We build educational spaceships, time machines, and shrink rays. Seriously, that sums it up. These last two sentences were added just to fill the awkward empty space.


INFINI D Learning provides students with the opportunity to creatively apply what they learn in the classroom. Through game-like simulation modules, engaging team missions, and immersive environments; each students’ mastery of classroom instruction is put to the test in a variety of subject areas with innovative technical and social skill training. The INFINI D Lab keeps teachers involved in the learning process, allows them to teach their own lessons, and brings the subject matter to life. All you need to do is prep your tech, prep your students, and off you go!


The year was 1983. In a suburb far far away, an elementary science teacher named Victor Williamson unknowingly decided to change the world. At the time, his goal was to impress his university professor with a new way to engage students in science. Armed with a boom box, overhead projector, and poster board controls, Mr. Williamson took his 6th grade students on several intergalactic voyages they would never forget. He had no idea what it would eventually grow into.

As the years went by Mr. Williamson continued to take his students, as well as tens of thousands of others from around Utah and the world, on amazing scientific adventures. As technology improved, so did his ability to reach more students with his immersive simulations. His years of work eventually led to the development of the Christa McAuliffe Space Education Center as well as the Discovery Space Center. These award-winning centers have provided field trips and camps to the surrounding schools and community at large and have reached nearly 500,000 students.

Teachers that have had the opportunity to go on a space center field trip have seen the incredible impact this form of experiential learning has had on their students. Many of these teachers began requesting the development of programs that could be run on-site many times throughout the year to help them generate interest and engage their students more fully in the subject matter. In 2013, we took the expertise gained in changing thousands of students’ lives through these amazing centers and began piloting the very first integrated school simulation program. That program has now grown to encompass nearly every curriculum standard imaginable and is accessible through the simple and affordable INFINI D Lab setup. By using (with some simple upgrades) the existing computer lab infrastructure in schools, we can bring powerful experiential learning and problem solving to more students and more subjects than ever before.

Mr. Williamson often quotes the late Carl Sagan when he speaks of our united vision; “Somewhere, something incredible is waiting to be known”.  INFINI D, along with it’s partnering schools and institutions, will encourage and motivate today’s students to search out that something in their own field of interest.

We live in the greatest age of discovery. It is time to envision INFINI D.

INFINI D Learning engages students by connecting skills to content

Love notes

Jared Ferguson

“We strive to help the wonderful teachers in our district develop and use an interdisciplinary approach to teaching, dedicated to student relevance and active learning. When students take part in an INFINI D Lab mission they are empowered to apply science, technology, engineering, and mathematics in a creative/artistic context. They also learn to work together to solve problems using skills and information from as many sources as possible. I love seeing so many critical concepts brought together so seamlessly into one creative tool.”

Jared Ferguson – Director of Science, Provo School District

“In our K through 9 charter school we work to provide learning experiences that foster growth, creativity and character development. Since real-life application and multi-sensory learning are at the core of Lakeview Academy’s progressive approach to education, we embrace all types of immersive learning opportunities. INFINI D Learning (and the programs that grew to become the INFINI D Lab) has been an integral part of our innovative teaching methods. Our teachers have been extremely involved in improving and creating missions to reach all types of learners and promote more hands-on learning. And they love it. Our teachers believe that the INFINI D missions and experiences provided in the Lab have been so successful, we are adding more space to the school to allow more students to participate more often in more missions.”

Rick Veasey – Director, Lakeview Academy

Rick Veasey

Mrs. Kennedy Walker - 2nd

“Because of how it engages the students, I get to spend less time drilling information and more time guiding them through their learning.”

Kennedy Walker- 2nd Grade Teacher

Mrs. Tiffany Berthold - 4th

“It’s so much fun seeing how interested the students get in a subject when they know it’s a matter of ‘life and death’.”

Tiffany Berthold – 4th Grade Teacher

INFINI D’s mission:  to be the global leaders in the “why” of learning

Our diehard teachers’ pets

Skyler Carr
Skyler CarrChief Handraiser
Skyler Carr is the Chief Handraiser for INFINI D Learning. He is tasked with challenging the status quo and pushing the limits of innovation and customer satisfaction. Whenever everyone gets “comfortable”, you can guess who’s hand is going to shoot up and start asking questions. Skyler has over 10 years in sales and startup management experience and won the Student Entrepreneur of the Year award while attending Brigham Young University, where he studied language education and earned his Bachelor Degree in Business Management.
Scott Rackham
Scott RackhamDetention Monitor
Scott is the Detention Monitor at INFINI D Learning. Keeping unconventional educational revolutionaries in line can require a firm hand at times. An ad industry veteran and adjunct professor of Marketing at the Marriott School at Brigham Young University, Scott has helped scores of organizations conceptualize, craft and share compelling brand stories for more than 20 years. With degrees from BYU, and Syracuse University, he has the distinction of being an alumnus of the two schools that have proudly occupied the top slot at The Princeton Review’s list of “Best” (SU) and “Worst” (BYU) party schools in the country.
Casey Voeks
Casey VoeksKeeper of the Hall Pass
Casey is the Keeper of the Hall Pass at INFINI D Learning. In his role he ensures that every product created by the geniuses at Infini D is consistent with the spirit of immersive learning. As a kid at heart, Casey has been a user of simulator based learning since elementary school. He has operated more simulators for more ages than anyone in the world. Only the most creative, most engaging, and most educational products are approved by Casey for cranial consumption.
Brooks Heder
Brooks HederHead Lunch Lady
Brooks Heder is the Head Lunch Lady at INFINI D Learning. Just like your childhood lunch lady, he will make sure you leave every interaction satisfied and with a new best friend. It may not be with extra pudding cups, but he will ensure you’re taken care of. Express what you need, and he will turn that dream into reality. With experience in educational simulation for over 9 years, his mission is to share this recipe for success with anyone who will listen. Brooks is his name and educational revolution is his game, the first taste is good, but he will have you coming back for seconds.
Aaron Carr
Aaron CarrCrossing Guard
Aaron is the Crossing Guard for INFINI D Learning. Aaron gets to play with the numbers and make sure they all cross the street safely. Whenever the team starts to cross into unknown financial playgrounds, He makes sure the traffic is clear and everyone obeys the signals. With more than 20 years experience in Entrepreneurial ventures, consulting, Media and Healthcare Strategy and Finance, he has put his Master’s in Accounting and Minor in Information Systems from BYU to frequent application.

Frankly, students pay better attention when their “mission” depends on it


Let’s get one thing straight

This is NOT a new curriculum or shiny content delivery tool. This is a content application tool.

Many great educators often get sidetracked looking to define the academic rigor behind what we do. Although the answers many search for are not difficult to find, it is not our intention for the program alone to provide greater academic rigor. This program is designed to open the door for the classroom experience to become more rigorous. What we have created allows teachers to use their existing lessons and leverage our program to teach more effectively in less time.

Students are not more successful because of what they learn in the simulator, they are more successful because they get to use what they learn in the classroom – and that makes them care.

What the research shows

Who benefits the most from this type of program

Learner groups that have been shown to benefit from experiential learning include:

  • The mature learner who has been long removed from the traditional classroom and needs the motivation of contextual learning to get them back into the swing of academia.
  • The learner who needs to personally experience the value of a subject in order to be motivated to learn.
  • The learner who has trouble learning within the formal classroom, and needs an alternate learning method in order to succeed.
  • Any learner who can benefit from having hands-on examples to bolster their traditional learning.

(Cantor, J.A. (1995). Experiential Learning in Higher Education. Washington, D.C.: ASHEERIC Higher Education Report No. 7.)

What it accomplishes

Experiential education has value far beyond building the kind of social skills, work ethic, and practical expertise that are important in professionally oriented programs. In fact, experiential education can also lead to more powerful academic learning and help students achieve intellectual goals, including

  • a deeper understanding of subject matter than is possible through classroom study alone;
  • the capacity for critical thinking and application of knowledge in complex or ambiguous situations;
  • the ability to engage in lifelong learning, including learning in the workplace.

(Business-Higher Education Forum. 2003. Building a nation of learners: The need for changes in teaching and learning to meet global challenges. Washington, DC: Business-Higher Education Forum.)

What the experts say


Harvard Business Publishing

“Simulations challenge students to analyze available information and make critical decisions to solve a challenge. Simulations allow students to experiment with ideas and outcomes and ultimately master the application of concepts to real situations.”


Dr. Carolyn M. Shaw – Wichita State University

“Simulations can promote greater retention of the learned materials. Simulations tap into multiple senses and emotions that create ‘memorable events’ and create more enduring and easily recalled memories.”


Dr. Amy Edmondson – Harvard Business School

“A sim requires action, and decisions. Students are right in the mix, having an experience as opposed to reading about an experience. Team-based sims have the added value of getting students to deal with team dynamics-just like in real life.”


The old adage sums it up perfectly:

“I hear and I forget

I see and I remember

I do and I understand”


How we do it

We work closely with real educators to target curriculum standards that are important to them. With their help, we design a plan detailing how the students will use what they are learning in the classroom. It is then up to our talented development team to build a story and mission around the standards chosen. Each mission is driven by the use of real curriculum standards, and brought to life by our state-of-the-art technology.

For example:

Kindergarten – “Great Escape”

Social Studies

  • Standard 2: Objective 1:Demonstrate appropriate ways to behave in different settings.


  • Standard K.G.2: Correctly name shapes regardless of their orientations or overall sizes.
  • Standard K.G.4: Analyze, compare, and sort two- and three-dimensional shapes and objects, in different sizes and orientations, using informal language to describe their similarities, differences, and other attributes

Application: The crew is taken captive during a secret mission and now must escape from their holding cell. Using their knowledge of shapes and colors they will navigate their way to escape and return home.

3rd Grade – “Miscalculation”


  • Standard 3.NF.3: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

Social Studies

  • Objective 3: Analyze ways cultures use, maintain, and preserve the physical environment.
  • Objective 2:Describe how various communities have adapted to existing environments and how other communities have modified the environment.

Application: Test out an new and experimental fuel source. Using different methods of measurement, contain an explosion and use negotiation skills to make first contact.

6th Grade – “Immediate Action”


  • Standard 6.NS.7: Understand ordering and absolute value of rational numbers.


  • Standard 6: Objective 1: Investigate the movement of heat between objects by conduction, convection, and radiation.
  • Standard 6: Objective 2: Describe how light can be produced, reflected, refracted, and separated into visible light of various colors.

Application: Track a fugitive into an unknown area of space and find out the truth of what he is hiding. Knowledge of different types of heat are used to bypass stealth and shielding systems designed to cover the fugitives hideout.

8th Grade – “Overgrowth”


  • Standard 8.MP.2 Reason abstractly and quantitatively.
  • Standard 8.MP.7 Look for and make use of structure.
  • Standard 8.EE.1 Know and apply the properties of integer exponents to generate equivalent numerical expressions.


  • Strand 8.3 Life systems store and transfer matter and energy.
  • Standard 8.4.4 Analyze and interpret data on the factors that change global temperatures and their effects on regional climates.

Application: “Planet Zero” was consumed by and overgrowth of algae in only two weeks time. That same overgrowth has been detected on four other inhabited planets. Students must use knowledge of photosynthesis and bacterial growth to stop the spread.