Reviewing large-scale attempts to introduce new technology-based approaches to instruction yields many instances where researchers have used contemporary learning-science research and theory to design innovative, technology-based curricula that show substantial benefits to important instructional variables. Crucially, however, these results arise only when the project originators have close and direct involvement with teacher training and implementation. With evidence for limited long-term success, both educational psychologists and practicing educators must ask: “Why do technology-rich research innovations fail once researchers are no longer directly involved?” The authors aim to address this question in a way helpful to game-based learning researchers by presenting an example of failed implementation of a learning game paired with follow-up research on other instructional tools and methodologies. We propose three reasons why such innovations fail: 1) Fatal Mutation Due to Assimilation; 2) Loss of Fidelity; and 3) Failure to Thrive. Recommendations for addressing these issues follow.
- 2 views