All help desk inquiries submitted to info@fearlessadventuresinlearning.com will receive a response within 24 hours.

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Proficiency with specific applications or software is not required.  If experiencing any technical difficulties, contact info@fearlessadventuresinlearning.com

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Free trials for bulk subscriptions vary. Contact jeremy@fearlessadventuresinlearning.com

Absolutely.  Bulk subscriptions are discounted on a case-by-case basis, taking participant population numbers into account.  If interested in a bulk subscription for a school, district, or business, contact jeremy@failu.org.

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We have completed designs for other Indy adventure games in Africa, Southeast Asia, and Western Europe. Players will be able to search for Indy throughout the world. If interested in investing, contact jeremy@fearlessadventuresinlearning.com.

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Our products are designed according to the Universal Design for Learning (UDL) framework. (See our UDL framework of Where’s Professor Indy?). Further, there is a growing body of research about the importance of “grit gaming” in an educational setting:

• “[The] Number of level failures in an educational game [are] shown as a positive predictor of learning gains” (Anderson, 2018).
• “21st-century skills such as critical thinking and grit are fostered most in games that give players maximum agency to define their game world” (Rementilla, 2016).
• “game-based experiential learning increased such indicators of engagement as attention and temporal dissociation even though players widely failed to meet game objectives” (Jensen, 2016).
• “Not only do games present failure as a challenge to overcome, game-based learning helps students better retain information and offers an engaging way to meet learning outcomes” (ISTE, 2015).
• “fundamentally, all good games … engender in players a desire to persist past failure” (Gee, 2004; Hayes & King, 2009).

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Absolutely! There are video demonstrations of all of our products available HERE. Please contact jeremy@fearlessadventuresinlearning.com to schedule a live demonstration of any of our products.

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No special hardware is required. Any computer, tablet, or phone with a working internet connection and browser will provide access from anywhere in the world. The speed of work will depend on the device and the connection speed of your internet provider.

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Yes. Any organization can customize AI avatars to appear on its website. These autonomous avatars could be wearing company gear and have specialized expertise in online offerings. They can even look like you! There is training and support to learn how to build a fleet of avatars that can be licensed to other organizations. Your company would receive royalties based on how often users engage with your avatars.

Players complete self and peer assessments at intermittent stages. "Assessment Trends In Education: A Shift To Assessment For Learning," published in 2020 argues that, "assessment practices are changing to embrace assessment for learning, not assessment of learning . . . assessment is becoming more student-centric  . . . more personal for the individual student" (Goble). Further, a 2020 meta-analysis of control group studies on the impact of peer assessment on academic performance found that "peer assessment is more effective than no assessment and teacher assessment and not significantly different in its effect from self-assessment" (Double et al.). 

The validation of peer and self-assessment paves the way for a flipped approach to personalization. The most effective way to ensure that an assessment appropriately addresses learners’ preferences, abilities, and needs is for them to perform the assessment themselves.

Our self and peer assessments serve two purposes:

1. Enables students to reinforce game content and problem-solving strategies

2. Provides teachers with data about their students’ growth in resilience, emotional intelligence, and critical thinking skills.

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After Where’s Professor Indy? players are directed to The Fearless Adventures Lab where they build games they pretend to sell on a virtual marketplace. While no money is exchanged, the games they build have real value. Players learn how the market works as they try to sell their unique point of view in an interactive experience for others. Playing the games of their collaborators and competitors broadens their perspectives and builds the divergent thinking muscles necessary for creativity.

Fearless Adventures In Learning products are designed with diverse learning styles in mind. For example, Where’s Professor Indy? includes the following accommodations:

• AI Game Master can read text aloud
• AI Game Master can answer questions about the game and/or its content.
• Video instructions include subtitles.
• Audio cues throughout the game offer additional support.
• Game interface allows for collaboration among players and teachers via:

• drawing
• messaging
• speaking

• Teachers given exit passcodes and curriculum guide so they may offer support
• Works with VR headset

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Our products train learners to recognize the value in facing life’s obstacles. "In good games, the price of failure is lowered—when players fail, they can, for example, start over at their last saved game. Furthermore, failure . . . is often seen as a way to learn the underlying pattern and eventually to win. These features of failure in games allow players to take risks and try out hypotheses that might be too costly in places where the cost of failure is higher or where no learning stems from failure” (Gee). We provide a variety of supports and unlimited opportunities for mastery.

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According to Raph Koster, author of A Theory of Fun for Game Design, games are “limited formal systems,” that exercise our brains in a way that can be useful in real life. They are fun because they provide “that moment of triumph when we learn something or master a task . . . In other words, with games, learning is the drug” (Koster).

Fearless Adventures In Learning products are designed to make learning fun. Finish: Give Yourself the Gift of Done, by Jon Acuff, argues that we accomplish our goals much more easily when we enjoy the process. Acuff and Peasley’s research concluded that participants’ chance of performance success increased by 46% when performing tasks they thought were enjoyable (Torres). 

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Players will develop grit, emotional intelligence, and 21st Century Super Skills as they learn about geographic, cultural, and historical themes.

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Fearless Adventures in Learning courses provide instructors with the skills required to create engaging, personalized online learning “quests” for any age group.

Gamification is about transforming the classroom environment and regular activities into a game. It requires creativity, collaboration and play. There are numerous ways to bring games and game playing into the classroom to promote learning and deepen student understanding of subject matter.