(i.e. fewer, longer class periods/week) or emphasizing memorization, and the importance of encouragement or various other elements of teacher personality.
Too often important research like this goes in the proverbial ear and out the other, if it ever even succeeds in "˜cutting through the noise" to reach the first ear in the first place. This is especially true if the key audience for the results is K-12 educators, who are already bombarded with information and overwhelmed with work. Harvard and the Smithsonian decided to deal with this issue by disseminating their results in the form of a game, in addition to the usual reporting.
Specifically, they decided to leverage pedagogical research showing that making predictions compels users grapple forcefully with their own beliefs (instead of merely hearing information and forgetting it). In the game, users are presented with a factor such as "advanced mathematics" (taking calculus in high school) and asked to predict whether this is associated with higher or lower college science grades (or whether it has no effect at all). Each time users