low engagement, poor performance despite elaborate training efforts. Although much time is spent on the creation of gamified learning experiences, not much is often spoken about learning analytics. How can learning professionals track and measure learner interactions with educational content? This presentation discusses several learning design strategies leveraging the use of the Experience Application Programming Interface or xAPI to capture learner activities at the interaction level rather than at the completion of learning objectives.
Alice Formwalt StreetSmartsVR     current state of firearms training simulators  
Alicia Sanchez Defense Acquisition University     Designing Memorable Games  
Anders Gronstedt Gronstedt Group President   The Half-Life of training: How mobile gaming and VR is disrupting learning How does the largest employer on the planet, Walmart, attract and develop a new generation of managers who have spent more time playing games than they have in the classroom? How does pharmaceutical industry leader Novartis quickly train hundreds of people on best practice production and aseptic procedures for a new leukemia treatment, where mistakes have life and death consequences? How do you train a workforce when the half-life of skills is rapidly falling? With learning games and VR experiences that offer the engagement of the Half-Life franchisee of course!

In this session you’ll go inside medical VR simulations where mistakes have life and death consequences. You’ll be able to download and play Walmart’s “Spark City” Sims-style game on your phone. The session will inspire with examples from industry leaders who are ushering in a new era of experiential and visceral learning. Leave the glowing desktop screen and classroom behind and step into a new world of immersive learning.

Andrew Easton Westside Community Schools Personalized Learning Collaborator, English Teacher, and Education Consultant   A Video Production Power-Up for You Gamification Skills This workshop will be committed to equipping educators with knowledge of the tools, skills, tech, resources, and examples necessary for them to develop their own video content to enhance their game and, as a result, the learning within it. I am passionate about encouraging educators to utilize the power of video to create engaging, authentic, and immersive learning experiences/games, and this workshop will serve as a sort of video-for-educators bundle, broken down into three segments. The workshop will begin with somewhat of a reverse-design approach by sharing examples of teacher-created video content implemented in a single lesson, in a gamified unit, in an alternate reality game (ARG) unit, etc. The thinking here is that this will provide attendees with examples, context, and a vision for what they might aspire to do in their own practices (30 minutes). From there, the second segment will explore all-things pre-editing related before the third segment shifts to turning that raw content into a finished piece (20 minutes combined). At the conclusion of each segment, educators will create a reflection video clip that we will combine by the end of the session as their takeaway check for understanding piece (3×5 minutes).
Andrew Easton Westside Community Schools Personalized Learning Collaborator, English Teacher, and Education Consultant   Alternate-Reality Game Design: How-to Create Immersive Learning Experiences ARGs take game-based learning to another level! In this session, we will explore six design tips and ten tech tools that can be used to create an immersive, multimedia experience that blurs the lines between the four walls of the classroom and this game-as-learning experience.
Angela Malicki Medical (Johns Hopkins Hospital – Don’t Use) Program Manager Multimedia and Learning Technology (Johns Hopkins Hospital) Sharon Bildstein (ISD) and Christian Clausen (ISD), Johns Hopkins Hospital From Game Design to Production in 4 Months We have nothing to sell but our enthusiasm for creating games, and we are happy to share that with you. We will present the process we went through to design a game that we currently use as part of The Johns Hopkins Hospital’s orientation for Clinical Technicians. If you are like us, you may find that getting started is the hardest part to game design. However, like any learning content development, it gets easier once you know what the learner needs to know. We plan to demonstrate how we got started and help you to brainstorm game play ideas based on your current training needs. Then, we’ll show you the rapid prototype process we went through to develop our game, both digitally and physically (as a board game). Finally, we’ll break the process down so you can get started creating a game, too. NOTE: all of these processes we share will be extremely low budget with practical application.
Ashley Parker Harvard Business Publishing Content Development Manager   Not Just Soft Skills: Unlocking the Power of Branching Games I’ll present three games which use different quantitative features “under the hood” to enrich the pedagogical impact of game play.
The first is simple: every decision the user makes tips the scales between three values, and the resulting (im)balance illustrates the application of the framework being taught.
The second is more complex: the amount of information, and the order in which the user encounters it in the storyline, highlights their “distance” from the perfect path; this is distilled into a facilitator-facing score. (Last year’s Gold Winner, IT Management Simulation: Cyber Attack!)
The third is an example of how an engrossing branching story is all but a distraction: users work in groups to make decisions, and the resulting debrief focuses on their ability to adapt and lead, rather than their “success” in the story.
I have an alternative third example: how timers and interruptive elements (including conflicting decisions) add to cognitive load and push the user to make trade-offs, which are quantitatively tracked and captured for self-analysis. Both of these third example games are currently in progress, and I’m happy to present whichever one sounds more interesting to you, or wait-and-see. They should both be finished by Spring.
Benjamin L. Noel UCF        
Bernard Francois PreviewLabs Founder   VR Prototyping: Best Practices Having overseen the development of prototypes for over 200 concepts, Bernard has learned a lot about the best practices for rapid prototyping with game technology. A recurring pursuit while prototyping for VR is to find a way of interaction that feels ‘natural’ – as opposed to ‘realistic’. By using more intuitive ways of interaction, this can be taken to a new level in VR. Bernard will talk about what he and his team have learned over the years, and will show how these best practices apply to VR projects using a few related project cases.
Bradley Tanner Health Impact Studio        
Bron Stuckey Innovative Educational Ideas Independent Learning Consultant   Immersive and Virtual Environments: Are we aiming for the floor or the ceiling? When asked to describe the gains from using games and immersive environments (virtual worlds, virtual reality, augmented reality etc) in their classrooms, teachers primarily raise issues of increased engagement. They describe students as being ‘engaged’; on task, excited and having fun. What exactly do we mean by ‘engaged’ and why are teachers only describing motivation and engagement and not the learning gains that motivated them to bring games into the classroom? What are learners engaged with, is it the intended curriculum knowledge or just the tool? Are we being seduced by the tools into adopting engagement as the measure of improvement? What more should teachers be doing to effectively leverage the affordances of immersive environments in learning? How can teacher better evaluate the role of immersive tools in learning environments? So many questions surround what we see in current classroom uptake of immersive environments, for example the one with the largest global uptake: Minecraft. Bronwyn’s research has examined teacher evaluations, their views of engagement and whether engagement represents the floor or the ceiling in student use of games and immersive environments.
Carlos Mario Zapata-Jaramillo Universidad Nacional de Colombia Full Professor   Creation of a successful educational board game in a session I’ve developed a tutorial for designing and creating a serious game for educational purposes in a short session. I’ve also practiced this tutorial in some conferences with wonderful results. The main steps of the tutorial are the following:

1. Selecting the study field
2. Defining the involved agents
3. Defining the processes agents develop
4. Defining the main objects and concepts the agents use
5. Designing the game avoiding words like “dice,” “cell,” “token,” “card,” etc. Tell the game story in the same words we use in the study field
6. Test and enjoy!

After the tutorial we expect to have a playable version of the games proposed by the attendants.

Carole Bagley Technology Group and University of St. Thomas     Design for Learning & Performance effectiveness How do virtual and gaming environments have an impact on the user’s learning and on their daily and future life?

Several virtual environments and games (Health Benefits, Dentistry game, Tobacco/vaping prevention game) will be discussed and demonstrated and will describe how the evaluation results have impacted the user’s learning and their life.

Project based learning will be discussed as it is incorporated into K-12 and University classes where students create projects using and developing virtual and gaming environments.

Attendees in this session who have measured the student learning and effect when using and/or creating virtual and gaming environments will be asked to provide their results and how it impacted the users.

Carole Bagley The Technology Group, Inc. and University of St. Thomas President/Consultant Team Lead – The Technology Group, Inc. and Distinguished Service Professor currently adjunct) – University of St. Thomas   Game and Virtual Environment Design for Learning & Performance effectiveness How do virtual and gaming environments have an impact on the user’s learning and on their daily and future life?

When creating Games and Virtual environments, Instructional design and the creation of relevant Goals and Objectives are critical and must be matched to the content and the evaluation/expected outcome so the product will have the impact on the learner that they need and expect.

Several virtual environments and games (Health Benefits Advisor virtual world, Emergency Management virtual world, Dentistry game, and Tobacco/Vaping prevention game) will be discussed and demonstrated and will describe how the design and evaluation results have impacted the user’s learning and their life.

Examples of design and evaluation of games and virtual environments will be discussed for products created for multiple sectors including: K-12, Corporate, Government, Health care.

Attendees in this session who have designed games and virtual worlds AND measured the student learning and effect when using and/or creating virtual and gaming environments will be asked to provide their results and how it impacted the users.

Cecilia Bolich Emory University Learning Imagineer Colin Saunders
Senior Learning Designer, Center for Teaching and Learning
Otterbein University
Gameful Learning Strategies for a Low-Tech Classroom This session offers an interactive overview of gameful learning using instructional design and pedagogy through the mechanics of an escape room. Participants will collaborate and engage with one another as they “escape the session.” Specific tasks within the game will include low-tech/no-tech instructional strategies and pedagogy essential to successful implementation of gameful learning concepts in adult education. The session goes further by offering a takeaway blueprint of an escape room game and allows time for participants to work in groups and map out individual strategies for success at their home institution.
Chris Crowell Crowell Interactive Inc        
David Hull The University of Texas at Tyler Assistant Professor of Information Systems, The Department of Computer Science, Soules College of Business, The University of Texas at Tyler Dr. Ronald Dyer, Senior University Teacher ” Project Management

Programme Director Professional Education & TUOS-EMBA

Executive & Professional Education/Dept. – Operations Management and Decision Science

Sheffield University Management School

Hollywood Meets Learning: A Story-based Model for Behavioral Cybersecurity Training We will illustrate a “Hollywood Meets Learning” model of immersive mobile learning. This two-part, app-based model begins with a video-enabled lesson featuring a live-action story that unfolds across a three-act narrative arc. This content design was empirically validated as enhancing experiential (immersion) and instrumental (self-efficacy and usefulness) outcomes and promoting behavioral change in a spear phishing cybersecurity context, based upon theory that draws from the literatures of motivation (expectancy) and marketing (narrative transportation).

The second part of this model features the use of two interrelated components to operationalize theory that predicts how to promote self-regulated learning. The first component consists of brief (five minutes) interventions that serialize the initial story and feature the use of spaced retrieval mechanisms to stymie learning decay over an indefinite horizon. The second component consists of the use of confidence-based-marking mechanisms that promote far transfer and metacognition over that same indefinite horizon.

David Metcalf       How To USe Block Chain in Serious Games  
David Metcalf       Video? Techniques for HealthCare dont put this topic in yet. Based on his new book coming out in February
Dennis Glenn Dennis Glenn LLC Adjunct Professor- DePaul University School for Continuing and Professional Studies   Workshop: Micro-Learning, the Next Great Innovation in Healthcare Training Despite all the new high-tech businesses being created today, the vast majority of new jobs are in workaday service industries, like health care, hospitality, retail, and building services, where new technology is constantly being introduced to the workforce. This workshop is designed specifically for corporate trainers who need an introduction to interactive simulations that are quick and easy to create. These apps employ the latest engagement techniques including augmented reality. This workshop will offer three current solutions on how micro-learning can be implemented to your learning portfolio to rapidly create interactive task mastery simulations that are limited to one or two learning objectives.
After the conference, I will provide an individualized one-hour online session to discuss your progress and suggest next steps to mastery.
Cost: This 4-one hour virtual workshop plus a one-hour next-steps evaluation is priced at $200.00.
Dennis Glenn          
Doug Whatley Breakaway Games        
Dov Jacobson          
Enrique Duke Health Duke Occupational and Environmental Safety Office Education & Training Coordinator   Enter the Serious E-scape Room: A Cost-Effective Serious Game Model for Deep and Meaningful E- learning Escape rooms are a phenomenon that has taken the world by storm in the last decade and the model has been used effectively for instruction in schools. However it can sometimes be challenging to enact as traditional escape rooms require space and quite a bit of materials to implement. Virtual environments are a promising technology for innovation in education, training and e-learning. This presentation talks about how we combined these two concepts for a high quality, deep and meaningful learning – the Serious E-scape Room. In this form, the escape room doesn’t take up physical space and materials.

In this case study “Room of Keys”, a serious virtual escape room for biology concepts, we test the assumptions of the model with 143 students in a US high school using one of the Biology common core objectives, Enzymes. In this presentation we will explore performance and satisfaction results from the trial, as well as the modalities utilized through this medium. I will also share advice on how to produce your own virtual learning environments in a cost effective way.

Georgi Tsvetanov Silega Global Inc. Regional Director   DESIGNING AND USING GAMES TO TEACH BUSINESS SKILLS TO CHILDREN In this session, I will focus on the value of fostering business skills in children and draw focus to how games and simulations can be used for that purpose. We live during a time of accelerated technological change. Shifting demographics, global competition, and automation are eroding wages and job stability. In fact, automation alone is threatening 25% of the jobs in the United States. Given these considerations, it is becoming increasingly urgent to teach business skills at an early age to prepare the next generation of employees and foster continued economic growth. I will share specific examples of using business classroom games that were designed or adapted for children aged 9-12 and what were the results from those games.
Jeff Berkeley          
Jenn McNamara BreakAway Games        
Jennifer Scianna Field Day Lab Assistant to the Director   All Day, Every Day Analytics for Design, Evaluation, and Understanding Data plays an integral role in the background of all of our lives. This session will focus on how to make data work in any phase of a project from play-testing to final evaluation and beyond using Lakeland, the latest science systems-thinking game from Field Day as a model. During design, the use of lightweight, third-party analytics allowed the team to streamline decision-making based on real player data from sample populations. As the project continued to evolve, embedded logging allowed our team to create predictive, real-time analytics that assess student behaviors and process them into a dashboard for teacher viewing. There is a spectrum for how much investment you can make into your data collection and analysis, and this session will provide concrete examples for implementation with your goals in mind.
John Kolm Team Results USA CEO Dr Leslie Gruis, Team Results USA Augmented Serious Gaming In The Physical Universe Serious play extends far beyond just the online world. There is a universe of corporate leadership development and discovery that is based on simulated scenarios executed in the real world, using a variety of augmented cognition techniques to provide practice and rehearsal of desired team and leadership behaviors. This universe meets the modern challenge to go beyond the limitations of classroom training and teambuilding approaches in a way that leverages modern scientific discovery about cognition and which also satisfies far higher demands and expectations of “useful” team development now coming from better educated C-level management that regards most classroom training and team building as useless.
This session will investigate aspects of cognition and team evolution from both a theoretical viewpoint and the viewpoint of 25 years of practical experience and practice in the field with work teams from some of the world’s best-known corporations and government agencies. Practical case studies and a practical demonstration and experiment using EEG with attendees are both included.
Come along and experience an application of augmented cognition in a real-world team environment, while also inspiring your own ideas and development talent to create the teaming and leadership solutions that will be needed tomorrow.
John Shulman Alignor President Sue Blaske
Talent Development, Allina Health
Using data from scenario-based games to demonstrate business impact What can you do when leaders question the business impact of training? In this session, you will learn proven tools and strategies for using data generated through online scenario-based learning games to demonstrate business impact and make a compelling business case to leaders. Presenter John Shulman has worked with L&D teams in numerous Fortune 100 organizations to develop learning games that address key skills for sales negotiations, managing through change, and difficult conversations. John will share how leaders often challenge L&D teams to prove business impact and question the value of training investments. The session will explore how you can use diagnostic data from learner game playing to identify learner strengths, diagnose gaps to be addressed, and partner with leadership to support training interventions.
Katharine Hargreaves ARKO LLC Culture Alchemist   Flex: Impossible Stories and Speculative World Building Flex is an interactive narrative workshop that explores how cultural roles and creative archetypes influence the ability to innovate at your edges. Speculative scenarios, archetypal characters, and impossible problems collide in this 60-min creative problem solving game.

An exercise in flexing your exponential imagination, this workshop provides a playful opportunity for groups to develop and flex their empathy skills, collective sense-making, and speculative world building as a new “society” of strangers.

Kevin Miklasz BrainPOP VP, Data and Prototyping   How Reward Structures can Aid Assessment without Harming Learning Although reward structures have generally been successful in games, the types of rewards used in education typically impede the learning process. New forms of assessment, like badges and micro-credentials, have generally failed to take root in education because of deep-seated design constraints in schools- the fact that you are using a badge is far less important than how you use a badge. This talk offers the idea that in general, games have used well-designed, meaningful, intrinsic reward structures, while educational systems have often used poorly-designed, not meaningful, extrinsic reward structures. Without dissecting and addressing the reasons for this discrepancy, attempts to revolutionize educational assessment in a game-based manner are doomed to failure.

This talk will first describe how reward structures are used in the game industry. I will then offer a taxonomy for characterizing the design of rewards systems, which has high relevance to assessment systems in schools. Next I will discuss a framework for understanding how to design rewards in a meaningful way for their intended play or learning objectives as well as assessment objectives, with examples offered from the game and education worlds.

Kimberly Hieftje play4REAL XR Lab at Yale Director, play4REAL XR Lab at Yale School of Medicine Bernard Francois, PreviewLabs, Inc. XR in Health & Education: Are We Ahead of the Game? The play4REAL XR Lab recently launched Invite Only VR, a vaping prevention game for teens. Developed for the Oculus Go, the player must navigate different types of peer pressure, including the pressure to vape in various social situations. The game covers several topics related vaping including: health and safety concerns, nicotine addiction, and the influence of social media and marketing. The game is currently undergoing an effectiveness trial with 280 teens, with an expected completion date of early June, 2020.

But are we ahead of the game? While our lab is adding to the current dearth of experiential, skill-based learning experiences for health education that are greatly needed, unfortunately few schools may have access to our intervention or other similar XR experiences. Even if that gap were to close in the near future, are teachers ready to use them in their classroom? While optimistic about XR in education and health, our lab is cautious, too. There is still a lot of research to do before we can make strong claims about the effectiveness of XR in improving learning and health outcomes. And we really need to be talking to those that will be using it the most – our teachers.

Lina Shanley Center on Teaching and Learning, University of Oregon Senior Research Associate Lina Shanley, Center on Teaching and Learning, University of Oregon Let’s get better at blending technology and high-quality instruction We will share the story of our organization’s work toward scaling evidence-based elementary math instruction through the development, deployment and efficacy testing of three technology-delivered programs. KinderTEK, NumberShire, and Precision Mathematics each have a unique student audience, approach to instruction, and development process, yet all were developed with federal funding, were driven by research and needs of classrooms, and culminated in rigorous studies of student learning.

What was clear from the start (and is still true today) is that the university research enterprise (including research designs and methodologies, funding mechanisms, and researchers themselves) is not perfectly-suited for rapid, yet rigorous development and testing of individualized technologies. Nonetheless, research teams across the country have done a laudable job navigating this space. We will share the variety of ways our university-based teams infused evidence-based instruction principles, agile development, formative evaluation, mixed designs, and data mining into our design, development and research process to develop and examine the effects of those programs. Given that the field still has far to go, we will lead a discussion about how to propel this type of work forward, perhaps with new, realistic models of private/public partnerships and supports to promote product sustainability after grant funding ends.

Lindsay Grace Lindsay Grace Knight Chair of Interactive Media, Associate Professor, Vice President Higher Education Video Game Alliance   Designing Interactives, Toys and Games for Optimal Engagement Highlighting concepts from my 2019 book, Doing Things with Games, Social Impact through Play, and drawing from lessons learned completing projects for a variety of game projects in education, news, arts and social impact – the talk highlights core design tenets for effective, play based design. Beginning with the core distinctions between toys, interactives and games, the talk provides real world examples from projects I’ve lead (good and bad) from prototype to completion to both inspire and focus others looking to do complimentary work.
Lorin Grieve University of Pittsburgh Instructor   What Makes a Game Empathetic? This session will be somewhat different from a standard lecture. I will present a short amount of information on game study theory, definitions of empathy and sympathy, and games that report empathetic outcomes. The majority of the time will be an interactive discussion on the components of empathy, whether empathy games actually provide sympathy, misery tourism, and things to keep in mind when designing such experiences.
Louise Bennett King’s College London Instructional Technology Manager   Using Games in Higher Education / Running Serious Game Dev Programs In 2018, King’s Online – the e-learning development team within King’s College London – were lucky enough to be given funding to invest in game-based learning to support fully online postgraduate programmes. Having already built a reputation for building internal capacity rather than outsourcing, it was a natural decision to create a new team to specialise in this. The team was fully in place by the beginning of 2019, with a mandate to produce short, single-session, replayable browser games that supported skills-based learning.

Eighteen months on, success in this has been variable ” but work continues. This paper seeks to review the successes (and failures) of this initiative, and identify areas for improvement. It will explore how we went about the creation of the team, chose projects, and went about attempting to build this work into our existing workflows ” as well as how we went about getting others on board.

Magy Seif El-Nasr Northeastern University Associate Professor Chaima Jemmali, Northeastern University Data-Driven Design of May’s Journey: A programming game for non-programmers In this talk, we will address the design choices for May’s Journey, a narrative game that teaches beginners how to program through puzzle solving. Players in the game move game pieces and interact with them through code written in a programming language we developed similar in syntax to Java. We will discuss the design choices including the programming language the players code in, the narrative elements, the level design and progression mechanics. We will also talk about how we used data-driven visualization and analysis techniques to allow us to evolve the game design. We will discuss the methodologies and techniques we used and how they helped us understand player debugging strategies and inform our design for new levels, and a help system. Finally, we will conclude by showing how our findings can be beneficial for educational games and computer science education.
Maja Pivec FH Joanneum University of Applied Science Associate Professor   Games for Sustainability: RIO and other mitigating factors The UNESCO roadmap states that we are altering our planet’s environment in an unprecedented manner and wholesale change in the way we think and the way we interact with the ecosystems that support our lives is urgently required. So what would motivate each of us for more sustainable behaviour and consumption? How can we gain a better understanding and awareness on sustainability in a variety of different cultural settings, and topics like waste separation, energy and water consumption? How can we use the potential of serious games as a means of facilitating sustainability teaching and learning in the area of sustainability?

This presentation will detail the results of several European game development projects focused on sustainability and green skills for different age groups, using formal and informal education. We will discuss academic research collaborations applying game mechanics and playful solutions, and report on teaching activities focused on developing intercultural and interdisciplinary solutions in the area of Gamifying Sustainability. These are topics we all need to think about, and Serious Games, due to their interactive and extremely immersive nature, are excellent vehicles to promote, foster and educate on the investment in our future.

Marcia Downing Marciaz Consulting Facilitator   TURNING GAMES/ACTIVITIES INTO LEARNING AND ENGAGEMENT Are your activities and games engaging? Do they capture the attention of the audience and provide memorable content, or do they check a box that says, yes there’s interactivity in my presentation? This session will provide educators, facilitators and trainers ideas and examples of activities and games to include in presentations and training that will engage and educate the audience.

The information presented during this session will minimize employer hesitation in including “FUN” in presentations of all types. Session participants will leave with engaging ideas, information and examples of activities and games they can immediately implement in various training and/or presentations.

Learning during engagement, what a Concept!!!!

Mari Strand Cary Center on Teaching and Learning, University of Oregon Senior Research Associate Lina Shanley, Center on Teaching and Learning, University of Oregon Let’s get better at blending technology and high-quality instruction We will share the story of our organization’s work toward scaling evidence-based elementary math instruction through the development, deployment and efficacy testing of three technology-delivered programs. KinderTEK, NumberShire, and Precision Mathematics each have a unique student audience, approach to instruction, and development process, yet all were developed with federal funding, were driven by research and needs of classrooms, and culminated in rigorous studies of student learning.

What was clear from the start (and is still true today) is that the university research enterprise (including research designs and methodologies, funding mechanisms, and researchers themselves) is not perfectly-suited for rapid, yet rigorous development and testing of individualized technologies. Nonetheless, research teams across the country have done a laudable job navigating this space. We will share the variety of ways our university-based teams infused evidence-based instruction principles, agile development, formative evaluation, mixed designs, and data mining into our design, development and research process to develop and examine the effects of those programs. Given that the field still has far to go, we will lead a discussion about how to propel this type of work forward, perhaps with new, realistic models of private/public partnerships and supports to promote product sustainability after grant funding ends.

Mary Tafuri IBM VP and Chief Sales Enablement officer   How to turn coin operated in curious learners and eager crowdsoursers I selected lecture, should be a Keynote really as it’s very innovative content but this can be Easley a Panel subject.
This session I share how our GAME ON program and platform completely changed behaviors in the largest IBM sales workforce. This is an externally recognized with award practice.
Michael DiPonio Quicken Loans        
Michelle Zimmerman Renton Prep        
Mike Washburn Participate Director of Engagement   Fostering Affinity Spaces and Community in Academic Esports Esports is exploding in popularity. Groups, companies, and non-profits are forming throughout North America, yet the work is just beginning on how to get everyone talking to each other as we move forward. Join Mike Washburn, Director of Engagement at Participate, in a discussion on what is being done to build community and affinity spaces at all levels of Academic Esports.
Miranda Verswijvelen Auckland University of Technology Senior Learning Designer Nataly Martini
University of Auckland
Game-inspired narrative design to support compassion training with virtual patients Research shows that compassionate health care improves patient outcomes, and that this behaviour and the related emotions can be taught. Virtual patients can simulate real-life clinical scenarios and provide healthcare students and professionals with a safe environment in which to practice communication and actions. However, it is not an easy task to approach the authenticity, unexpectedness and complexity of real patients in the narrative and dialogues.

To learn how to improve the virtual patient experience, this research aims to investigate the narrative techniques used by experienced game writers. Since the first text-based adventure games in the eighties, these writers have perfected ways to create deep characters, compelling choices and meaningful consequences that engage and surprise their players. Their experience gives us insights into how we can improve story-based learning experiences, heighten engagement and evoke learner emotions. They show us that higher fidelity technology like AI or VR is not the only path towards creating more engaging virtual patient experiences.
In this session, you will learn about specific techniques that you can apply immediately in writing better situations, dialogues and choices that increase learner immersion in virtual patient scenarios to teach compassion, and in scenario-based learning in healthcare in general.

Mitch Weisburgh Academic Business Advisors Managing Partner Scott Brewster The 4 Types of Problems, in Life and Games Games are all about solving problems.

There are a lot of game mechanics used for players to overcome problems or to achieve goals, and lots of books and examples. But this talk will explore a framework for looking at the problems themselves, and then talk about different approaches and mechanics that can be deployed, both in games and in real life. What type of problems lend themselves to one solution? Which ones require expertise or analysis? Which ones to trials and feedback? And which ones demand immediate action?

We will be applying the Cynefin Framework to game design.

Olufunmilola Abraham University of Wisconsin-Madison School of Pharmacy Assistant Professor   Harnessing the Power of Serious Games to Improve Medication Use Medication misuse often leads to poor health outcomes, including injury and death. Educating patients and families about safe and appropriate use of medications is critical to reducing errors and managing chronic and acute conditions. Serious games provide an innovative and effective approach for improving health outcomes. We will discuss the value of developing, disseminating, and implementing serious games to improve medication use through a multidisciplinary team of experts (pharmacists, physicians, youth, game designers and developers, and behavioral health experts). The presentation will describe a theory-driven approach for the design and development of a serious game (MedSMA℞T:Adventures in PharmaCity) to educate youth and families on prescription opioid safety. We will present insights from community-based feedback using mixed-methods research techniques. Our presentation will highlight the process for engaging with a variety of clinics and schools in rural and urban settings to incorporate serious games in science and health classes.
Paul Darvasi          
Paul Lopushinsky Playficient Founder   Creating A More Playful Framework For The Workplace The last decade has seen a rise in playful workplaces, from ping pong tables, dogs in the office, playstations, napping pods, and bean bag chairs.
– Yet, employee engagement rates haven’t budged.
– Shouldn’t creating a more playful workplace have changed this?
– The issue is that organizations are typically catering to one type of play, and just copy what other organizations are doing, without understanding the why behind it.
– Imagine instead if you had a more playful workplace that was catered to YOUR organization and YOUR employees, instead of filling it full of surface level solutions that only cater to a certain kind of individual. Instead of creating a “kindergarten workplace”, imagine how much more employees could get out of a workplace that gives them options of what they can do to blow off some steam in the office, instead of just beer Fridays and ping pong.
– Join Playficient for a workshop to help you go beyond the concept of shallow play in the workplace, and how to truly make use of it to create a better workplace.
Paul Thurkettle NATO Allied Command Transformation NATO Training Technology   Innovation in NATO – VR for Pre-deployment Training Following NATO’s development of policies for Protection of Civilians and Children in Armed Conflict, a innovative way to deploy this training to ensure the concepts and rules were understood was required. NATO ACT Training Technologies suggested doing this by developing a VR game which “dropped” the users into the environment and had them work through the scenarios with the correct actions. This was accepted and we now have a VR/PC and SCORM compliant versions. The presentation will walk through the ideas, challenges and solutions leading to this exciting new way to train.
Paula Kelly NExT, a Schlumberger company        
Peter Leveille The MITRE Corporation Serious Games & Experimentation Service Lead Sarah Miller
The MITRE Corporation
Making a Serious Game about Organizational Agility Government agencies are increasingly asked to do more with less and continue to operate in the same manner as they did decades ago, while having a broader mission and fewer resources. Agencies must find ways to organize to accomplish the mission while balancing constant change. Organizational Agility is a new paradigm for accomplishing work in a way that emphasizes both flexibility and stability, or structure and innovation. We developed a serious game that enables participants to experiment with new ways of organizing their work and reaching their goals and then transfer that learning to their actual organizations.
This talk will introduce the key elements of Organization Agility and describe the method used to incorporate these concepts into a serious game for teaching government leaders about Organizational Agility. We tour the process of designing and developing a serious game from both the perspective of the designer and the customer. We share insights into the shaping and refining of the game to promote engagement for a government audience. The audience will get an opportunity to touch and feel the final printed tabletop version of the game as well as ask us questions about the end to end process.
Peter Smith University of Central Florida     Integrating Hardware into Serious Games Design”.  
Rachel Slivon University of Florida Lecturer   Create an Escape Room, Producing a More Active Learning Environment By creating a series of puzzles or problems for students to work through in teams, we can transform our classrooms into escape rooms. Escape rooms are flexible: you can build one that is just right for your students. For example, when you introduce a new concept to your students, you may use an escape room as an experiential learning strategy. Or, you may use an escape room to review course material with your students. Whatever you use an escape for, you will be promoting an active, fun learning environment that fosters hands-on experience.

During this workshop, I will discuss how we can transform our classrooms into escape rooms to engage students and create an active learning environment. After this brief introduction, we will analyze step-by-step instructions for creating an effective escape room. Next, we will participate in an escape room, which will take most of the workshop time. At the end of the session, we will reflect on our experiences and brainstorm our own escape rooms.

Randy Brown Virtual Heroes Division of ARA        
Rhonda Bruce Defense Acquisition University (DAU) Project Manager and ISD   Managing Successful Adult Learning Projects: Let’s Benchmark a. Requirements and Contract Language
b. Vendor Selection
c. Monitoring Project Processes
d. Measuring Learner’s Effectiveness
Richard Van Eck University of North Dakota   Scott Brewster How Games Work Well for Healthcare Training It is widely accepted that games have a role to play in promoting health, but why and how do they do this for individual patients and populations as a whole? In this session, representatives from the University of North Dakota School of Medicine and Health Sciences and Triad Interactive Media will present two case studies of federally-funded games developed through public-private partnerships. Project RAHI was designed to teach the public about radon. Approximately 21,000 Americans die needlessly each year from lung cancer due to exposure to radon in their homes (EPA, 2003). This is the largest cause of lung cancer after smoking and twice the number who die from drunk driving. Yet despite thousands of public education campaigns, those under the age of 30 do not know what radon is (Vogeltanz-Holm & Schwartz, 2018). Project RAHI relied on agency and evidence-centered design to teach key principles of radon exposure, testing, and remediation in less than 30 minutes of gameplay. As part of a larger HRSA-funded project, a game is being designed to educate physicians about the short and long term costs and benefits of gerontology principles of patient care. Gerontological interventions that begin with patients in their 50s produce dramatic increases in patient health and equally dramatic decreases in health care costs over decades, but these lessons are hard to learn under todays patient care models. The presenters will articulate the key steps and principles used in the design and development of these two games to illustrate how games can solve health problems where other interventions fail.
Rob Alvarez IE University // Professor Game     From Games to your Learning Experience: A Practical Workshop During this workshop, you will understand the five steps of creating a solution using games. This is a summarized version of a 1-2 day workshop where we will focus on the creation and testing phases of a single iteration. These steps are applicable to a wide variety of sectors and during our time together we will focus on its application for learning. These steps have derived from interactions with over 100 experts of games-based learning and gamification through the Professor Game Podcast as well as my own experience with games-based approaches at IE Business School in Madrid with interactive learning materials (that have been in creation and evolution since 2001) and beyond. Come join us and get a hands-on experience you can apply to your practice the day after!
Roger Smith Model Benders     Applying Deep Learning to Simulation & Training  
Ronald Dyer University of Sheffield, Business School Director of Executive & Professional Education – Sheffield University Management School   Measurement & Evaluation – Strategies for Measurement of Serious Game Integration Serious games are now pervasive across all sectors, yet a challenge remains regarding both identification and measurement of their impact at the individual and organizational levels. While increased engagement and motivation are commons elements cited as it relates to games, the question remains as to how to capture the relevant qualitative & quantitative data requisite for identification of return on investment as well as sustainability of serious games integration in the corporate ecosystem. This workshop’s focus is on development of a measurement framework to support construction of an appropriate model using the following:
1. Play assessment diagnostic
2. A scorecard (Scoring Rubic). i.e GPAI (Game Performance Assessment Instrument)
3. Pre/Post Knowledge Assessment &
4. Gamified Performance Assessment Review (GPAR)
These four components will form the basis for the development of a comprehensive model, integrating the key variables for a measurement methodology to assess the benefits of serious games both empirically and as a value-added component across learning environment.
Ronald Kantor KantorConsulting     How China’s After School Education Industry Leverages Digital Gaming In November 2018, Dr. Ron Kantor was invited to attend the Global Educational Technology Summit in Beijing, China. In addition to attending the conference, Kantor was also invited to participate in a Chinese Ed Tech Eco Tour which led to his visiting five key Chinese Ed Tech companies including iFlyTek, Class In, TAL, NetEase and the Chinese Governments Mooc development center, an entity whose purpose is to incubate Ed Tech start ups and create educational materials (learning objects) that can be used across different on line learning products. As part of the EcoTour and Conference, Dr. Kantor collected field data including slides, interview data and videos. What he discovered through this initial research was the widespread use of gamification, serious play being used in self-paced as well as virtual classroom learning environments. In this session, Dr Kantor will share his findings from 2018 as well as additional research he has continued to pursue investigating how the Chinese use gaming to sustain learning focus, enhance motivation and increase learning outcomes. The current Corona virus crisis means that schools are closed and parents are encouraging and paying for their children to take on line education in lieu of attending face to face classroom session. In all probability, the health crisis will result in an exponential increase in the use of on line K-12 education. Stock prices of key companies that provide educational services have risen strongly in the past two weeks and will continue to, especially if the health crisis continues to grow in intensity. This session will consist of lecture, demonstration and be designed to ensure robust discussion and audience interaction.
Ronald Stevens UCLA School of Medicine / The Learning Chameleon, Inc. Professor UCLA School of Medicine / CEO The Learning Chameleon, Inc.   Assessing the Neurodynamics of Uncertainty during Serious Play Every human decision, whether conscious or not, has its origins in uncertainty. Despite its ubiquity, uncertainty has been difficult to dynamically track in real-world settings. This is due, in part, to uncertainly being based on each individual’s perception of the situation, and what might be highly uncertain for one person may be trivial for another. We really can’t assess the importance of uncertainty for task design and adaptive training until we have ways to rapidly, and quantitatively track its dynamics in natural settings.
Our presentation will describe how the neurodynamic organizations modeled from real-time EEG-based data streams can provide quantitative estimates of momentary team, and team member uncertainty. Looking forward, these fluctuating periods of uncertainty may provide a language that intelligent agents can be trained to recognize, providing automated understandings about when individuals are becoming uncertain, how long the uncertainty will last, what were the triggering event(s), and ultimately the mitigation the machine could provide.
Russ Shilling          
Sam Adkins Metaari Chief Researcher, Metaari      
Scott Provence Grand Rounds Senior Instructional Designer   Functional Failure: How We Learn More by Getting It Wrong What role should failure play in training environments? How often should learners be allowed to fail? And when dealing with compliance topics or sensitive industries like the field of healthcare, is ANY failure worth encouraging?In this session, attendees will learn how the feedback structure of games can be used to challenge the way we typically look at failure. Attendees will learn a new system for “fail-safe” training that creates more collaborative environments, more creative problem-solving, and more long-lasting learning.
Sreeram Kongeseri Amrita University Game Designer & PhD student at Amrita University Ajay Balakrishnan, Associate Director, AMMACHI Labs, Amrita University Games for Community Engagement – Will it work for you? This talk will start with an orientation on games designed for civic engagement. Games for civic engagement are seen as an effective way to constructively engage citizens in policy discussions, solve community issues, increase volunteer motivation and citizen science. Serious games for enhancing the civic engagement processes is an active area of interest in the communities of research and practice. Recent trends have been encouraging as more games are being used to engage the public around climate change, urban planning and policymaking. However, the presence of social, economic, technological and emotional barriers to successful civic engagement needs to considered for informing game design. A case study of a tabletop game designed for rural communities of India will also be presented. A short discussion on the participatory approaches such as Participatory Rural Appraisal (PRA) will follow. The talk will close with remarks on factors that make or break purposeful games for civic engagement.
Steve Isaacs Bernards Township Public Schools Teacher, Game Design and Development Mike Washburn
Fortnite Creative: Leveraging Student Expertise in Content Creation Students love games and thrive when we make learning meaningful for them. Fortnite Creative Mode allows students to create their own content (games, learning experiences and so much more!) in the Fortnite sandbox. Educators in all content areas are embracing the use of tools like Fortnite Creative! In this workshop, participants will learn about Creative mode and create their own minigame or project to explore the possibilities.
Cynthia Sanner Elsevier Director eLearning Strategy   Assessment & Data Utilization in Game Based Nursing Program Trying to meet the needs of new nurses with static, pre-set curriculum can cause both learning and productivity concerns. Some new nurses spend too much time going over topics they’ve already mastered, while others feel unprepared because they’re not sure where to focus. All the while, the learning experience doesn’t translate into what they’re dealing with on the clinical floor every day. We have developed standardized, evidence-based training that is more engaging and better aligned with the needs of individual nurses by simulating the kind of complex-care situations that new nurses are likely to find themselves facing. The course integrates self-reflection, as well as daily information sharing between nurse residents and their preceptors to foster a more supportive relationship and allowing the preceptors real-time insights into how their new nurses are progressing. This includes giving your nurse residency coordinators, preceptors and nurse managers a way to identify a nurse’s learning challenges at both the cohort and individual level, provide appropriate remediation, and then measure its impact.
Tammie Schrader Northeast Washington Education Service District 101 Computer Science/Science Coordinator   From a Few Games to Multi-Discipline GBL Program  
Teresa Thomas University of Pittsburgh Assistant Professor   Testing a Narrative Serious Game to Improve Cancer Patient Self-Advocacy Individuals with advanced cancer represent a patient population that is extremely burdened by their illness, its treatments, and the impact of their diagnosis on their life. Patients must learn to advocate for their needs and priorities, otherwise they are at risk of poor management of their cancer and treatment side-effects. Our research team developed a narrative-based serious game, Strong Together, to teach women newly diagnosed with advanced gynecological or metastatic breast cancer key self-advocacy skills including how to engage in decision-making, effective communication, and strength through connection with others. We will report on a pilot study among n=84 women assessing the feasibility, acceptability, and initial efficacy of this 6-month randomized clinical trial. Feasibility and acceptability data include participant recruitment, retention, engagement in the trial and intervention, and satisfaction. Patient-reported outcomes include self-advocacy, symptom burden, quality of life, and healthcare utilization (verified through the electronic medical record) collected at baseline, 3-months, and 6-months. We will share our lessons learned about the trial’s design and implementation in a comprehensive cancer center and how we plan to adjust the trial and intervention for an upcoming large-scale multi-site study.
Thierry Karsenti University of Montreal Professor, Canada Research Chairs on Technology and Educaiton   E-sport practices and experiences in academic settings: the case Canadian high-school students This presentation reviews the fledging research on esports and presents the conclusions of a study on the esports practices and their educational impacts on Canadian students. The four-fold aim was to: 1) determine their training methods and conditions, 2) describe their physical training routines, 3) describe their esport practices and experiences, and 4) describe their educational impact. The originality of this study lies in the investigation of a forward-thinking research field that is poised to soar. To respond to these questions and to get to the bottom of what esports are and how students/e-athletes behave. A total of 579 students participated in the study, both from high school and university. The results provided valuable insights into the behaviors of varsity e-athletes during training and official competitions. These will be presented during the conference. Our aim was not to demonstrate that esports are, or should be, officially recognized as legitimate varsity sports. Instead, we wanted to get a better sense of esports as a discipline, including training routines and the tournament experience. The main takeaway is that many students/e-athletes are dedicated players who train just as hard as any other athletes do. But to get there, specific training conditions must be put in place, especially in high schools.
Thierry Karsenti University of Montreal Professor, Canada Research Chairs on Technology and Educaiton   Minecraft and Makecode: how to combine coding and serious play With our team, we have conducted numerous studies on the impact Minecraft on school achievement. The goal of this presentation is to show how students can have fun playing, creating and building in Minecraft while they learn how to code with Microsoft’s MakeCode platform. Microsoft MakeCode is a free, open source platform for creating engaging computer science learning experiences that support a progression path into real-world programming. Simply put, with MakeCode, students will program an Agent robot to complete challenges and even change the weather, or as they say in the world of Minecraft: they will make it rain Ocelots and Wolves! My objective is to show how Microsoft MakeCode can bring computer science to life, in a fun, engaging way, for all students with cool projects, immediate results, and both block and text editors for learners at different levels. We will also show examples of how some schools and educators are creating inclusive, engaging learning experiences with Microsoft MakeCode.
Thomas Talbot University of Southern California Principal Medical Expert, USC Institute for Creative Technologies   Artificial Intelligence Demystified For the layperson, discussion of artificial intelligence can be intimidating.  Vendors & scientists are throwing around fancy phrases.  You would like to ask what those things mean but are afraid.   Artificial Intelligence Demystified starts at ground level and teaches your all about the basics of Artificial Intelligence with simple examples and lots of application videos. The goal is to turn you into a reasonably informed AI consumer.
Tim Welch Naval Air Warfare Center Training Systems Division (NAWCTSD) Instructional Lead for Modern Learning Strategies      
Tobi Saulnier          
Tony Crider   Professor, Canada Research Chairs on Technology and Educaiton   Assessment of Experiential Learning vs. Experiential Assessment  
Tony Crider       Using Games in Higher Ed  
Tony Beck       Serious STEM Games SBIR, STTR Funding Opps and Grant Writing Workshop Dr. Beck, with 19 years of NIH program and review expertise, will provide a detailed and interactive workshop focused on:
(1) NIH SBIR/STTR and R25 funding programs for serious STEM games,
(2) the NIH grant review process and
(3) the gold standard for development of competitive NIH grant proposals
Tony Crider Elon University Professor of Astrophysics     Games in Higher Ed; What works Best
Valary Oleinik Weil, Gotshal & Manges LLP Project Manager/Gamification Coach   Gamification Cheat Codes: Strategies That Achieved Winning Results Video gamers use cheats to do things in games in non-traditional ways or for the purpose of winning or scoring above their competition. In Gamification Cheat Codes, we will explore a series of strategies tested and proven over the years for getting you the best results for your learners and business.

By implementing the strategies from this session you will be ahead of the game when planning and implementing your next gamified (or even non-gamified) learning experience. You will save countless hours of research and trial and error by having the opportunity to learn from the successes and failures I have had using gamification in the learning space for the past decade.

Valary Oleinik Weil, Gotshal & Manges LLP Project Manager/Gamification Coach   Purposeful Play: Deconstructing Games to Create Engaging Learning Experiences One of the great struggles I have seen participants in my workshops go through, and heard from other learning professionals, is the transition from learning about gamification to actually creating gamified experiences. Learning the theory is easy compared with consistently and effectively coming up with ideas, implementing plans for bringing gamification to life, and assessing the results.

Some people struggle with the process because they don’t think of themselves as creative. Spoiler alert: everyone is creative, just in different ways. Others want to embrace the gameful mindset but they don’t have much experience in their adult lives with games and have forgotten what it feels like to play. They are looking for a magic formula for how to gamify things. While I can give them a framework and a toolbox full of tools, the magic they are hoping for has to come from them. Many have said I just don’t know where to start, or they ask me where I get my ideas. I tell them that I play games. I just doing it purposefully. OK, I just play for fun too. But I discovered that I could deconstruct games and gain valuable insights and ideas that I could then apply to learning experiences.

Vineet Raj Kapoor Chitkara University Dean   Gamifying a Class; Gamifying Crowdsourcing; What Works, What Doesn’t I would like to share a talk and a workshop on Gamification. The talk can be about any of the following (I am sharing 2 gamification incidents)

– Gamifying my Class. Sharing experiences on what worked and what didn’t. I shall conduct a workshop which would make the lecture more engaging and ending with gamified marking (in this workshop I would engage all the users to collaboratively create a character with randomly contributed attributes coming from random people. this character is then owned by another random person who would develop the story and you develop the story on someone else’s created character. This helped develop a game like situation, and a 100% engagement of students. And there were no dropouts or a drop in seriousness as you treated the new character as your own as your hearty wish was to have your character treated with as much care. this evoked empathy, participation, engagement, and collaboration. Finally, I asked everyone to review their own story and ive marks, and then evaluate other student’s story as the entire marking system was passed on to the students. this brought out accountability and responsibility as well as critical eye in every student. The gamification resulted in the final result created entirely by students and the best stories were read by their makers).

– Gamified Crowdsourcing of information. Sharing my india scale public experiment with gathering information and creating a list based on the same information. I had asked students appearing at a Top Qualifying test in India, to send me their marks to prepare their merit list (the actual list was to be declared in a month). I gamified it my sharing the list with all those who send their marks, but only if a certain minimum number of marks was collected. Those students who could send me other student’s marks were able to get a deeper insight into the list. Interestingly, even though I was able to collect just less than 1% student’s marks, I was able to correctly predict the merit list of top 15 in the country based on some assumptions I made. This gamification made the engagement interesting as volunteers came forward and set up a discord server. They also scoured the internet on all social sites and mined the data for me. I would love to share this journey.

By the way, I came to know that my definition of Gamification has found it’s way to a Europeon Union Report (page 8) besides other documents.
https://zenodo.org/record/ 2545207/files/C4Rs_Whitepaper_ Klopfenstein_ IncentivesForCrowdsourcing. pdf?download=1

Wei-Fan Chen Fourdesire Executive Producer / Founder   Playable Design: The Play Space of Toys, Environments, Games, and More.  
William Volk Deep State Games Founder and Producer   The Climate Trail, A Game That Changes Hearts and Minds Have a cause you care about? Want to inform and influence people? Learn how I turned my concern about climate change into The Climate Trail, described as a “good, realistic, and sobering” game about climate refugees fleeing ever-worsening conditions after inaction on climate has rendered much of the USA (and the world) uninhabitable.
Yoon Jeon Kim MIT Executive Director Kevin Miklasz, BrainPOP Playful Assessments: Practical Design Considerations More than a decade ago, educational researchers began to explore the affordances of video games beyond fun and enjoyment, to how they might be applied for learning in a variety of contexts: various academic subjects (e.g. mathematics, history), higher order cognitive skills (e.g. systems thinking and creativity), identity development, and habits of minds (tolerance for failure, persistence).

Simultaneously, the field recognized that video games could be used to authentically measure student competencies by integrating assessment models directly within gameplay (Shute, 2009; Plass, Homer, et al., 2011). While this work has primarily focused on digital games, we believe that educators can benefit from adopting the general principles and underlying methodologies of game-based assessment. Namely, understanding what makes games good for assessment—interactive, ongoing, playful—could be applied without having a fully developed game-based assessment. This type of assessment, which we call playful assessment, refers to playful and interactive activities that provide performance-based evidence for students learning. In this talk, we discuss what makes assessment playful and how this approach can further impact student learning in classrooms.