Innovating Pedagogy 2024 part 1

Open Research Online Citation Kukulska-Hulme, Agnes; Friend Wise, Alyssa; Coughlan, Tim; Biswas, Gautam; Bossu, Carina; Burriss, Sarah K.; Charitonos, Koula; Crossley, Scott A.; Enyedy, Noel; Ferguson, Rebecca; FitzGerald, Elizabeth; Gaved, Mark; Herodotou, Christothea; Hundley, Melanie; McTamaney, Catherine; Molvig, Ole; Pendergrass, Emily; Ramey, Lynn; Sargent, Julia; Scanlon, Eileen; Smith, Blaine E. and Whitelock, Denise (2024). Innovating Pedagogy 2024. Open University Innovation Report 12; The Open University, Milton Keynes, UK. URL https://oro.open.ac.uk/99053/ License (CC-BY-NC 3.0) Creative Commons: Attribution-Noncommercial 3.0 https://creativecommons.org/licenses/by-nc/3.0/ Policy This document has been downloaded from Open Research Online, The Open University's repository of research publications. This version is being made available in accordance with Open Research Online policies available from Open Research Online (ORO) Policies Versions If this document is identified as the Author Accepted Manuscript it is the version after peer review but before type setting, copy editing or publisher branding.

Innovating Pedagogy 2024 Exploring new forms of teaching, learning and assessment, to guide educators and policy makers Agnes Kukulska-Hulme, Alyssa Friend Wise, Tim Coughlan, Gautam Biswas, Carina Bossu, Sarah K. Burriss, Koula Charitonos, Scott A. Crossley, Noel Enyedy, Rebecca Ferguson, Elizabeth FitzGerald, Mark Gaved, Christothea Herodotou, Melanie Hundley, Catherine McTamaney, Ole Molvig, Emily Pendergrass, Lynn Ramey, Julia Sargent, Eileen Scanlon, Blaine E. Smith, Denise Whitelock Open University Innovation Report 12.

www.open.ac.uk/innovating creativecommons.org/licenses/by-nc/3.O/ street-crowd-2990610/ https:/Icommons.wikimedia.org/wiki/File:VR studentpng.

Contents Executive summary 1 Introduction 6 Speculative worlds 8 Imagining and designing for a more equitable future Pedagogies of peace 13 Fostering peacebuilding in schools and society through relationship-centered practices Climate action pedagogy 19 Empowering teachers and learners to take meaningful actions towards climate change Learning in conversation with Generative AI 24 A dialogic, real-time method of learning Talking AI ethics with young people 28 Affording children and young people their rights related to AI and education AI-enhanced multimodal writing 33 Extending multimodal authoring and developing critical reflection Intelligent textbooks 37 Making reading engaging, ‘smart’ and comprehensive Assessments through extended reality 41 Harnessing immersion to demonstrate and develop skills Immersive language and culture 45 Using games to step back in time for authentic learning experiences Exploring scientific models from the inside 50 Rich embodied experiences supported by extended reality and AI.

1 Executive summary Executive summary In this series of annual reports, we continue to explore new forms of teaching, learning, and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This twelfth report proposes another ten innovations which are already in currency but have the potential to exert a greater influence on education. To produce the report, a group of academics at the Institute of Educational Technology at The Open University (UK) collaborated with researchers and practitioners from the LIVE Initiative at Vanderbilt University in the US. A wide range of pedagogical innovations were proposed by the authors and then, in a process of collective discussion of major themes and associated research, ten ideas were developed through multiple drafts and peer review, with reference to published studies and other sources from research and practice. They are summarised below. 1 Speculative worlds Speculative pedagogies involve reimagining the present, past, or future to critique and change the status quo, benefiting marginalised groups who often feel underrepresented. Marginalised groups face barriers to education, exacerbated by poor health, exclusion, and lack of resources. Techniques like world-building in speculative fiction and technology design with these groups may help them to reshape their worlds. Individuals can try out actions and personas that they may not experience in their daily lives, traversing time, space and perspective. Technologies such as AI and VR/AR facilitate these creative processes. Using innovative fiction and film can enable integration of marginalised communities’ cultural backgrounds into new virtual spaces, providing a sense of belonging. Redesigning everyday technology and urban environments can also make learning environments and cities more inclusive. Challenges to implementing the speculative worlds approach include digital exclusion, socioeconomic hurdles, and biases in AI models. Furthermore, careful consideration of accessibility and representation is required, to ensure broad participation. Nevertheless, speculative pedagogies offer ways for marginalised individuals to envision equitable futures, express their identities, and explore their roles in society. 2 Pedagogies of peace Pedagogies of peace emphasise the role of schools and organisations in promoting societal harmony by addressing everyday and structural violence. Peace-promoting practices include education for peace, violence prevention, and community healing. Compassionate practices in classrooms, such as developing empathy, storytelling, and integrating diverse perspectives, can extend beyond school, fostering broader societal compassion and understanding. Restorative justice practices in education seek to repair relationships rather than punish, using methods like sequential circles to facilitate dialogue and healing. These practices enhance student-teacher relationships, reduce ethnic disparities, and help shift school culture from punitive to restorative. Global citizenship education extends peacebuilding efforts beyond local conflicts, encouraging students to understand their role in a global context. Historical models, such as Montessori’s White Cross, and modern initiatives like Libraries Without Borders’ ‘Ideas Box’, support this by providing trauma-informed care and educational resources in conflict zones. Challenges to implementing these practices include limited resources, political resistance, and misunderstanding their value. Despite these barriers, compassionate and restorative practices can build resilient, inclusive communities, making peace education a foundational element for other learning and societal harmony..

2 Innovating Pedagogy 2024 3 Climate action pedagogy Climate action pedagogy equips educators and students to address climate change effectively by integrating environmental topics across curricula and fostering interdisciplinary learning. It emphasises creating a climate-conscious curriculum supported by scientific research and real-world examples. Hands- on experiences, such as outdoor learning and sustainability projects, foster environmental responsibility and awareness. However, climate change itself can disrupt these activities, necessitating adaptable teaching methods. Promoting climate literacy and awareness through films, discussions on climate justice, and interactive tools is crucial for building informed and proactive individuals. Empowering student advocacy is vital, encouraging students to engage in local environmental issues, propose solutions, and advocate for policy changes. An example includes McMaster University medical students advocating for climate- related education in their curriculum. Reflective practices, such as journals and multimedia projects, allow students to connect personally with climate action. Challenges include keeping the evolving curriculum up- to-date and managing climate anxiety among students. Schools must provide secure spaces for expressing these anxieties and cultivating optimistic perspectives. Through climate action pedagogy, educators can nurture environmentally conscious individuals ready to tackle climate change, promoting responsibility and sustainable future actions. 4 Learning in conversation with generative AI Generative Artificial Intelligence (GenAI) tools like ChatGPT and Gemini simulate Socratic questioning, fostering dialogic learning by providing real-time answers and guidance. These AI systems can act as 24/7 virtual tutors, assisting students with academic tasks and immediate answers. While students appreciate this convenience, concerns about content accuracy, data privacy and potential misuse persist. GenAI’s conversational features enhance interactive learning through immersive simulations and role-playing, aiding language acquisition, professional skills, and critical thinking. For example, Duolingo Roleplay allows language practice in real-life scenarios, and GenAI can simulate job interviews or medical diagnostics. GenAI helps teachers create educational resources through iterative prompting and critical evaluation, but it requires verification and adjustment. Challenges include varying student engagement levels and the need for AI literacy to ensure productive dialogue and critical assessment of AI responses which can sometimes produce incorrect or biased information. Unequal access to advanced GenAI models and privacy concerns must also be addressed. As GenAI evolves, it will continue to shape learning and engagement, necessitating ongoing evaluation and adaptation..

3 Executive summary 5 Talking AI ethics with young people Digital technologies, including AI, significantly impact young people’s lives, influencing family life, leisure, communication and education. Advocates stress the importance of centring children’s rights in AI debates, emphasising their voices in AI tool development for education. The UNCRC’s call for child engagement remains relevant, highlighting children’s agency and frustration with inadequate digital designs. Children desire greater digital literacy to navigate technology effectively. Initiatives like the European Union’s AI Act aim to establish ethical AI use in education, focusing on data privacy and ethical concerns. At the University of Technology in Sydney, a community consultation process has addressed ethical AI use in education, reflecting the community’s values. In the US, educators have adapted the AI Bill of Rights for young audiences, encouraging policy critique and adaptation. Challenges include the rapid pace of AI development, variations in children’s rights globally, and translating ethical discussions into action. This pedagogy underscores the need for a rights-based approach, emphasising children’s participation, understanding, and advocacy in the digital environment, to ensure their voices are integral in shaping ethical AI practices. 6 AI-enhanced multimodal writing The integration of generative AI in multimodal writing enhances educational practices by enabling diverse forms of expression such as images, videos, voice-overs and music alongside traditional text. Educators, exploring its potential through projects like advocating environmental changes, note a shift in thinking and planning required. Students benefit from AI’s ability to quickly generate and revise multimodal compositions, although mastering prompt creation and revision becomes crucial. This approach fosters critical thinking and creativity, evident in classes where students use AI to reinterpret stories or create artworks, refining their prompts to AI iteratively. Barriers and challenges include access to AI tools and ethical concerns over algorithmic biases and copyright issues. Nonetheless, the use of AI expands creative possibilities and accelerates multimodal composition processes, prompting educators to emphasise reflective practices and ethical considerations in integrating AI into educational curricula. As AI technology evolves, it will continue to shape multimodal literacy, encouraging deeper engagement and ethical exploration in education..

4 Innovating Pedagogy 2024 7 Intelligent textbooks With the advent of Artificial Intelligence (AI), intelligent texts have become ‘smarter’, enabling personalised forms of learning by tracking the behaviour of readers such as page navigation and dwell time (amount of time a reader spends on a page) and by adapting content in real time to meet the needs of the reader. Intelligent textbooks leverage AI to enhance learning experiences by integrating interactive features such as automated question answering and adaptive content delivery. These digital tools are evolving from traditional and digital texts, offering personalised learning paths and real-time feedback to optimise comprehension and engagement. Key benefits include improved learning efficiency and student satisfaction, particularly noted in fields like computer science where interactive elements support deeper understanding and skill development. Integrating these tools effectively into existing curricula can be challenging. Concerns include biases in AI-generated feedback and ensuring student data privacy. Despite these challenges, intelligent textbooks represent a transformative approach to education, poised to facilitate lifelong learning by fostering adaptive learning environments accessible to diverse learners worldwide, albeit with considerations for ethical AI use and cost-effective implementation. 8 Assessments through extended reality Simulation-based learning replicates aspects of the real world, requiring learners to take actions, and making the consequences of these actions visible. Its use in assessment is growing. Assessments through extended reality (XR), including virtual reality (VR) and augmented reality (AR), involve using immersive simulations for evaluating and developing practical skills. XR enhances learning by providing a sense of presence and agency, crucial for testing procedural knowledge in complex scenarios like surgery or hazardous environments. These simulations allow for authentic assessments without real-world risks or logistical constraints. Industries from healthcare to vocational training are adopting XR for assessing skills like hazard recognition in construction or customer service in hospitality, leveraging realistic virtual environments. Design principles for XR assessments emphasise using multiple data sources for comprehensive evaluation, starting with low-stakes assessments to familiarise learners, and aligning tasks with learning outcomes. Potential barriers to uptake are equipment costs, space requirements, and motion sickness in virtual reality, which may affect accessibility and equity. Nevertheless, XR assessments promise to revolutionise education by offering detailed analytics and fostering reflective learning experiences beyond traditional assessment methods..

5 Executive summary 9 Immersive language and culture Immersive language and culture is an approach that uses digital games and role-playing to offer students authentic learning experiences in historical contexts. These methods provide engaging platforms for language acquisition and cultural understanding. Students who are immersed in an authentic learning activity can be supported to develop the judgment to distinguish between reliable and unreliable information, the flexibility to develop innovative solutions and to work across cultural boundaries. Video games like Brendan’s Voyage and Operation LAPIS immerse students in specific historical periods, teaching languages such as medieval French and Latin while integrating cultural elements like architecture and literature. Alternatively, Reacting to the Past employs role-playing scenarios, such as simulating the Paris Peace Conference or ancient Athens, to foster critical thinking and historical empathy among students. Challenges include the complexity of creating educational games that authentically reflect language and culture, as well as student difficulties in adapting to role-playing and debate. However, such immersive learning methods show promise in enhancing student engagement and retention, paving the way for more interactive and effective educational practices in language and cultural studies. 10 Exploring scientific models from the inside Embodied learning seeks to expand the repertoire of resources students use to learn from their experiences in the world by incorporating how they move their bodies in space and how they interact with the physical environment around them. Extended reality (XR) technologies like virtual reality, augmented reality and mixed reality can be used to create immersive environments where students interact with digital representations of scientific phenomena, such as pollination dynamics or states of matter, overlaid onto real-world settings. This approach allows students to explore and manipulate scientific models firsthand, enhancing their understanding through experiential learning. Artificial Intelligence (AI) complements XR by analysing vast amounts of multimodal data from these interactions, including video, audio, and system logs, to provide insights into students’ engagement and learning processes. This data-driven approach enables teachers to facilitate reflective discussions and personalised feedback, guiding students to deeper conceptual understanding. There are challenges such as cost, technical complexity, and privacy concerns. Nonetheless, there are educational benefits of XR and AI in making abstract concepts tangible and engaging, which underscore their transformative potential in education..

6 Innovating Pedagogy 2024 Introduction We are pleased to share in this report the outcomes of another fruitful collaboration among a group of authors who have come together to identify a further set of powerful pedagogies that hold the promise of transformative change. It is again very clear that consideration of important contemporary societal issues can lead to richly educational experiences that provide opportunities to imagine a range of possible futures. Challenges such as the climate emergency, the proliferation of Artificial Intelligence (AI), and the fragility of social trust can motivate educators to seek out approaches that will engage their students, and in doing so, lay good foundations for the future. Often combined with application of smart technologies, the latest ten proposed pedagogies further expand teachers’ repertoires, potentially strengthening student engagement and success. In particular, extended reality (XR) – i.e., immersive technologies that blend the physical and virtual worlds – as well as AI permeate many of the innovations described in this year’s report. Pedagogical approaches incorporating these technologies highlight the development of practical skills and knowledge, as well as deepening conceptual understanding through experiences that are highly absorbing. The experiences may be based around embodied learning, which involves physical movement, sensations and emotions induced by physical experiences. Both XR and AI are also technologies that can fire the imagination, motivating both teachers and learners to create, critique and evaluate. The drawbacks as well as advantages of these technologies are brought to light. ‘Speculative worlds’ in this report illustrates one approach that ignites the imagination, through using, critiquing or producing speculative fiction or engaging learners in technology design. This pedagogy can be a way to shake up preconceptions about how any fictional or real world can look or function. It can be especially beneficial for marginalised or minoritised groups of learners, enabling them to express their perspectives and to influence the design of future learning spaces or environments. ‘Pedagogies of peace’ and ‘Climate action pedagogy’ are similarly future-oriented, with a range of strategies that reflect a common desire to forge deeper relationships between education and important developments taking place in our world. At a time of excitement about AI but also concerns around its role and influence, it is reassuring to know that researchers are developing a new field of knowledge and practice where the central focus is AI for peace. This new field includes the study of relationships between AI, climate and conflict, and it is already clear that educators, technologists, data scientists, designers, engineers, and technology activists will all need to play their part1. Teachers’ pedagogical choices for individual lessons, learning activities or projects may ultimately contribute to shaping new curricula, with a view to preparing students for future employment in emerging fields. The future-oriented pedagogies we have included in this report tend to emphasise compassion and care, a concern for justice, awareness of important global issues, and an orientation towards the notion of global citizenship – a perspective that recognises collective responsibility and the digitally- enabled networks that increasingly connect people across the world. These pedagogies may require, or simply benefit from, engagement with communities beyond a single school or institution. Digital networks could facilitate that engagement. The growing role of AI shows up as a prominent theme throughout this report, with multiple angles on its integration in education. Many other organisations have published reports dedicated to this theme as a whole2,3,4. In our case, ‘Learning in conversation with generative AI’ emerged from initial proposals to look at the skills involved in devising effective prompts when interacting with generative AI (GenAI) tools such as ChatGPT, but it was soon situated within the broader perspective of interaction with teachers or tutors and the benefits of conversational learning. The approach embraces virtual tutors, interactive simulations, and the co-creation (together with AI) of educational resources..

7 Introduction Conversation is also the central focus of ‘Talking AI ethics with young people’, where the message is that it is crucial to prioritise young people’s rights, voices and experiences in the design, development, and implementation of AI tools that they will use in education. Key concerns are young people’s safety, privacy, and meaningful participation in the digital world. Co-design processes involving young people can address both the risks and opportunities presented by AI. Digital communication is increasingly multimodal, which means that familiar processes such as writing are being transformed. The pedagogical approach outlined in ‘AI enhanced multimodal writing’ draws attention to how GenAI enhances the process of creating multimodal compositions and how it forces writers to think differently about the arguments they are formulating. It emphasises how AI tools can facilitate the integration of various modes of communication, such as images, sounds, texts and videos, for example to enable retelling of stories in different ways. This not only broadens the creative possibilities but also requires new skills in devising prompts for the AI, and critical reflection on the use of AI and on the process of composing. ‘Intelligent textbooks’ connect the processes of reading and writing. These textbooks help students generate knowledge by making reading processes more interactive, for instance by requiring learners to construct responses to AI generated questions and produce summaries of texts they have read. The final batch of pedagogies described in this report is clustered around the use of extended reality and immersion5. The section on ‘Assessments through extended reality’ provides teachers with guidance on designing these types of assessments along with practical suggestions for implementation. Introduction of new forms of assessment can be difficult, but in subjects where real-world skills and procedures need to be practised and assessed XR offers clear benefits. Digital data generated in these situations can be used for detailed analysis, and potentially that can lead to improvements in teaching and learning. XR is also central to ‘Exploring scientific models from the inside’, where playful exploration of scientific models is facilitated through embodied learning, analysis of multimodal digital data traces of performed activities, and subsequent reflection. In ‘Immersive language and culture’, learning classical languages such as Ancient Greek or Latin and playful exploration of historical scenarios are enabled by actions, readings and debates in immersive video game environments. Such a pedagogy can also be enacted without the use of technology, in student-led game-based sessions in class or outside of class. We hope you enjoy our twelfth report and look forward to your feedback! References 1. Panic, B. and Arthur, P. (2024) AI for Peace. CRC Press. London. 2. Edmett, A., Ichaporia, N., Crompton, H., and Crichton, R. (2023) Artificial intelligence and English language teaching: Preparing for the future, The British Council. Available at: https://doi. org/10.57884/78ea-3c69 (Accessed 10 July 2024). 3. Giannini, S. (2023) Generative AI and the future of education, UNESCO. Available at: https://www. unesco.org/sdg4education2030/en/knowledge- hub/generative-ai-and-future-education (Accessed 19 July 2024). 4. World Economic Forum (2024) Shaping the Future of Learning: The Role of AI in Education 4.0. Insight report, April 2024. Available at: https://www. weforum.org/publications/shaping-the-future- of-learning-the-role-of-ai-in-education-4-0/ (Accessed 10 July 2024). 5. Jisc (2024) Extended reality in learning and teaching report 2023/24. Available at: https://www.jisc.ac.uk/reports/extended-reality- in-learning-and-teaching-report-2023-24 (Accessed 10 July 2024)..

8 Innovating Pedagogy 2024 Speculative worlds Imagining and designing for a more equitable future Introduction Speculative pedagogies involve reimagining the present, past, or future to better understand, critique, and work to change the status quo. Exciting innovations include world-building and its critique in speculative fiction with young people, and speculative technology design with marginalised and/or minoritised groups. These approaches may be especially significant for students who have not seen themselves or their needs reflected in popular media, like fiction and film, dominant curriculum, or technology design. Speculative creation allows for students who have been marginalised (due to how they represent or identify their race, gender, sex, ethnicity, religion, beliefs, education, income, health status, disability, geographic location, and more, in often-intersecting ways) to re- shape the world around them. This is done in ways that dominant media, technology and curriculum might not allow for. Emerging and growing technologies like generative artificial intelligence (AI) and virtual and augmented reality (VR/AR) offer students new ways to build and explore these alternate worlds. For a large proportion of marginalised groups, access to education can be a real problem. They can be denied their right to access teaching and learning, either face- to-face or at a distance. The reason for this is higher incidence of poor mental and physical health, higher probability of being excluded from school, poor attainment/ employment and a lack of ‘study space’ at home. Localised deprivation, special educational needs, and low socio-economic status are also factors. They are often left behind by national educational policies. One way of addressing misrepresentation of marginalised students and their communities is the construction and use of innovative, ultra-modern worlds in fiction and film. This kind of creation can take the economic, cultural, social and historical background of marginalised communities and weave these into the creation of new real or virtual places. Those communities are able to have somewhere where they feel at home, and can access their right to education, amongst other human rights such as use of services and goods in a variety of domains. This speculative approach to world-building in textual and visual media is currently seeing a surge in popularity and urgency as a form of pedagogy, especially in the context of the development and application of artificial intelligence (AI) and other advanced computational technologies like augmented and virtual reality (AR/VR). AI image and video generation tools can help bring speculative visions to life in vivid and shareable ways. This was shown in the Black Panther films, where the fictional East African country of Wakanda and its people showed a futuristic view of these ‘smart’ cities, combined with historical, religious, cultural and social aspects of Wakandan life. For example, the fictional city Birnin Zana is considered by some to be a smart city; commerce-filled streets are car-free except for the infrequent bus-like shuttles. Maglev trains are seen around the city, with some Wakandan buildings having elements from African heritage, such as large hanging baskets, colourful brickwork and thatched roofs. The people themselves are technologically advanced. Their defences, languages and religious beliefs are diverse in nature and other cultural aspects such as art and clothing are also tailored to Wakanda. Speculative worlds are evolving as technology offers new ways of predicting and building the world.

9 Speculative worlds Another speculative approach is to envision the redesign of technology and physical spaces that surround us. This might include efforts to create a ‘smart city’ – or world – virtually. It builds on game-based learning, where the graphics and economic, cultural, or social aspects of the game are a central part of the environment players find themselves in. This is an especially important realm of speculative design given that playable video game characters are still predominantly ‘White’, ‘male’ and ‘adult.’1 This pedagogical approach can mirror and/ or bolster efforts in the physical world to design smart cities that leverage technology for more equitable futures, making cities more inclusive for the poor, the disabled, the elderly, and other vulnerable people2. Given that technology can also deepen inequities, it is crucial that marginalised communities have a voice in this design process. Speculative worlds are evolving as technology offers new ways of predicting and building the world – with artificial intelligence, with virtual and augmented reality, and with new forms and modes of circulating texts with these technologies. For example, generative AI image tools may provide students with a way of designing characters to reflect a wide range of ages, races, genders and cultures. However, this process comes with its own risks, too, as generative AI can also reinforce stereotypes, generate false or misleading content, and may have been trained with illegally acquired content. Students and educators can examine, together, the risks and benefits of using these kinds of new technologies to create images and video of people and their worlds. Serengeti Cyborg. Afrofuturism interpretation by Solen Feyissa.

10 Innovating Pedagogy 2024 World-building in fiction and film: students as creators and critics Scholars and educators have pointed to the ways that ‘mainstream’ speculative fiction can preserve and perpetuate dominant culture, erasing marginalised and minoritised communities. For example, these texts and films may use stereotypical tropes like the ‘White savior’ (e.g., as some have noted in Black Panther) or the ‘exotic other.’3 Asking students to examine these portrayals in existing films (like Black Panther or The Matrix) and novels, then re-imagine how they might want to tell their stories, can be a powerful experience. Educators have explored what it means to use Afrofuturist texts (expressing notions of Black identity, agency and freedom through art, creative works and activism) like Black Panther and young adult science fiction literature to encourage students’ imagination in ways that have not typically been valued in schools.4 Speculation in this sense can include both making new art and critiquing existing media. Watching, reading and critiquing science fiction that speculates about the past, present, or future can open up alternative modes of textual analysis for students that seek to value texts – and student responses to them – beyond the largely White, male canon of ‘traditional literature.’ For example, students might interrogate representations in media sensations like Watchmen, Star Trek and Westworld using a tool like Davis’s Speculative Worlds of Color website3 to identify common tropes. Redesigning everyday technology and the built environment One application of this pedagogy asks students to design or redesign technology that impacts their lives. Another used ‘Speculative Design Fictions’ in an urban design context, asking students to think about their connections to urban spaces and think about the impact of technology on the design and experience of these spaces, ultimately producing a short film depicting students’ responses. A group in the US held workshops with young people to think about how they would want to design AI to support collaborative learning, designing their own AI agent.5 In the virtual sphere, education researchers are creating AI-backed computer games for use in schools where students make choices to see how a story might play out, deciding whether a virtual community should have a car park or a garden and seeing the impact that might have on the neighbourhood. As part of the design process, researchers have asked students to give their feedback on what should happen in the game.6 These research teams are working on emerging capabilities for educators themselves to design these experiences, tailoring the game to the learning standards and student content, without the need for coding expertise..