About me: Vidya Raman

- Founder/CEO

I have a degree in Learning, Design, and Technology from Stanford University, and in Applied Mathematics from Victoria University of Wellington in New Zealand. My passion is to create games that will convince teenagers that math is neither boring nor irrelevant to their lives.

I consider myself a gamer although the more serious gamers in my family would smile at that description. My choice of games are tame compared to some. I donít play gun-wielding battle strategy heroes, but like to be Link in Zelda and solve puzzles with Professor Layton. I love video games and Iím not alone. It seems that 58% of Americans play video games. More importantly, a very large percentage of American teens (97% according to a Pew Research Center report) play them.

If video games can capture the attention of so many teens and keep them engaged for hours on end, isnít it time that educators tapped their potential and sneaked some learning into them? By learning, I mean the traditional classroom content standard material - for many would argue that there is already a lot of learning going on in game playing.

I believe that serious games in education are here to stay and are going to be an integral part of future classrooms. My goal at RoundEd Learning is to use current research to guide our game design and create many games that not only make math engaging, but also strive to level the playing field for all students.

Some Research:

A meta-analysis on the effects of serious games in learning (Wouters et al., 2013) found training with serious games is more effective than training with conventional instruction methods and also has a positive effect on retention. This result is significant because it supports what teachers and instructors deem important: that serious games lead to well-structured prior knowledge on which learners can build on during their learning career.

Another meta-analysis by SRI (Clark et al., 2014) looked at fifty-seven studies that compared digital game interventions with other non-game instructional conditions and found that digital games conditions were on average more effective than the non-game instructional conditions included in those comparisons.

Reference

Wouters, P., van Nimwegen, C., van Oostendorp, H., & van derSpek, E. D. (2013, February 4). A Meta-Analysis of the Cognitive and Motivational Effects of Serious Games. Journal of Educational Psychology, 105(2), 249-265.

Douglas B. Clark, Emily E. Tanner-Smith, Stephen Killingsworth March 2014. Digital Games, Design, and Learning: A Systematic Review and Meta-Analysis, a report developed by SRI International with funding from the Bill & Melinda Gates Foundation (http://www.sri.com/sites/default/files/publications/digital-games-design-and-learning-brief.pdf).

Videogames and Learning, Constance Steinkuehler & Kurt Squire. In Keith Sawyer (Ed.), Cambridge Handbook of the Learning Sciences, Second Edition. New York, NY: Cambridge University Press.