We can call them virtual LANs, simulations, or interactive environments... They all mean the same thing: the ability for an individual to be in charge of their own experience. And when that experience is limited to the game’s content, it can be a powerful tool to sharply get a point across. This is the basis of games based learning, a maturing of the 1990s edutainment movement.

Very poor in comparison to the rest of the world. Engineering colleges have approximately 40% dropout rate in the first year, more and more scientists are coming from abroad, and our math and science scores are among the lowest in the world. Physics Education Research, as a movement, started about 20 years ago in order to understand how people created physics world views how to properly reshape that worldview in line with science and physics. There have been many useful findings from PER, findings that we incorporate into the game and attempts to improve the nation's STEM standing.

One of the strongest models that we have used is a mapping of the physics classroom/laboratory to a MMORPG. So for example, lab partners become party groups; lab equipment becomes game artifacts; experiments become quests; and quests lead to rewards! This mapping helps us make a world in which physics is ever present and in focus, but still recognizable as a living world.

There are two modes of operation: In Class and Out Class. In the Out Class model, you ask your students to play the game a certain amount of time, reach a certain level, or achieve a certain goal within the timeframe of lesson, for example a week. They could then be graded on their participation or use the automatic in world assessment. The In Class model is where you use the environment as a collaborative laboratory. In this case, the story and gameplay will be negligibly small and emphasis will be on the relation of physical objects in this virtual environment. In terms of the mapping previously discussed, you can think of the Out Class model as homework and the In Class model as an interactive lab demo.

The game designer, and also founder of Futur-E-Scape, holds a Doctorate and Masters in physics. He has taught for three years at the on-site university level and nearing three years at the exclusively online university level.

The subject matter expert, and also founder of Futur-E-Scape, has played video games since his father bought him his first Atari 2600. He spent much of the 80s ”researching” the subject but kept a hobby like interest in it during the 90s and his university days. However around the turn of the millennium, he was reintroduced to gaming in a big way through MMORPG's. Since then, he has done extensive research into game design, network protocol, and actually teaches several classes on game design and game business.

This first game will only cover linear classical Newtonian mechanics. However, extensions and to other fields of physics are appropriate and will naturally be part of future expansion packs. We also plan to break into other subjects such as biology, history, art, and more.

As an individual student or individual parent, you just subscribe to it on a per monthly basis and play the game on a public server. This we can start and stop experience whatever you feel necessary for the game has worn out its utility.

As an institutional high school or college, we work out a package deal whereby we host a unique version of the game tailored to your school and then allow your students access to this world. You can subscribe for 3 months or more, whatever best suits your academic calendar. This way you have oversight over your students in your private servers.