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The Politics of Video Games in STEM Education
Abstract
This chapter considers broad issues related to videogame design and art educational policy issues. Discussed are Science, Technology Engineering, and Math (STEM) funding proposals, and recent moves to add the arts to this equation. Following this is a discussion of Quest to Learn, and their curricular structure, which incorporates complexity thinking, and relates to STEM, but deals more with game design as opposed to specifically being about videogames. The paper closes with recent statistics on videogame sales, and youth media use, making the argument that videogames are becoming part of a larger network of gaming experiences, and are not limited to one particular mode of delivery.
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