Summary: Game advocates are calling for a sweeping transformation of conventional education to replace traditional curricula with game-based instruction. But what do researchers have to say about this idea and what is the role of policymakers? A new study out today discourages an educational revolution based on gaming and encourages adding promising features to games in schools including heightened use of explanative feedback in games and relevant pregame activities. This article is part of a new issue of Policy Insights from the Behavioral and Brain Sciences (PIBBS), a Federation of Associations in Behavioral & Brain Sciences (FABBS) journal published by SAGE.
