Educational Technology Services

Explore the many technology tools and services available at SPS CAES.

Co-Creating Our Experiences: An Exploration of the Affordances of Educational Technologies

The Center for Academic Excellence and Support (CAES) promotes and supports the integration of educational technologies to support student engagement and success in SPS classrooms. Technology is not always the answer for low student engagement or success, but when it's affordances make sense and it aligns with the course learning outcomes, we should explore the meaningful addition of educational technologies to our classroom.


The SPS Educational Technology Ecosystem

The Educational Technology Ecosystem has been developed to illustate the benefits technology can add to sound pedagogical practice. Below are a list of teaching strategies/considerations and coresponding educational technologies. 

Collaborating with and among Students

Communicating with Students

Illustrating Student Learning - ePortfolio

Creating Engaging Presentations (think-cell)

Why use Games?

Games are powerful tools with dynamics that inspire and engage learners unlike anything else. They can be used to develop skills and competencies as students focus on the activities of the game.


How can games be used?


  • They can be your learning activities

  • They can deliver your content over several sessions

  • They can last the the entirety of your course

How can a game be effective for learning?


  • A game must be strongly connected with the learning outcomes

  • A game must socialize the student with the content

  • A game must engage its students (whether competitively or cooperatively)



Definitions, Benefits, and FAQ’s

What is a Game?

What is Games-Based Learning?

What is Gamification?

"A game is a structured form of play, usually undertaken for enjoyment and sometimes used as an educational tool."

"Gamification is the application of game-design elements and game principles in non-game Contexts." "Gamification is about transforming the classroom environment and regular activities into a game."


"GBL is type of instruction involving the use of game characteristics or game mechanics, or game elements (e.g., challenge, points, reward, feedback, competition) to boost learners’ motivation and improve engagement. Ultimately, GBL targets to enhance learning."



  • Build an emotional connection to learning and subject matter

  • Provides Opportunity for feedback and practice

  • Customize to individualized teaching and learning



  • Aid cognitive development

  • Boost enthusiasm

  • Track learners’ progress

  • Provide learner autonomy

  • Offer real time feedback

  • Provide learners the opportunity to see real-world application

  • Enhance the learning experience

Learn More

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Frequently Asked Questions





Examples of Gaming Implemented

Online Example

Blended Example

In-Person Example





Gaming in the News




Gaming Research

Guy, I., Hashavit, A., & Corem, Y. (2015, February). Games for crowds: A crowdsourcing game platform for the enterprise. In Proceedings of the 18th ACM Conference on Computer Supported Cooperative Work & Social Computing (pp. 1860-1871). ACM.


Hamari, J., Koivisto, J., & Sarsa, H. (2014, January). Does Gamification Work?-A Literature Review of Empirical Studies on Gamification. In HICSS (Vol. 14, No. 2014, pp. 3025-3034)


Deterding, S., Sicart, M., Nacke, L., O'Hara, K., & Dixon, D. (2011, May). Gamification. using game-design elements in non-gaming contexts. In CHI'11 extended abstracts on human factors in computing systems (pp. 2425-2428). ACM.


Huotari, K., & Hamari, J. (2012, October). Defining gamification: a service marketing perspective. In Proceeding of the 16th international academic MindTrek conference (pp. 17-22). ACM.


Ebner, M., & Holzinger, A. (2007). Successful implementation of user-centered game based learning in higher education: An example from civil engineering. Computers & education, 49(3), 873-890.


Sung, H. Y., & Hwang, G. J. (2013). A collaborative game-based learning approach to improving students' learning performance in science courses. Computers & education, 63, 43-51


Sousa, M. J., & Rocha, Á. (2019). Leadership styles and skills developed through game-based learning. Journal of Business Research, 94, 360-366.


Giannakas, F. ( 1 ), Kambourakis, G. ( 1 ), Gritzalis, S. ( 1 ), & Papasalouros, A. ( 2 ). (n.d.). A critical review of 13 years of mobile game-based learning. Educational Technology Research and Development, 66(2), 341–384.


Shabalina, O., Malliarakis, C., Tomos, F., & Mozelius, P. (2017). Game-based learning for learning to program: From learning through play to learning through game development. Reading: Academic Conferences International Limited. Retrieved from


Yukselturk Erman, Altıok Serhat, & Başer Zeynep. (2018). Using Game-Based Learning with Kinect Technology in Foreign Language Education Course. Journal of Educational Technology & Society, 21(3), 159.


Fatta, H. A. hanif. a@amikom. ac. i., Maksom, Z. zulisman@utem. edu. m., & Zakaria, M. H. hafiz@utem. edu. m. (2018). Game-based Learning and Gamification: Searching for Definitions. International Journal of Simulation -- Systems, Science & Technology, 19(6), 1–5.


Game Design | Comparative Media Studies/Writing | MIT OpenCourseWare


Instructor Insights | Introduction to Game Design Methods | Comparative Media Studies/Writing | MIT OpenCourseWare


Jabbar, A. I. A., & Felicia, P. (2015). Gameplay engagement and learning in game-based learning: A systematic review. Review of Educational Research, 85(4), 740 – 779.


Course Networking ePortfolio

The Course Networking (CN) ePortfolio is a tool that offers SPS Academic Programs the ability to reimagine their pedagogy and assessment strategies. ePortfolios are tools that enable students to collection academic and co-curricular artifacts throughout their program. Once artifacts are collected it provides students a robust opportunity to engage in metacognitive reflection about their learning.


The ePortfolio will lanch in Fall 2019 as a key pedagogical approach in the MS in Global Sport and the MS in Human Capital Analytics and Technology programs. Administators and faculty in these programs worked alongside the CAES team to reimagine the way students can reflect on their own work.  We will share out to the SPS community the progress we are making with the adoption in these two programs.


Beginning Fall 2019, the CAES team will be happy to sit down with any academic leader or faculty member who is interested in exploring ePortfolios.


Visit our Events and Workshops page to sign-up for one of two information sessions we will offer this fall.





The WetInk learning management system is a platform built from the ground up to create deeply engaging writing experiences for students and faculty. It changes the way students engage with eachother as they grow in their writing abilities.


WetInk will launch as a limited pilot in Fall 2019 to explore how impactful a writing centered learning management system might change the way student enjoy and build community around writing. Select writing faculty in the Divison of Applied Undergraduate Studies will be transitioning their courses from NYUClasses to WetInk this summer in preparation for Fall 2019.


Beginning Fall 2019, Chris Zakrzewski, Director of Educational Technology would be happy to sit down with any academic leader of faculty member who is interested in exploring WetInk for writing intensive courses.





Cerego is an adaptive learning platform designed with powerful algorithums and learning anaylitics to challenge students on concepts in order to improve retention. The learning anaylitics generates dynamic infomation so faculty know what concepts to spend more time on in class.


Cerego is currently adopted in the College of Dentistry where they have seen great improvements in student scores on the board exams. Explore the College of Dentistry Cerego case study to learn more about the success students are experiencing on the board exam.

Beginning Spring 2020, the MS in Professional Writing program will pilot Cerego in an effort to improve students' understanding of sentance structure and writing concepts.


Beginning Fall 2019, Chris Zakrzewski, Director of Educational Technology would be happy to sit down with any academic leader of faculty member who is interested in exploring adaptive learning and Cerego.

Why use Simulations?

Simulations are powerful tools that have the potential to engage students in a type of “deep learning” that cannot be achieved through traditional methods. Like games-based learning and problem-based learning; simulations empower students. They are given agency to determine how to proceed given a specific set of circumstances, resources, and constraints.


Simulations allow students to change and vary values and parameters. Through this they are able to witness visceral changes in situations and environments with the change of small variables.


Well implemented simulations are constructed in a way that allows students to extend what they have learned and discovered in new applications and context.


Why Teach with Simulations? (2018, May 21). Retrieved April 22, 2019, from






Definitions, Benefits, and FAQ’s


What is a Simulation?


A simulation is a creation of scenario or circumstances. These can be real life conditions, situations, past occurrences like historical events, or future  outcomes of circumstances. Simulations can be extremely realistic or incredibly simplistic. In either case, they are meant to represent a model or a system. One can simulate traffic patterns, diplomatic negotiations, or the weather.  Simulations are meant to be recreations of scenarios where students can experiment to see different outcomes.


What are the benefits of using simulations in teaching and learning?


Simulations are valuable resources for teaching and learning. They allow learners to experiment with different systems, observe the connections of relationships, and determine the best course of actions. Connected to areas like problem-based learning, project-based learning, and games-based learning; simulations provide an opportunity for students to put theory into practice.


Assessment of Learning After a Simulation Activity


There are different ways student learning can be assessed after using a simulation. These include:


  • Assess how the student connects the activities from the simulation with the learning outcome sfor the class.

  • Assess whether or not students can use the conclusions they formed during the simulation to another problem or context.

  • Assess whether students can emulate the simulation process and explain the cause and effect of different activities.



Frequently Asked Questions




Examples of Implementing Simulations

Online Example

Blended Example

In-Person Example




Simulations in the News





Bolton, R. N., Chapman, R. G., & Mills, A. J. (2019). Harnessing digital disruption with marketing simulations. Journal of Marketing Education, 41(1), 15-31.


Duchatelet, D., Gijbels, D., Bursens, P., Donche, V., & Spooren, P. (2019). Looking at role-play simulations of political decision-making in higher education through a contextual lens: A state-of-the-art. Educational Research Review.

Hartshorne, R., Waring, S. M., & Okraski, H. (2019). Developing Well-informed, Critically Thinking, and Active Citizens Through the Connection of Modeling & Simulation and Social Studies Education. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 1-5.


Heard-Lauréote, K., Bortun, V., & Kreuschitz, M. (2019). The Effectiveness of Simulations as an Outreach Tool: Using Simulations to Boost Interest in EU-Related Higher Education Study. Journal of Contemporary European Research, 15(1), 93-109.


Kunde, D. T., & Webb, C. C. (2019). Using Interprofessional Simulations Designed for Competent-to-Expert Clinicians in an Acute Care to Promote Effective Teamwork.


Lohmann, G., Pratt, M. A., Benckendorff, P., Strickland, P., Reynolds, P., & Whitelaw, P. A. (2019). Online business simulations: authentic teamwork, learning outcomes, and satisfaction. Higher Education, 77(3), 455-472.  


Sharma, M. (2015). Simulation Models for Teacher Training: Perspectives and Prospects. Journal of Education and Practice, 6(4), 11-14.





Six Big Questions to Ask when Selecting Media

  1. Will the media help all students think and learn more deeply?
  2. Do I have complex content that will be better represented by an animation or video?
  3. Have I started with purpose and pedagogy instead of the media?
  4. Is the video or animation accessible?
  5. Does the video or animation have a multi-year shelf life?
  6. Am I adding media that is short, engaging and enhances my content?
Six Big Questions for Selecting Media




Media Team Mission

CAES Media Services supports the development of reusable video/audio assests that have a live span of no less than two academic terms. The reusable assets should add to the educational experience of SPS students and be tied to program and/or course level learning outcomes.    

Media Request Guidelines

Class and Event Recording Requests

Non-Live Event Projects


Photography/Graphic Design Requests

Archive Requests