Overview

• Students are active participants in the learning process.
• Advancement only occurs when requisite skills are mastered.
• Activities are designed collaboratively by both gamers and cognitive psychologists.
• QLT programs conform to the National Reading Panel guidelines.

Kids need to be an active part of the learning process.

Kids rarely enjoy sitting still and being the passive recipients of “lessons”. That’s certainly not how they learned to talk, and one would have to agree that most kids are pretty good at talking by the time they enter school! Instead, kids want to see what they’re learning in action… and, to be a part of that action.

Actually, learning to simply recite facts isn’t what we consider learning at all. Some of the highest quality learning occurs when kids are simply given the tools, support and encouragement to figure things out on their own. Our programs cater to the needs of children. The tools are carefully designed, the support properly scaffolded, and the encouragement appropriate. In the end, it’s the engaged and motivated child who learns best.

An active, participatory learning environment.

All of our programs put children squarely in the middle of an active, participatory learning environment. There, they learn the skills needed to succeed in the classroom and beyond. They are rewarded for their accomplishments with the tools to customize their own unique, virtual space.

Our participatory environment encourages more interaction, more time-on-task and therefore, more learning. Although interactive, game-based learning is sometimes referred to as “stealth learning”, the kids know they’re learning, and in fact, they’re proud of it! They express their pride of accomplishment in the comments they send us every day!

How do we know how kids learn? We ask. We watch. We study.

Our programs represent the first scientifically-based online video games for 4–12+ year-old children. QLT’s educational programs are highly effective literacy and cognitive development programs based on sound theory, clinical validation, empirical support and contemporary research in cognitive neuropsychology and literacy development.

Skills are acquired in a developmentally appropriate sequence. Learners enjoy freedom within limitations but are not allowed to move to higher levels until prerequisite skills are mastered.

We firmly believe that children inherently LOVE to learn.

Children often say that they dislike school. Yet, in a comprehensive effort to examine children's attitudes about learning, National Geographic Kids magazine in cooperation with NFO WorldGroup surveyed a large sample of 1,300 students nationwide between the ages of 6-14. Their findings revealed that over 80% of children reported that they think learning is fun.

Our Methodology is proven.

The underlying methodology is proprietary and protected by several patents pending. Based on the unprecedented combination of scientifically proven methods and sophisticated modern game theory, these unique educational programs are successful with a wide range of learners. Tremendous gains in achievement have been noted in recent research studies with Tennessee students, and remarkably positive feedback has been forthcoming from students, parents and educators.

Simply put, our technology works. Inspired by video game design techniques, our educational programs stand apart from all others because our games and activities are every bit as much fun to play as video games intended purely as entertainment.

However… the crucial difference…

...is that every activity in every game is purposefully designed by cognitive psychologists to cause specific skills to be developed and mastered. As learners master the specific skills, new neural pathways are created, causing those skills to become permanent and transferable. By harnessing the natural power of game play, kids work harder and longer to achieve greater success because they are immersed in activities that are fun, meaningful and effective.

Why some games are more effective than others.

It is not enough to replace the traditional worksheet and text book with a computer screen. Games must be dynamic. They must be designed with the full knowledge of the gamers' behaviors, sensibilities, and familiarity with the preferred platform. Games must provide more than a question and answer session. Purpose and meaning within the gaming environment is of paramount importance. Games must be easy to use, provide multiple reading levels, offer multiple formats for practice and skill development, and most importantly, conform to the National Reading Panel guidelines. QLT's programs fulfill all of the objectives listed above

Scientific literature has shown that it is beneficial to take periodic breaks when learning a new skill.

Our games have kids practicing their new skills in a variety of specially designed recreational areas such as The Arcade and The Mall. Scientific literature has shown that it is better to take periodic breaks when learning a new skill. If a skill is practiced too frequently within one domain without sufficient time for reflection, the learned skill tends to be only demonstrated in the domain in which it is practiced. These areas provide the time and activities for reflection and application.

Our programs meet the recommendations of the National Reading Panel (NRP)

Our Programs are designed to support the recommendations of the National Reading Panel (NRP) in a unique and effective way. Through digital gaming, learners are highly motivated to reach automaticity in the literacy skills that teachers and the NRP endorse: phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. Because skill acquisition is attained through entertaining game play, quality time on task is ensured and teachers are supported in their objectives to further a high functioning literate classroom. Meeting the demands of high stakes testing has never been so easy or fun.