Tyto Online is Research-Based

We designed based on best practices on educational games research, modern methods for science teaching, and have conducted original research pilots showing efficacy.

increase in Science & 
Engineering Practices
of students want to use Tyto Online to learn more topics
correlation between learning growth and progress in game
of students had an increase in STEM engagement
Research Base

Tyto Online is designed with best practices.

Sick of games that only use pop-up multiple choice questions to engage students? We've been designed using research-based best practices for science, ensuring powerful learning.

Game-Based Learning Research
🧩  Embedded Learning

Gameplay itself should involve the learning objectives in order to beat the game, rather than using unrelated gameplay with pop-up multiple choice questions. Research shows this has better outcomes, and students chose to play 7x longer with embedded learning - it's more fun! (1)

🎮  Play Multiple Sessions

Studies also show that playing multiple game sessions results in better learning outcomes than not playing, or only playing once. (3)

🦹‍♀️  Immersive Role-Playing

Immersive and role-playing games show increased academic performance, and better transfer of skills than other types of games. (4)

Science Learning Research
🧑‍🔬 Engage in Science & Engineering Practices

Science curriculum that gives students opportunities to engage in practices improved achievement on next generation science assessments. (5)

📊  Use Simulations

Powerful learning games often involve simulations, as this aligns with the Next Generation Science Standard vision of exploring concepts with science practices in order to learn. One study also showed students' academic achievement improved 23% when using simulations! (2)

🦠  Experience Phenomena

Students must have direct experience with the phenomena they are learning about, including raising questions and drawing new conclusions through experiences. (6)

General Pedagogy
🔬  Problem-Based Learning

Utilizing a problem-based learning approach is shown to encourage accessing of prior knowledge and high-road transfer, improving metacognitive awareness and long-term retention. (7)

🙋‍♀️ Cooperative Learning

Cooperative learning has a broad set of diverse, positive outcomes for students, including better communication, improved motivation, and even feelings of acceptance and inclusion among group members. (6)

Original Research

We've shown efficacy through our own original research.

We regularly receive grants from organizations like the NSF to make new product features and conduct pilots to study the impact of Tyto Online. This information is used to show its impact, but the learning also drives iterative improvements to the product to constantly improve our impact! 🤩

Logo of National Science Foundation
National Science Foundation-Funded Study

The NSF is funding the new/upcoming Expeditions feature. In Expeditions, students work together collaboratively in groups to solve problems: first collecting data to come to a consensus about what the problem is, and then testing engineering solutions to create a recommendation.

Our initial pilot had promising results, such as:

12% Increase in SEPs

We did a free-response assessment pre/post that used Science and Engineering Practices. After one day of experience with us, students improved a statistically significant 12%. The areas of highest improvement included analyzing & interpreting data, defining problems for engineering, and planning & carrying out investigations.

Only 3% Off-Task Conversation

Since students worked in groups, we analyzed discussion and saw that only 3% of student time was off-task. They spent time on coordination, science talk, process, instruction, etc. (see graphic on left)

Download White Paper About the Research
Dept. of Education-Funded Research

The Institute of Education Sciences at the Dept. of Education funded work to move Tyto Online into Earth & Space Science with our Weather & Climate Module. After initial development, we ran a pilot at a public urban middle school in Florida.

96% of students want to use the game to learn more

We asked students if they'd want to use the game to learn more, and 96% were in! Some quotes included:
🎮 "It puts a spin on regular learning and I've never seen anything like it."
💭 "There is all different things that I never thought about before."

0.95 correlation between progression and learning growth

Students demonstrated a 7% growth in content knowledge from the pre/post test. However, the experience was highly interrupted in the week before winter break, so when we compared the learning growth (improvement in score) to how much of the assigned game content they completed, it was a nearly perfect 0.95 correlation: the game had really helped students learn!

Logo of Overdeck Family Foundation
Overdeck Foundation-Funded Research

Overdeck provided a grant to use in exploring in-school and out-of-school applications of Tyto Online, including sponsoring the product for many sites.

Increased STEM Mindset in Students

🔭 50% increase in STEM engagement
🔬 35% increase in STEM career interest
🧬 27% increase in STEM career knowledge
🥼 22% increase in STEM identity

Equal Engagement for Marginalized Students

We found that there was no difference in the overall level of engagement (gameplay) between boys/girls or BIPOC/white students, indicating equal engagement for marginalized students.

References Cited

(1) Habgood, M.P., Jacob and Ainsworth, Shaaron E (2011). Motivating children to learn effectively: exploring the value of intrinsic integration in educational games. Journal of the Learning Sciences, 20(2), 169-206.
(2) D’Angelo, C., Rutstein, D., Harris, C., Haertel, G., Bernard, R., & Borokhoski, E. (2014). Simulations for STEM Learning: A systematic review and meta-analysis. Menlo, Park, CA: SRI International.
(3) Clark, D.B., Tanner-Smith, E.E., & Killingsworth, S. (2014). Digital games, design, and learning: A systematic review and meta-analysis. Menlo Park, CA: SRI International.
(4) Takeuchi, L. M., & Vaala, S. (2014). Level up learning: A national survey on teaching with digital games. New York: The Joan Ganz Cooney Center at Sesame Workshop.
(5) Harris, C. J., Penuel, W. R., DeBarger, A., D’Angelo, C., & Gallagher, L. P. (2014). Curriculum Materials Make a Difference for Next Generation Science Learning: Results from Year 1 of a Randomized Controlled Trial. Menlo Park, CA: SRI International.
(6) Worth, K., Duque, M., & Saltiel, E. (2009). Designing and implementing inquiry-based science units for primary education. Montrouge, France: Pollen, Seed Cities for Science.
(7) Hmelo, C.E., & Evensen, D.H. (2000). Problem-based learning: Gaining insights on learning interactions through multiple methods of inquiry. In. D.H. Evensen & C.E. Hmelo (Eds.), Problem-based learning: A research perspective on learning interactions (1-18). New York, NY: Routledge Falmer.Gavriel, S., & Perkins, D.N. (1989). Rocky roads to transfer: Rethinking mechanics of a neglected phenomenon. Educational Psychologist, 24(2), 113-142.
(8) Gillies, R.M., & Ashman, A.F. (2003). An historical review of the use of groups to promote socialization and learning. In R.M. Gillies and A.F. Ashman (Eds.), The social and intellectual outcomes of learning in groups (1-18). New York, NY: Routledge Falmer.

Get Started Now

Trial Sign-Up
Subscribe To Our Newsletter
Product Updates
Best Practices & Ideas
Made with ❤️ by Immersed Games   |   © 2023