The analytic decision game

Gaining and maintaining student attention has been a long sought-after goal of education professionals across all levels of instruction-from pre-school to graduate school-keeping students (and educators) engaged throughout the learning process can be a challenge. Noted educational theorist John Dewey stressed the importance of student initiative and excitement in the learning process. Dewey believed the ideal educational model was one that promoted creativity and the development of problem-solving skills (Dewey 1938). Thanks in large part to Dewey educators in the U.S. began to incorporate experiential methods into their classrooms. Problem-based learning was shifted from traditional teacher-centered instruction to a more student-interactive process. And along came the on-rush of technology. In today's era of ubiquitous communication, social media and the "app," students not only want to be engaged, but they also want to be stimulated by technology. This need for constant stimulation can cause educators to question their role in the teaching process. When does education become "edutainment" and when does the use of technology overshadow content? At Penn State's College of Information Sciences and Technology we are exploring various innovative teaching and learning methods to address this issue. This essay explores the use of one such method, the Analytic Decision Game.