According to Dede (2011), reliable and valid research on educational games should be based on five assumptions: usable knowledge, collective research, what works when and for whom, an expansion beyond comparing traditional practice to game implementation and scalability. Dede states that in addition to building theories, researchers should share the new knowledge in a way that helps stakeholders apply these theories in their practice. Dede states that “usable knowledge begins with persistent problems in practice and polity rather than with intellectual curiosity” (2011), indicating that research should be devoted to solving problems, rather than providing solutions that may only exist in the minds of the researchers. Second, Dede proposed that a distributed research approach would be best suited to addressing the multiple variables inherent in digital educational games; as the knowledge portfolio builds, larger studies would provide more targeted answers. Third, Dede proposes that research in education gaming should focus on what works, when, and for whom. In other words, digital games are not panaceas that will solve a specific problem every time. Context is important, and “enabling an ecology of pedagogies to empower the many different ways people learn” is critical. Fourth, summative evaluations of a strategy should not be confused with research. Dede implies that small sample sizes and short durations result in poor quality research, and should represent only a very small part of the educational game research platform. Finally, Dede suggests that research for educational gaming should focus on  scalable interventions; that is, interventions that are useful in a wide variety of contexts across multiple learning styles.

Dede’s structure in this blog post is straightforward, and its brevity is appreciated. Dede hits his agenda points succinctly, and supports the five assumptions with appropriately cited sources. The conclusion specifies that this information is not designed to be a set list of “truths,” but instead, is intended to provide the means for thoughtful debate surrounding the planning of a research agenda for educational gaming. This humble ending is at odds with the importance of the assumptions Dede asks researchers to consider. 

Dede’s assumptions are practical, common sense tenets that make sense for education–not just educational gaming in particular, but education research in general. I often wonder about the validity of much educational research as I peruse study after study that gathers information from a small number of nonrandom participants after only a few weeks. How can a study of that type provide any kind of generalization? And if it can’t be generalized to be useful to a large number of people, who is the study for? I do believe that these kinds of “convenient” abbreviated studies have the potential to provide some useful information. However, I wonder if replicating these studies, even though small, in a variety of settings (settings to include place, time, audience, etc.) would enhance their results and applicability? Regardless, Dede’s assumptions represent a critical perspective. Perhaps, if all educational research took heed of these assumptions, educators would have more answers and fewer questions.

Dede, C. (2011). Developing a research agenda for educational games and simulations. Computer games and instruction, pp. 233-250. Charlotte, NC: Information Age Publishing.