Staff and Credits

Project Staff

Cornelia Brunner, principal investigator and lead instructional designer Katie Culp, co-principal investigator and research team leader Wendy Martin, research scientist and project manager Jeffrey Nelson, senior writer and producer John Parris, senior designer and producer Marian Pasquale,senior science curriculum developer Ashley Lewis-Presser, senior research associate and methodologist Marion Goldstein, researcher Alice Anderson, researcher Peggy Clements, senior research scientist Jay Bachhuber, researcher

Links & Resources

Other groups doing innovative, high-quality research and development work on games for learning

CATS Center at UCLA The CATS group also was funded by IES as a National Research and Development Center on Instructional Technology. Their website shares information about their work, which focused on mathematics learning games.


We’ve been writing and speaking about Possible Worlds since 2009. The links below will connect you with a variety of reports, presentations, and working papers that describe the project, share insights into our development process, and present the results of our field tests and impact study.



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What is it About Games?

Critical Thinking

Time to play…No Way! In this classroom game, students are editors at a site that features amazing-but-true stories. Their task is to decide whether a story should be published. The rule is that finding counterevidence for any claim means the story can’t be posted. Playing No Way! involves (a) searching for information relevant to a claim, and (b) determining whether it constitutes evidence for or against the claim.


Students often visualize electricity as a substance that flows like water. The platformer game in this module, Monster Music, challenges that misconception with puzzles that serve as analogies for electricity as a state of molecular alignment.


This module, which includes The Ruby Realm, an adventure/maze game, focuses on the misconception that plants grow by converting soil into plant matter. Playing the game helps students construct an understanding of photosynthesis by letting them actively participate in the process of chemical change.


Misconceptions about heredity are partly the result of the difference between the scientific and everyday meanings of words such as “random” and “dominant.” Playing RoboRiot supports the development of a more accurate understanding of these terms and concepts.