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Katherine McMillan Culp is a developmental psychologist who has been studying innovative programs to improve the quality of technology use in K–12 classrooms and informal educational settings since 1991. Dr. Culp is the principal investigator of Possible Worlds—a Department of Education-funded project that aims to support middle-grades science learning, and has conducted a series of research studies to better understand how games can be structured to support conceptual learning and engagement with complex scientific concepts.
In the last of her reports on the development of the Possible Worlds games, Katherine Culp explains why they decided that these games would not be built to assess student performance — on why they wanted to create games that kids could play rather than requiring and testing for learning.
In part two of her series, Possible World’s Katherine McMillan Culp offers some insight into how teachers use digital games and why the way they use them should factor in how games are designed.
This week we begin a three-part series from the folks behind Possible Worlds, a digital game initiative aimed at improving middle school students’s understanding of science. In part one the project’s principal investigator examines the core ideas that drove their development process.
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