Tabular summary of unschooling literature

Shaffer notes that “[s]tudents used a richer, more formal, more analytical, and more mathematical vocabulary to describe images after the workshop” (pg 100), and that most learned how to make designs using symmetry and explain the concept of symmetry. The students also began to use “visual problem solving strategies after the workshop” in word problems that were unrelated to symmetry, and even reported liking math more (pg 101–102). The study concludes (pg 111):

the results from Escher’s World show that expression and expressive activities have a noticeable affective influence on the process of learning, and that therefore, expression can play a positive role in mathematics education by helping students control their own learning.

As they explain in their paper (pg 16):

Informal learning environments—like games—ultimately are fueled by interest- or passion-driven learning. This characteristic represents a key opportunity for games-based researchers (and a challenge for educators in formal educational settings). Informal science educators, like game designers, have the task of designing enticing learning experiences in which learners feel compelled to learn more

They outline previous research finding that video games help with “collective participation and customized learning” (pg 15), scientific literacy, and in gaining “proto-experiences of authentic (as opposed to contrived) investigation” (pg 14). In addition participation in “epistemic games” (i.e. role-playing games that aren’t video games, but where students pretend to be professionals) “has resulted in positive gains in knowledge, skills, and attitudes as measured by traditional tests, clinical interviews, and concept maps” (pg 13).