"Most of us prefer to walk backward into the future, a posture that may be uncomfortable but which at least allows us to keep on looking at familiar things as long as we can." ~ Charles HandyududFormal education moves at geological speeds, and that's lucky for us, because games for learning really aren't ready for prime time, and it's not for the first time. During the 'Edutainment Era' of the late 1980's and early 1990’s computer games were proclaimed as the modern solution to all our educational ills. In order to take advantage of this great technology, all we needed to do was wrap a game around a lesson, and it would magically become fun. This, of course, is not true, and the resultant fall from grace left many educational game proponents reeling.ududWe now have a second chance, and we need to make sure we don't fall into the same trap again. The game evangelists are valuable to be sure, but we need to be realistic, and if we don't have enough games out there that live up to the hype, the idea of using games to teach will once again become a pariah, and the likelihood of a third chance is slim. This keynote will look at what went wrong last time around, where we are now, and what we need in design, research, and support to make sure that we have it right this time so we are ready when formal education catches up with us.
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机译：“我们大多数人都倾向于向未来走去，这种姿势可能不舒服，但至少可以使我们尽可能地继续观察熟悉的事物。” 〜查尔斯·汉迪（Charles Handy） ud ud正规教育以地貌的速度发展，这对我们来说是幸运的，因为用于学习的游戏确实还没有准备好迎接黄金时间，而且不是第一次。在1980年代末和1990年代初的“娱乐时代”，计算机游戏被认为是解决我们所有教育弊病的现代解决方案。为了利用这项出色的技术，我们要做的就是将游戏包装在一堂课上，这将变得很有趣。当然，这是不正确的，并且因宽限期而导致的结果使许多教育游戏的支持者都大吃一惊。 ud ud我们现在有了第二次机会，我们需要确保我们不会再次陷入同一陷阱。可以肯定的是，游戏布道者非常有价值，但是我们需要现实一点，如果我们没有足够的游戏来实现炒作，那么使用游戏进行教学的想法将再次成为一种偏见，第三次机会的可能性很小。本主题演讲将探讨上次出现的问题，我们现在所处的位置以及在设计，研究和支持方面需要做的事情，以确保这次正确无误，以便在正规教育赶上我们时做好准备。
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