Education For Live - Masters Of Education

December 2, 2021

KBE approves regulation placing more requirements on schools using corporal punishment

The Kentucky School for the Deaf (KSD) had the opportunity to host the Kentucky Board of Education (KBE) on its campus for the board’s regular meeting on Dec. 1. As part of a packed schedule, the board approved a regulation relating to the use of corporal punishment.

A 1982 Kentucky statute permits the use of corporal punishment by teachers for the purpose of maintaining classroom discipline. In 2019, the legislature passed KRS 158.4416, which requires KDE to provide resources related to, and requires districts to adopt, trauma-informed discipline policies. Trauma-informed discipline policies seek to balance accountability with an understanding of traumatic behavior.

“There is a persistent rub between our work related to trauma-informed discipline and the permissive statute KRS 503.110,” said Matthew Courtney, policy advisor in KDE’s Office of Continuous Improvement and Support (OCIS).

Based on the KBE’s authority to promulgate regulations related to student discipline and student welfare, he said KDE saw fit to bring forward the regulation to place guardrails around corporal punishment and what it looks like in Kentucky.

Courtney clarified it is the stance of KDE that corporal punishment is not a trauma-informed discipline resolution, and should not be used in Kentucky public schools. KDE has actively fought to prohibit corporal punishment for about 30 years.

The American Academy of Child and Adolescent Psychiatry suggests that corporal punishment at school may be harmful to students and may increase problematic behaviors, may hurt a student’s ability to self-regulate and make it harder for them to develop trusting and secure relationships with adults. Many other national advocacy organizations have taken a similar stance.

Since corporal punishment cannot be viewed through a trauma-informed lens, KDE applied a harm reduction approach in drafting the new corporal punishment regulation.

“This should not be seen in any way as an endorsement of corporal punishment from the department or the board,” said Courtney. “This is the next step in what has been a 30-year mission to end corporal punishment in Kentucky.”

The regulation defines corporal punishment as the deliberate infliction of physical pain by any means upon the whole or any part of a student’s body as a penalty or punishment for misbehavior. It also seeks to exempt from corporal punishment students with an Individual Education Plan (IEP), 504 plan and those who are classified as homeless or are in foster care.

If a district chooses to allow corporal punishment, the regulation requires schools to get written consent from a student’s legal guardian within the first five days of the school year if the guardian wishes to allow corporal punishment to be used as a behavior intervention for their child. Before administering corporal punishment, the school must receive an additional verbal consent from the student’s parent or guardian.

The corporal punishment must be administered by a principal or assistant principal and must be in the presence of at least one additional certified staff member who is of the same gender as the student. Each corporal punishment incident must be recorded in the student information system.

After administering corporal punishment, the student must receive a minimum of 30 minutes of counseling provided by the school guidance counselor, school social worker, school psychologist or other qualified mental health professionals by the end of the next school day.

Each local school board must adopt a policy that either prohibits or allows use of corporal punishment. There currently are 156 districts in Kentucky that explicitly prohibit the use of corporal punishment in their district policy manuals. Four school districts have permissive policies and 11 have no clear corporal punishment policy.

“I’m on record as saying I consider this a barbaric practice,” said Education Commissioner Jason E. Glass. “I’m embarrassed that it exists anywhere in the state of Kentucky.”

KBE Chair Lu S. Young said she received several comments encouraging the approval of the regulation

“We do know that there is an effort afoot to engage the General Assembly in a conversation about revising the statute in such a way to ban corporal punishment entirely,” said Young. “In the absence of such a statute, I applaud this work.”

Now that the regulation is approved by the KBE, it will be filed with the Legislative Research Commission on or before Dec. 15. Depending on various steps in the legislative review process, the regulation will likely become effective near July 2022.

Early literacy initiatives

KDE Chief Academic Officer Micki Ray discussed Kentucky’s early literacy initiatives and ways KDE’s Office of Teaching and Learning (OTL) is working to support local schools and districts in addressing students’ literacy needs.

According to Ray, between 2015-2019, approximately 118,000 Kentucky students in 3rd grade performed below proficient on the K-PREP reading assessment. In 2019, a total of 47.3{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of Kentucky’s 3rd-grade students did not meet proficiency on the K-PREP reading assessment.

Ray said this issue goes beyond assessment scores. Students who are proficient in reading by the 3rd grade are more likely to have continued academic success; less likely to have problems with attendance, dropout rate and juvenile crime; more likely to feel higher self-esteem and feelings of adequacy; and more likely to break the cycle of intergenerational poverty.

Ray discussed early literacy initiatives, including the Read to Achieve (RTA) grant. The RTA grant is a two-year, renewable grant that, per KRS 158.792, was “created to help teachers and library media specialists improve the reading skills of struggling readers in the primary program.” Applications are currently being taken for the next round of Read To Achieve grants.

At its Sept. 30 meeting, the Reading Diagnostic and Intervention Grant Steering Committee approved the grant size and range of awards and the request for applications (RFA) notice as specified in KRS 158.794 and 704 KAR 3:408. Since the time the RFA was released, KDE has received questions and concerns about the current RFA. Some of those questions were from potential applicants through the RFA question-and-answer process. Other concerns have been sent more informally through the KBE’s public comment documents.

KDE is committed to the success of RTA programs to assist struggling readers throughout the state. KDE does have the option of amending the RFA and extending the deadline to apply. At the close of the RTA question period, KDE anticipates amending the RFA to provide clarity and address some concerns. As it has done to date, KDE must continue to comply with statutory requirements regarding RTA grants, regulatory requirements of the KBE and state procurement requirements for RFAs.

Since this involves an active RFA, KDE is unable to provide details of exactly how the RFA may be amended. However, KDE is committed to the successful implementation of reading intervention programs for struggling readers throughout the Commonwealth.

In other business, the board:

Presented the Kevin M. Noland and Mary Ann Miller Award for Outstanding Public Service to Kentucky Schools to Reeca Carver, state advisor for the Family Career and Community Leaders of America at KDE;
Heard updates from AdvanceKentucky Executive Director Anthony Mires and KDE’s Ray;
Heard an update from KDE Associate Commissioner Robin Kinney on the KDE Employment Report;
Heard from KDE Associate Commissioner Kinney and Division Director Karen Wirth on the audit update and expense reports;
Heard an overview of the recommendations of the School Facilities Task Force;
Heard a report from the Council on Postsecondary Education;
Heard a report from Deputy Secretary of the Education and Workforce Development Cabinet Mary Pat Regan;
Heard Glass present the commissioner’s report;
Approved consent agenda items:
- New District Facility Plans;
- Amended District Facility Plans;
- 2020-2021 school year Local District Working Budgets and Local District Tax Rates Levied;
- 702 KAR 1:115, Annual In-Service Training of District Board Members;
- Amendments to 704 KAR 19:002, Alternative Education Programs;
- Request to withdrawal emergency regulations 702 KAR 1.191E and 702 KAR 7.125E;
- 704 KAR 3:395, Extended School Services;
Heard a year in review update from 2021 Kentucky Teacher of the Year, Donnie Piercey;
Listened to a presentation from Kentucky School for the Deaf Principal Toyah Robey and KSD students;
Approved the recipient of the 2021 Kevin C. Brown Strategic Priority Award;
Approved KBE’s legislative priorities;
Approved the federal Carl D. Perkins Consolidated Annual Report;
Approved emergency regulation 702 KAR 1:191E, District Quarantine Leave, which allows any fully vaccinated district employee that is quarantined by a licensed treating physician, physician’s assistance, advanced practice registered nurse, local health department, Department for Public Health or local school district to be eligible for paid leave;
Approved certification of 702 KAR 7:140, School Calendar, to prevent expiration; and
Heard a litigation report from KDE General Counsel Todd Allen.

December 2, 2021

Essex Elementary School Students Break the Code

By
Elizabeth Reinhart/Zip06.com

•
12/01/2021 09:34 a.m. EST

When a child first starts learning to read, decodable texts can be an important tool. These texts provide them more practice in decoding, or sounding out, certain phonics patterns, or words, in the context of a story that they find interesting.

To supplement the Essex Elementary School (EES) collection of these types of texts, the Essex Elementary School Foundation (EESF) provided an $8,600 grant for the 2021–’22 school year for the purchase of new Geodes Decodable Texts that are now being used as part of K-2 instruction.

“Just yesterday I had the pleasure of observing a group of students reading one of the books,” said EES Principal Jennifer Tousignant in a phone interview. “They were actively engaged and genuinely excited to enjoy their new books.”

Tousignant said the books feature a variety of genres and are a mix of fiction and non-fiction.

“The illustrations in these particular books are bright and the story lines are far more interesting than decodables of the past,” said Tousignant. “Decodable readers have certainly come a long way.”

The texts are aligned with and complement the school’s reading curriculum, which is called the Wilson Fundations foundational reading program.

Tousignant said that the phonics and decoding skills taught through the school’s reading program are reinforced with decodable readers.

“Students can use and practice the skills that they were taught and that they learned,” with the decodable readers, said Tousignant.

Decodable texts are often used along with leveled readers.

“Leveled readers are characterized and categorized by level of difficulty,” said Tousignant. “They are more focused on meaning…and contain many sight words.

“So, there are benefits to both and both serve a valuable purpose. Teachers use multiple tools to support and differentiate literacy instruction to meet the needs of our students,” she continued.

Funding for the decodable readers was allocated to the school by EESF prior to the start of the current school year.

“The EESF is really neat, and I feel so fortunate to work with them,” said Tousignant.

She noted that Early Literacy Teacher Colleen Artymiak and Kindergarten Teacher Kelli Grace submitted the formal grant proposal to the foundation.

“Colleen and Kelly were interested in these books, and they came to me,” said Tousignant. “I feel like we could never have too many books and kids get very excited about new books…I fully supported it.”

The Geodes decodable texts were chosen based on their “systematic scope and sequence, which will allow our students to practice the phonics skills that have been explicitly taught in our phonics lessons,” said Artymiak in an email. “Geodes will scaffold children’s mastery and application of the alphabetic code in reading.”

According to a press release, EESF provided $50,000 in grants and program support to EES this school year.

In addition to the decodable texts, the funds support a collaboration with the Essex Historical Society for a Historian in Residence Program, a Summer Math Passport Program, and a Scientist in Residence Program offered by the Connecticut Audubon Society’s Roger Tory Peterson Estuary Center.

Other continued grants and programs include Bloom Art instruction, Lego Engineering and 3D Printing Makerspace afterschool programs. Another new program for the 2021–’22 school year is a collaboration with the Connecticut River Museum “to increase students’ knowledge of their town and connection to the Connecticut River,” according to the press release.

The foundation is also working to develop a science, technology, engineering, and mathematics (STEM) lab for students and teachers, for the 2022–’23 school year.

“We are thrilled to bring back some favorite learning opportunities in addition to some new collaborations with our local community organizations,” EESF President Bill Jacaruso stated in the press release. “We are grateful for the generous support from our local parents and community members to make these programs possible.”

December 1, 2021

Texas Education Agency opens yet another inquiry into South San ISD

This article has been updated.

The Texas Education Agency has opened another investigation into South San Antonio Independent School District, just three months after concluding a two-year investigation that resulted in the placement of a state-appointed monitor to oversee the school board.

The agency notified Superintendent Marc Puig and board President Ernesto Arrellano Jr. in a letter Monday that Education Commissioner Mike Morath had authorized the investigation in response to complaints the TEA had received. The complaints claim the school board has interfered with the superintendent’s duties, including “getting involved with the suspension of a term employee and attempting to make employment recommendations for the chief financial officer,” the letter states.

In a statement, district spokesman Brad Domitrovich acknowledged that South San ISD has developed a reputation of discord and dysfunction in the boardroom.

“With the announcement of this newest special investigation, the board and superintendent pledge to promote an atmosphere of cooperation with the Texas Education Agency,” Domitrovich said. “Our main focus, from the board of trustees to administration to the hard-working people in the classroom, remains doing everything we can to be the best champions for our children and our community.”

Arrellano did not immediately respond to a request for comment Tuesday.

The TEA letter comes two weeks after monitor Abelardo “Abe” Saavedra told the board it violated state law and its own policy during recent meetings. Saavedra began serving as the state-appointed monitor on Sept. 30, a month after the TEA closed an investigation into similar problems between the board and superintendent.

Investigators found that trustees failed to cooperate with the superintendent and acted outside of their authority by contacting district staff to seek information and discuss district business, such as disciplinary issues and changes to board agendas. Board members also demonstrated overreach of their duties by contacting vendors, consultants, and other educational organizations on the district’s behalf without informing the superintendent, according to an Aug. 31 TEA letter to the district.

The Aug. 31 letter and final investigative report warned South San ISD that the TEA could issue further sanctions for the district if it did not correct the problems identified in the report and that more investigations could follow if district officials violated the law.

Since Aug. 31, the board majority has voted, with trustees Gilbert Rodriguez and Stacey Alderete dissenting, to publicly reprimand Puig for “dereliction of his employment duties to the board of the trustees” and “violations of the district’s school board procurement policies.” The board majority also has voted to commission an external audit of Puig’s expenditures since he started in May 2020.

Moreover, the board majority voted to request documents from J. Cruz & Associates “related to the superintendent’s procurement” of the law firm and to deliver those documents to the external auditors. Puig hired the firm earlier this year to investigate Felipe Barron III, the district’s head football coach, whom Puig placed on administrative leave pending the outcome of an investigation.

In a rebuttal letter to the reprimands, Puig wrote that his contract requires him to attend all board meetings, except closed meetings in which trustees discuss his employment or resolve conflicts among themselves. He stated he did not abandon his duties to the board at the Aug. 18 meeting — as the first reprimand states — when he left the closed session after trustees began “raising their voices, using foul language, aggressive posturing, and hurling personal disparagements” over personnel actions Puig took against Barron.

“Feeling threatened, I left the closed session during such heated exchange to allow the board members to discuss and resolve the obvious conflicts between the board members involved,” Puig wrote in the rebuttal letter.

He also wrote that district policy gives Puig the authority to hire investigators to conduct inquiries of complaints, which is what Puig did when he hired the law firm to investigate Barron.

In October, TEA Deputy Commissioner for Governance and Accountability Jeff Cottrill told board members that the statutory violations unearthed by the state investigation “persist to plague this school system and harm kids.”

“I want to make crystal clear that this is something that isn’t dated. This isn’t something that’s in the past,” he said at the October meeting. “We have what I would classify as exceptionally egregious allegations of governance, dysfunction, and statutory violations in this school system.”

Cottrill had attended the October meeting to introduce Saavedra to the board. Saavedra previously served as South San ISD superintendent from January 2014 to October 2018 and as Houston ISD superintendent from 2004 to 2009. As the monitor, Saavedra must work with the board and district to identify issues that led to the noncompliance and report back to the TEA.

December 1, 2021

Bowser Administration Releases Preliminary DC Enrollment Numbers for the 2021-22 School Year

(WASHINGTON, DC) – Today, the Bowser Administration announced that the number of students enrolled in public schools in Washington, DC in the 2021-22 school year increased slightly compared to 2020-21 enrollment, with 93,843 students enrolled in District public and public charter schools according to preliminary data released by the Office of the State Superintendent of Education (OSSE). These unaudited numbers show a less than 1{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} increase overall across DC – or 11 more students – compared to last school year’s count.

Enrollment at DC Public Schools (DCPS) saw a second year of enrollment declines from 49,890 students in the 2020-21 school year to 49,035 students in the 2021-22 school year, a 1.71{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} decrease compared to final, audited numbers released in early 2021. Enrollment at DC’s public charter schools saw a second year of increases, from 43,942 students in the 2020-21 school year to 44,890 students in the 2021-22 school year, a 2.16{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} increase over final, audited numbers for last school year released in early 2021.

While early childhood education programs saw decreases, the number of students in homeschooling programs approved by OSSE increased in the 2021-22 school year, compared to 2020-21. OSSE reports a preliminary number of 959 students registered for home schooling in 2021-22, compared to 602 in the previous year. All families of compulsory aged students who wish to home school must register with OSSE and meet certain standards by submitting an application, which OSSE reviews and approves. OSSE will report final home school numbers along with the final enrollment audit numbers in early 2022.

As the District’s state education agency, OSSE conducts an annual enrollment audit of public schools. The preliminary numbers above are based on a snapshot of data certified by local education agencies in October. This marks the beginning of an enrollment audit and certification process that takes several months and is conducted in collaboration with an independent auditor. The chart below tracks enrollment trends since 2007 with preliminary unaudited numbers for the 2020-21 school year. Final, audited enrollment figures will be published by OSSE in early 2022.

*Note: State-level enrollment subtotal does not equal DCPS + Charter totals due to student duplications. Duplications have been removed from the state level numbers but may still exist at the sector level in these preliminary, unaudited figures.

**These figures represent preliminary data. Final audited enrollment figures will be published by OSSE in early 2022.

December 1, 2021

#FocusDisruption: How Online Education Affected Students and Professors Alike

When students and educators were sent home in March 2020, they quickly had to figure out what to do without being in person. Our ways of teaching and learning were disrupted by the coronavirus (COVID-19) pandemic and so we had to make do with what we had: online learning.

Around a year and a half later, online learning has turned the way we think about education on its head. Even today, as we are still slowly making our way out of the pandemic, virtual education is still implemented. Whether it be the virtual days due to inclement weather or the asynchronous classes that students are still taking this year, online learning is the way that we dealt with COVID-19 interrupting our education.

Students at Montclair State University have a lot to say about their experience with learning via Zoom. Although experiences differed in some ways, they left a lasting impression on most. Cam Martin, a junior sports media and journalism major, described how he handled the initial transition to learning online.

“Using Zoom for the first time was definitely unique to me partially because I’d never experienced an online school,” Martin said. “I can sleep in a little bit, but this is still kind of new to me. I’m good with technology, so I could find a way to successfully complete this, but it’s just really a matter of, ‘Can I really do this at the moment?’”

Cam Martin, a junior sports media and journalism major, was one of many students who had to make the transition to online learning. -photo courtesy of Cam Martin

Cam Martin is one of many students who had to make the transition to online learning.
Photo courtesy of Cam Martin

Mari Zuniga, a senior communication and media arts major, had a more difficult transition into what became the new normal for education.

“I find it hard to concentrate on the computer,” Zuniga said. “It’s really difficult for me because I’m looking at this and looking at that. I’m hearing them, but I’m not listening. I’m not paying attention.”

Mari Zuniga, a senior communication and arts student, had her mental health affected by online learning. -photo by Sal DiMaggio

Mari Zuniga had her mental health affected by online learning.
Sal DiMaggio | The Montclarion

Dr. Erik Jacobson, an associate professor in the teaching and learning department, noted how different students reacted in different ways to the initial switch over to virtual learning.

“[For students who prepared for online learning], it might’ve been slightly different than they were expecting, but I think classes still worked for them,” Jacobson said. “I think they got maybe not 100{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of what they would have gotten normally, but I think they got a good chunk of it. And the students who were not prepared for it, I think really suffered.”

Dr. Erik Jacobson, an associate professor in the Department of Teaching and Learning, had much to say about how online learning impacted our way of education.- Photo by Sal DiMaggio

Dr. Erik Jacobson had much to say about how online learning impacted our way of education.
Sal DiMaggio | The Montclarion

Students weren’t the only ones impacted by the move to Zoom. Professors had to deal with this change as well. Dr. Michael Koch, an adjunct professor for the School of Communication and Media, was one of many.

“[Online teaching is] not my preferable way to teach, but I wasn’t completely against it either,” Koch said. “I wanted to be safe, and I wanted everybody to be safe, too. So it was challenging, but I made the best of it that I could and I tried to be as accommodating as [I] possibly could be.”

Dr. Micheal Koch, an adjunct professor in the School of Communication and Media, said the online learning made it difficult for him to engage properly with his students.- photo by Sal DiMaggio

Dr. Michael Koch says online learning made it difficult for him to engage properly with his students.
Sal DiMaggio | The Montclarion

Mental health was also something that online learning affected. Going to classes has a social aspect to it as well as an educational one, and being forced to learn from home took that away.

In addition to being a professor at Montclair State, Koch is also a therapist, and he saw students struggling with their mental health. But he also noted that sometimes it’s hard to know what students are going through.

“I think that it’s a bit of a cliché to say everybody is struggling, but there is a lot of cumulative impact of this,” Koch said. “Maybe six months ago, some people [would say], ‘Yeah, I’m fine. I’m doing alright.’ But as it drags on and on, it just gets tiring. I think there’s a lot of mental exhaustion. [Even] myself and [other educators] are not immune to that at all.”

Zuniga went on to discuss her struggles with mental health while learning over Zoom.

“Before COVID-19, [my mental health] was already on the rocks,” Zuniga said. “So when online learning happened, it slightly got worse. [I thought] ‘How am I going to get through this? Are we always going to be on Zoom?’”

According to Jacobson, the decline in mental health wasn’t quite invisible to professors, but it was hard for them to tell exactly what was going on.

“I had students who would straight up tell me how they were doing and how they were feeling and others who fell off the radar,” Jacobson said. “So I [would] email them, ‘How are you doing? Is everything okay?’ But then there were students who showed up, did their work, were engaged and their personality wouldn’t lend themselves to saying, ‘Actually I’m struggling right now.’”

Despite this, online learning may have its advantages going forward if used correctly, especially here at Montclair State where traffic and parking seem to always be cause for concern for students, according to Jacobson.

“It certainly provides flexibility, right?” Jacobson said. “In terms of time, schedule and physical location. Montclair State has a lot of students who work outside of school. We have a lot of students who are commuters, [and] we’ve got terrible traffic and parking problems on campus. So certainly Zoom and using online learning platforms may be a way to address some of those things.”

As the future unfolds, the COVID-19 pandemic will continue to shape our education systems. No one can predict the future and tell what it has in store for us, but at the end of the day, one thing is clear: online learning has changed the way we think about education forever.

December 1, 2021

Worldwide Serious Games Market (2021 to 2026) – Featuring CCS Digital Education, Grendel Games and Revelian Among Others – ResearchAndMarkets.com

DUBLIN–(BUSINESS WIRE)–The “Serious Games Market – Growth, Trends, COVID-19 Impact, and Forecasts (2021 – 2026)” report has been added to ResearchAndMarkets.com’s offering.

The global serious games market was valued at USD 6.29 billion in 2020, and it is expected to reach a value of USD 25.54 billion by 2026, registering a CAGR of 26.37{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} over the forecast period 2021 – 2026.

Companies Mentioned

Designing Digitally Inc.

Diginext (CS Group)

CCS Digital Education Ltd

Applied Research Associate Inc.

Grendel Games

Cisco Systems

Revelian

MPS Interactive Systems

Can Studios Ltd

L.I.B. Businessgames BV

Tygron BV

Triseum LLC

Key Market Trends

Learning and Education Application to Witness Significant Growth

In the recent past, digital games and simulations have gained popularity for being the most powerful and highly engaging learning environment. The production of these serious games requires complex and dynamic constructs with appropriate designs of multimodal context and engaging interactions and productive pedagogical strategies to preserve learning efficacy.

Moreover, in the education and learning ecosystem, the need for game concepts, such as challenges, rules, scores, competition, and levels, is encouraging vendors to develop solutions to address and accommodate the principal pedagogical functional variables, such as instructional support, feedback, guidance, self-regulation, attention, cognitive flow, and assessment.

Further, Grandel Games developed a serious game that achieves behavioral change. For instance, one of the games, ‘Garfield’s Count Me In,’ is designed for students in primary education and helps them do repetitive math exercises. It is based on the learning methodology ‘Het Rekenmuurtje’ (‘Math Wall’) and specially designed by educational advisers.

In April 2020, the Indiana Department of Education in the United States announced the Rose-Hulman’s PRISM program to provide school teachers across Indiana with valuable e-learning resources and summer professional development workshops. The program aims to create an online library with more than 6,000 free online teaching resources, which will enable teachers to share lesson plans with other school districts with the help of digital tools, such as serious gaming, among others.

Further, in May 2021, the National Cyber Security Centre (NCSC) launched a new educational game known as CyberSprinters for teaching cyber security at primary schools, clubs, and youth organizations. The CyberSprinters is an interactive game aimed at 7 to 11-year-olds learners.

Asia Pacific to Hold Significant Market Share

The growing awareness regarding serious games or Game-based Learning (GBL) concept, increasing investment by big players into the segment, and growing demand for mobile-based serious gaming are some of the major factors driving the growth of serious games in the Asia-Pacific region. The recent COVID-19 pandemic and nationwide lockdowns, along with governments boosting educational gaming in the country, are some of the opportunities that are expected to boost the adoption of serious games in the region over the forecast period.

Serious games are emerging as a powerful learning tool and are experiencing increasing popularity in recent times, owing to the cost-effective alternative to classroom-based learning for knowledge acquisition, as well as perceptual, behavioral, cognitive, affective, motivational, physiological, and social learning outcomes.

The healthcare industry had been one of the targeted industries for the increased usage of serious games. With the aid of simulation and visualization technologies, serious games now have the capability to teach multidisciplinary healthcare professionals key procedural and cognitive skills in an engaging manner.

To enable the development and implementation of serious games in healthcare, SIMS (SingHealth Institute of Medical Simulation) collaborated with the Serious Games Association (SGA), a non-profit serious games and game technology society in Singapore, to provide healthcare professionals with the ability to apply gamification in healthcare.

The previous collaborations with SGA include the SIMS Games Challenge 2019, a serious healthcare simulation game competition, which observed healthcare professionals submitting concepts and developing prototypes of simulation games. SIMS and SGA had also announced a collaboration to organize RICH Games 2022, a conference for the Southeast Asian region, which offers emerging solutions and innovations to advance healthcare education.

Key Topics Covered:

1 INTRODUCTION

2 RESEARCH METHODOLOGY

3 EXECUTIVE SUMMARY

4 MARKET INSIGHTS

4.1 Market Overview

4.2 Industry Attractiveness – Porter’s Five Forces Analysis

4.3 Technology Snapshot

5 MARKET DYNAMICS

5.1 Market Drivers

5.1.1 Growing Usage of Mobile-based Educational Games

5.1.2 Improved Learning Outcomes are Expected to Increase the Adoption of Serious Game Among End Users

5.2 Market Restraints

5.2.1 Lack of Assessment Tools to Measure Serious Game Effectiveness

5.3 Assessment of Impact of COVID-19 on the Industry

6 MARKET SEGMENTATION

6.1 By Application

6.2 By End-User

6.3 By Geography

7 COMPETITIVE LANDSCAPE

7.1 Company Profiles

8 INVESTMENT ANALYSIS

9 FUTURE OF THE MARKET

For more information about this report visit https://www.researchandmarkets.com/r/vi8x2s