Like a discovery game that requires players to earn the right to take on new challenges, Immune Attack compels its players to learn the rules of the immune system before it reveals deeper biological insight.

The first-ever Games for Health Conference (Madison, WI, September 16-17, 2004) identified issues, trends, and needs unique to games for healthcare. More than 130 doctors, educators, therapists, and game makers gathered to share experiences particular to the health industry, health practitioners, and patient treatment. Co-sponsored by Games for Health, Project of the Serious Games Initiative, the Academic ADL Co-Lab, and the Federation of American Scientists, the conference highlighted applications for direct patient care and therapy, as well as health education, policy, and management ideas. This paper presents key concepts from the conference's panel discussions and summarizes successful projects demonstrated at the conference that can serve as models for the field.

During the COVID-19 pandemic, schools abruptly transitioned to emergency remote instruction. Consequently, expectations for parental involvement in school mathematics rose to unprecedented levels. We sought to understand the experiences of parents to reimagine possibilities for engagement in mathematics during and beyond the pandemic. Leveraging data from tweets using #mathathome and survey responses from parents, we identified who supported continued mathematics learning at home and explored the nature of the mathematics taught there. We found that Twitter and survey data sources described two largely distinct groups of those supporting parents to continue mathematics education at home, but similar findings emerged from analyses of each data source, suggesting that themes were common among different groups. Namely, we saw a commitment to continued mathematics learning and engagement with a range of mathematics topics. These topics mostly focused on elementary-level content, especially counting, through everyday activities/objects and mathematical sense-making. Most parents used resources provided by the school alongside resources they identified and provided on their own. School responses to emergency remote instruction were mostly asynchronous, and parents expressed a need for more opportunities to interact directly with their children’s teachers. We discuss what the mathematics education community might learn from these experiences to support parental engagement during and beyond periods of remote emergency instruction.

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