Controversy over “Borecraft”

June 30, 2007

Something of an argument is brewing over a recent article on Slate. Justin Peters wrote “World of Borecraft: Never Play a Game that’s Trying to Teach You Something.” His basic point is educational efforts generally tend to sap the fun out of games.

Ian Bogost, famed video game designer, professor, and author, took issue with some of the criticisms leveled by Peters. He outlined his stance in a nice discussion over at Raph Koster’s blog, then left a general summary on the comments section of the Slate article.

Bogost has some well-thought-out comments, particularly when addressing the “boring” aspect of serious games. It boils down to the fact that serious games serve functions besides just having fun. Comparing his games with multi-million dollar edutainment efforts such as the Civilization series is like comparing apples to oranges, Bogost maintains. Peters criticized serious games creators for making products more alluring to people who don’t like video games. Bogost counters, that’s the point.

Read the comments on Koster’s site to see what several prominent people in the field have to say about the whole issue. For a game to be educational, should it be fun, or more focused on the educational outcomes? Should a game be designed as educational from the ground up, or should educational outcomes merely reflect a side benefit from playing a fun game? These are interesting questions that practitioners are tackling.

References

Peters, J. World of Borecraft: Never play a game that’s trying to teach you something. [Online]. Available: http://www.slate.com/id/2169019/fr/rss/


Game Maker from YoYo Games

June 29, 2007

As readers know, I’m interested in educational video game research, thus the creation of this blog. However, I’m compelled to point out a neat product for video game creation that I’ve had some good experience with lately.

I agree with the line of reasoning that teaching a child programming skills develops cognition and provides building blocks for analytical reasoning. The foundations for this line of thinking goes back to Seymour Papert and the Logo programming language. When I taught an educational technology course at UNT last summer for future teachers, Theresa Overall came in and presented the portion of the course dealing with Logo. Theresa is now at the University of Maine at Farmington. Her story surrounding Papert and Logo fascinated my students. Part of the course involved programming in Logo, and it ranked among the more popular of our activities.

With that in mind, I have introduced my children to programming over the years by introducing them to level editors for popular computer games and trying out shareware programs that purport to allow game creation of some kind. The shareware programs were not very useful to date, and the level editors have so far proved too tedious.

So this summer, when the idea of video game creation was broached by the kids again, I did some searching and found Game Maker from YoYo Games. The company advertised the program as being easy to use so I downloaded the free version, installed it on one of our computers, and stepped out of the picture in a constructivist way. My 12 year old, an ardent video game player and guild founder, enthusiastically set out to create a game using the software.

Now, my kids are used to the latest in video games. They play on all three major consoles, MMORPGs, and some of the latest computer games. The level of sophistication they are used to is pretty high. These are fully three-dimensional environments representing thousands of programming hours with multi-million dollar development budgets. I wondered if creating simpler games would hold their attention level.

Two weeks later, I know the answer. Admittedly, the Game Maker games are much more arcade in nature than virtual world-like. The levels created so far remind me of PacMan, with the player manipulating a circular avatar to avoid “bad guys” in a maze. But, my kids don’t seem to mind. They are too busy building the next level.

So, on behalf of my kids, I heartily recommend Game Maker for introductory programming. The sophistication will be low, but the kids don’t seem to mind. I’m hoping it is a good introduction and stepping stone to more difficult programming that can be tackled when they are older.


Early Registration for MERLOT

June 29, 2007

Kelly Gritten states that the Multimedia Educational Resource for Learning and Online Teaching (MERLOT) International Conference early bird registration ends July 6. MERLOT will be in New Orleans this year.

Presentations that touch on educational gaming topics include the following:

-         Web 2.0: Using Blogs, Wikis, Podcasts, Vodcasts, del.icio.us, Second Life and Other Tools to Facilitate Social Learning by Jim Formosa. “This workshop will bring participants up-to-date on the tools used in implementing social learning. Several current tools will be demonstrated with opportunities for hands-on experience. A brief overview of social learning will be presented. Participants will actively participate in blogs, wikis, Second Life and the building of tag clouds.”

-         Changing Approaches to Instruction: Instructional Media and Multimedia Design at Indiana State by Susan Simkowski. “Instructional Media and Multimedia Design Services at ISU is changing the face of instruction. We will share examples of multimedia approaches ISU faculty members use to better augment instruction, such as 3D IV insertion for nursing programs and animation used to teach science using an earth, sun and moon relationship.”

-         Leveraging Social Networking and Immersive 3D Environments for Better Online Instruction by Phillip Motley and Matthew Livesey. “Networked applications provide new possibilities for online course content delivery. Two areas of great potential are social networking and immersive 3D environments yet today’s students are much more savvy with these tools than their instructors. We will seek to diminish that divide by exploring ways to leverage these tools towards better usage of available technologies.”

-         How Interactive E-Learning Tools Can Jazz Up Our Teaching Techniques and Improve Student Learning in the Humanities by Scott Brewster, Nora Reynolds, and David Rivera. “Online e-learning objects are revolutionizing pedagogy, enabling us to tap into an array of new techniques to improve student learning. We will explore how incorporating interactive case studies, simulations, maps, games and related tools into our teaching of the humanities can take our courses to a whole new level.”

-         Physics 8.02: Faraday’s Law - Physics Classics Award Winner by John Belcher. “This collection of 16 animations and simulations covers the topic of Faraday’s law and induction. They illustrate the currents and fields induced by moving magnets and changing magnetic fields. The systems simulated are both realistic and complicated, illustrating the power of the combination of physics and computation to predict the behavior of real systems. The Physics Editorial Board selected this learning material because it moves the class beyond the simple, analytically solvable problems usually covered in introductory classes.”

-         Rice Virtual Lab in Statistics - Statistics Classics Award Winner by David Lane. “Rice Virtual Lab contains simulations and demonstrations for both the student and instructor that give a visual demonstration of the concept and further explain the concept. Practice exercises are provided for each of the statistical concepts in the package along with a section of Cases that provide independent practice for the student to develop “ownership” of the information. The Statistics Editorial Board selected this material as it is a very useful teaching tool and very resourceful in its applications.”

-         Introducing ISAW as an Example of Web-Based Science Simulations Constructed Using JavaScript and HTML Forms by Richard Bowman. “ISAW simulations introduce students to topics such as planetary motion, IFS fractals, exoplanet searches and the “Game of Life” in finite universes. Participants will explore how these simulations may be used in courses and how JavaScript and HTML forms may be used to construct simulations. Techniques demonstrated will include how to plot graphs and use cookies.”

-         S.M.I.L.E. Techniques to Enliven Education by Mary Teal. “When teaching left-brained, rigorous subject matter, innovative teaching can create an excitement and eagerness to learn. We will examine how the use of humor, fun, games and student interaction to enliven the classroom in highly stressful, analytical subjects is critical. If there is any doubt, just S.M.I.L.E.─ Sharing My Input Livens Exchange©.”

The list above serves to demonstrate the inroads educational video gaming is making as an accepted pedagogical tool in academia. Looks like a very good conference. MERLOT has a nice history and loads of online resources.


Game Design & Business Lit

June 24, 2007

If you’ve read more than one or two of my posts, you might have noticed several references to The Wall Street Journal. Okay, I admit a predilection for business literature, despite the fact my field is education. And, business journalism is increasingly cognizant of the role video games are playing in the corporate world. I suspect that when Beck and Wade’s Got Game? was released by Harvard Business School, this trend accelerated.

So, I point readers to a great article in BusinessWeek by Eric-Jon Rossel Waugh. He beautifully summarizes the criticisms anti-gamers level at the industry, then explores the psychological components of game design. I don’t necessarily agree with all of his conclusions, but this article is well worth a look.

References

Beck, J. C. & Wade, M. (2004). Got game? How the gamer generation is reshaping business forever. Boston: Harvard University Press.

Waugh, E. J.R. (2007, June 22). The pathology of game design. BusinessWeek. [Online]. Available:
http://www.businessweek.com/print/innovate/content/jun2007/id20070622_722453.htm

 


WBE 2008

June 22, 2007

IASTED has put out a call for papers to the Seventh IASTED International Conference on Web-based Education, WBE 2008. The conference will be held March 17-19, 2008 at Innsbruck, Austria. Here’s a portion of the call:

As keyboards replace chalkboards, the Web’s impact on traditional educational theories and practices are increasingly apparent. It has transformed and expanded the conventional boundaries of education. New innovations such as virtual colleges, laboratories, and universities are creating an abundance of additional areas of study surrounding this innovation. These include innovative hardware and software technology, online testing and assessment, training and teaching applications, and courseware design and development.

WBE 2008 is aimed to provide scholars, faculty, researchers, and administrators in all web-based educational areas with an excellent opportunity to convene with colleagues from approximately 50 countries to discuss innovative ideas, results, and outcomes of research in this new and exciting field.

All papers submitted to this conference will be double blind evaluated by at least two reviewers. Acceptance will be based primarily on originality of ideas and approaches, uniqueness and completeness of research, and significance of contribution.

WBE 2008 will be held in conjunction with the IASTED International Conferences on:

* Internet and Multimedia Systems and Applications (EuroIMSA 200 8)

* Human-Computer Interaction (IASTED-HCI 200 8)

* Visual Communications (VC 200 8)

The topics of interest include but are not limited to:

* Web-based Education (WBE)

* Web-based Training

* Online Education and Training

* E-learning and E-training

* Innovative Teaching and Learning Technologies for Web-based Education

* Streaming Multimedia Applications in Web-based Education

* Communication Technology Applications in Web-based Education

* Mobile E-Learning

* Collaborative E-Learning

* E-Pedagogy

* Web-Lecturing Technology

* Innovative Web-based Teaching and Learning Technologies

* Virtual Reality Applications in Web-based Education

* Scientific Web-based Laboratories and Virtual Labs

* Software and Hardware Systems for Web-based Education

* Authoring Systems for Web-based Education

* Multi-agent Technology Applications in Web-based Education

* Design and Development of Online Courseware

* Reusable Learning Objects for Web-based Education

* Educational Portals for Web-based Education

* Virtual Universities and Colleges

* Online Degree and Certificate Programs

* Quality Issues of Web-based Education

* Testing and Assessment Issues of Web-based Education

* Best Practices of Web-based Education

* National Policies and Strategies on Web-based Education

* National Projects on Virtual Universities and Web-based Education

* International Projects and International Collaboration on Web-based Education

* Academia/Industry Collaboration on Web-based Training

* Corporate Web-based Training

* Web-based Methods and Tools in Traditional, Open and Distance Education

* Blended Education and Training

* Faculty Development on Web-based Education

* Dot-com Educational Institutions and their Impact on Traditional Universities

* Funding Opportunities for Projects in Web-based Education

Papers dealing with educational games should fit well within the scope of this conference. The deadline is October 15, 2007. For the complete call and more details, visit http://www.iasted.org/conferences/cfp-610.html


Second Life in the Corporate World

June 22, 2007

The blogosphere has made much ado lately about an article in The Wall Street Journal by Anjali Athavaley on virtual job recruiting within Second Life. Fortune 500 companies seem to be using the virtual world to conduct interviews and get to know candidates at a distance. SL continues to be one of the most heavily hyped yet lightly used serious game applications out there.

Job applicants interested in using SL for interviews often face the challenge of creating and dressing their avatars appropriately. The article related several amusing anecdotes such as newbies unable to properly control their avatars in the interview room. I noted back in April that things had improved graphically since my previous forays in SL. Alas, as I noted then, I too had initial difficulties in clothing my avatar properly. So, I can imagine the stress such endeavors would add to the interview process.

An even more intriguing article ran in WSJ’s technology report back on Monday. (These special report sections are published on Mondays because Mondays are slow news days for papers; they are usually pretty thin at the start of the week.) This one, by William M. Bulkeley, details the use IBM makes of SL.

Now, here is where my comment about SL being lightly used requires an exception, assuming Bulkeley’s reporting is accurate (which I’m sure it is). IBM uses SL like crazy. They own over 50 islands on SL, they hold beaucoup virtual meetings on SL, they use SL to meet with clients, and they hold employee presentations with virtual PowerPoint slides.

The article details how IBM has jumped on the Web 2.0 bandwagon in a big way, not only with SL but also by encouraging employees to blog, network online, create and maintain corporate wikis, leverage instant messaging and otherwise share information with one another and clients.

As stated on numerous occasions, the corporate world seems to be always ahead of the technology curve, and education seemingly always behind. Although SL and other Web 2.0 apps are gaining ground in education, they are not in large part an everyday component of student/teacher interactions. But, if these two WSJ articles are any indication, students will be part of this online gaming and Web 2.0 world in one way or another, before, during, or after school.

References

Athavaley, A. (2007, June 20). A job interview you don’t have to show up for. The Wall Street Journal, p.D1.

Bulkeley, W. M. (2007, June 18). Playing well with others: How IBM’s employees have taken social networking to an unusual level. The Wall Street Journal, p.R1.


The APA and Video Game “Addiction”

June 21, 2007

The newswires were abuzz today regarding the upcoming AMA vote on whether video games “addiction” (what I prefer to call overuse) should be classified as a psychiatric disorder. Recall that the AMA set up a subcommittee to study the research on video game overuse last year, and the results were presented this year. Official psychiatric disorders are listed in the DSM, which is administered by the APA. Typically, the APA takes the AMA’s recommendations to heart, so it was disheartening to me as well as other educational video game advocates that the APA is poised to officially recommend a new disorder called Internet/video game addiction.

The first article is from the Sun-Sentinal newspaper in Florida. Linda Shrieves begins with a catchy opening:

So you think your teenager is addicted to his Xbox?

You may be right — and if the American Medical Association has its way, video game addiction could become a legitimate medical condition.

Shrieves gives both sides, and quotes Steve Jones, a communications prof over at Illinois and a researcher with Pew. He claims to be a video game “addiction” skeptic (though I’ve never met Dr. Jones, right off the bat I can say he has excellent judgment). His key statement:

“Just because any activity might interfere with other activities is not enough to call it an addiction.”

The second big article to hit the newswires is by Lindsey Tanner from the AP, and was picked up by USA Today. Here is the (rather breathless) opening:

The telltale signs are ominous: teens holing up in their rooms, ignoring friends, family, even food and a shower, while grades plummet and belligerence soars.

The culprit isn’t alcohol or drugs. It’s video games, which for certain kids can be as powerfully addictive as heroin, some doctors contend.

Heroin? With all due respect to Tanner, equating a game with one of the most powerful narcotics in the world is, frankly, irresponsible. Tanner points out Online Gamers Anonymous, which offers a traditional 12 Step program.

Tanner does report both sides, though, ending with comments by two psychiatrists who maintain that separate diagnoses for obsessive gamers are unnecessary. The article ends with a quote from Michael Brody over at the American Academy of Child and Adolescent Psychiatry:

“You could make lots of behavioral things into addictions. Why stop at video gaming?” Brody asked. Why not Blackberries, cellphones, or other irritating habits, he said.

The reader comments for this online article are pretty good, and well worth wading through (up to 4 pages at this writing), with plenty of fodder for both sides of the debate.

Let’s hope that over at the APA cooler heads prevail, and video game “addiction” is not added as a disorder to the DSM. Heck, let’s hope the AMA doesn’t vote to recommend this in the first place. Goodness knows, if a person spends way too much time playing games, something else is wrong with them.

References

Shrieves, L. (2007, June 21). AMA to vote on “internet/video-game addiction” as medical condition. [Online]. Available:
http://www.sun-sentinel.com/news/local/southflorida/sfl-flasands0621nbjun21,0,771832.story?coll=sfla-news-sfla

Tanner, L. (2007, June 21). Video games: A psychiatric disorder? [Online]. Available:
http://www.usatoday.com/tech/gaming/2007-06-21-video-game-addiction_N.htm?csp=34

 


Serious Games Ning & Blog

June 15, 2007

Many interesting folks are in the field of educational and serious games, and I’ve had the pleasure of meeting several of them electronically through this blog. Recently I heard from Adrian Ciccantelli, a British consultant and software engineer with a strong background in serious games.

Adrian runs seriousgames.ning and seriousgamesblog.blogspot.com, two outstanding sites with an amazing amount of information and resources. Ning, for those unfamiliar, offers social networking capabilities, so folks interested in serious games can congregate, share, and learn congruently. Adrian likens it to MySpace for serious games. Both sites are phenomenal in their depth of resources and quality content.


CELDA 2007

June 14, 2007

Here is info on another conference across the pond that will focus at least in part on serious games and learning in Virtual Interactive Environments (VIEs).

http://www.celda-conf.org/

Deadline for submissions: 13 July 2007 (for all contributions) 

IADIS International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2007)

 

December 7 - 9, 2007 - Algarve, Portugal

(http://www.celda-conf.org/)

 

 Endorsed by the Japanese Society of Information and Systems in Education


* Keynote Speakers (confirmed):

Professor Paul A. Kirschner, Utrecht University, The Netherlands

Professor Angelique Dimitracopoulou, University of the Aegean, Greece

 

* Tutorial Expert (confirmed):

Paul Barach, University of Miami, USA

 

* Conference background and goals

The IADIS CELDA 2007 conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aims to cover both technological as well as pedagogical issues related to these developments. Main tracks have been identified. However innovative contributions that do not easily fit into these areas will also be considered as long as they are directly related to the overall theme of the conference – cognition and exploratory learning in the digital age.

 

* Format of the Conference

The conference will comprise of invited talks, oral presentations for discussion-oriented papers, and poster sessions for work-in-progress. The proceedings of the conference will be published in the form of a book and CD-ROM.

 

Authors of the best published papers in the CELDA 2007 proceedings will be invited to publish extended versions of their papers in a special issue of the International Journal on Technology, Instruction, Cognition and Learning (TICL) - ISSN: 1540-0182 (print) / 1540-0174 (on-line).

 

* Types of submissions

Full papers, Short Papers and Reflection papers. All submissions will go through a double-blind refereeing process with at least two international experts.

 

* Topics of interest include, but are not limited to the following areas:

- Acquisition of expertise

- Assessing progress of learning in complex domains

- Assessment of exploratory learning approaches

- Assessment of exploratory technologies

- Cognition in education

- Collaborative learning

- Educational psychology

- Exploratory technologies (such as simulations, VR, i-TV and so on)

- Just-in-time and Learning-on-Demand

- Learner Communities and Peer-Support

- Learning Communities & Web Service Technologies

- Pedagogical Issues Related with Learning Objects

- Learning Paradigms in Academia

- Learning Paradigms in Corporate Sector

- Life-long Learning

- Student-Centered Learning

- Technology and mental models

- Technology, learning and expertise

- Virtual University

 

* Important Dates:

- Submission Deadline: 13 July 2007

- Notification to Authors: until 28 September 2007

- Final Camera-Ready Submission and Early Registration: Until 15 October 2007

- Late Registration: After 15 October 2007

 

* Conference Location

The conference will be held in Algarve, Portugal. 

 

* Secretariat

IADIS Secretariat - IADIS INTERNATIONAL CONFERENCE CELDA 2007

Rua Sao Sebastiao da Pedreira, 100, 3

1050-209 Lisbon, Portugal

E-mail: secretariat@celda-conf.org    

Web site: http://www.celda-conf.org/

 

* Program Committee

 

Conference Chair

Pedro Isaias, Universidade Aberta (Portuguese Open University), Portugal

 

Program Co-Chairs

Kinshuk, Massey University, New Zealand

Demetrios G Sampson, University of Piraeus, Greece

J. Michael Spector, Florida State University, USA

 

Committee Members: please see http://www.celda-conf.org/committees.asp for

updated list.

 

* Co-located Conference:

This conference is co-located with the IADIS International Conference on

e-Commerce 2007 (http://www.ecommerce-conf.org/) - participants of one conference may attend the sessions from the other conference at no extra charges.


The AMA, DSM-IV, and Video Games

June 14, 2007

Kudos to John Timmer over at Ars Technica for keeping up with legislative and activist efforts surrounding video games. Many bills seeking to restrict video game sales to minors have either failed at the federal level or have been overturned at the state level. The legislative efforts have usually centered on alleged links between violent behavior and violent video games, with little concern for any actual research backing up the link.

Perhaps the low concern for research is related to the fact the research is not clear-cut in displaying a link. There does appear to be a link between violent video games (if defined correctly) with “violent cognition,” though there is no strong data supporting a permanent link. For instance, children playing violent video games may feel more aggressive shortly after playing, but not carry aggressive attitudes toward others on a permanent basis due to their video game exposure. Similar thrills may occur shortly after watching stimulating action movies or TV shows.

I strongly suspect many attitudes toward research carried by journalists, legislators, parents, and other people are based on misunderstandings of how research is conducted as well as a lack of understanding as to what can actually be “proven” with research. (I have to laugh and admit I have no way to prove my suspicion, making me guilty of carrying an assumed tenet … just as I suspect others of carrying.)

Now, Timmer brings us news of a report from the American Medical Association’s (AMA) Council on Science and Public Health (CSPH). According to Timmer, the CSPH was charged with reviewing the published research on violence and video games in the 2006 AMA annual meeting, and reporting back at the 2007 meeting. This report has been released, and it will be of high interest to video game academics and others interested in the research.

The report provides a good review of the medical and psychological literature going as far back as 1985. The medical journals, especially, are often overlooked by gaming academics. I recognized some of the references, particularly Anderson and Bushman’s (2001) meta-analysis of studies on the effects of violent video games on behavior. Plenty of other references in the document should prove to be of high interest to those in the field of video game research.

The report addresses the topic of video game addiction. I discussed video game addiction in a prior post, which actually received a comment or two. Dr. Lemoyne Dunn over at the Texas Center for Educational Technology suggested a broader definition of addiction than I felt was justified when discussing video games. The CSPH report, presented by Mohamed K. Kahn who holds a Ph.D. as well as an MD, calls for a definition of addiction that includes not only video games but the Internet as well. The justification for this expanded definition is that the majority of those addicted to video games appear to be playing MMORPGs, and MMORPGs elicit higher opportunities for overuse.

The report further states the term “Internet addiction” was coined in the 1990s, and is not currently a DSM-IV classification. The authors initially shied away from calling video games addictive in nature, preferring the term overuse. Here is the pertinent paragraph (I’ve eliminated footnotes):

Although video game overuse can be associated with any type of video game, it is most commonly seen among MMORPG players, who represent approximately 9% of gamers. This is consistent with prior research on Internet addiction that suggests Internet use involving interactive, real-time applications has the most potential for overuse. MMORPGs are simultaneously competitive and highly social, and provide interactive real-time services. Researchers have attempted to examine the type of individual most likely to be susceptible to such games, and current data suggest these individuals are somewhat marginalized socially, perhaps experiencing high levels of emotional loneliness and/or difficulty with real life social interactions. Current theory is that these individuals achieve more control of their social relationships and more success in social relationships in the virtual reality realm than in real relationships.

Overall, the report states a lot more research is needed (a phrase oft repeated by researchers). One reason: no one really knows how many children may be affected negatively by overusing video games in general and MMORPGs in particular. The report states that “dependence-like behavior” may be evident in children, and may be related to over-using games rated high in violent characteristics. But here the logic fell down in linking video games with Internet addiction through MMORPGs, since most MMORPGs are rated T for Teen rather than the more violent M for Mature (with allowances that circumstances involving other players may change during gameplay (i.e., someone drops the f-bomb or makes some other comment inappropriate for children)). The authors call for the AMA to participate in revamping the ESRB game ratings at some point in the future. Anyway, the key summative sentence suggesting against video game addiction is as follows:

However, as with findings on long-term aggression, there is currently insufficient research to definitively conclude that video game overuse is an addiction.

That sentence will likely find its way into papers arguing against video game addiction, and literary efforts battling game censors. However, the report is careful to note broad characterizations of media, not just subsets of larger media. All such related media can be lumped together as “screen time,” and screen time should be limited for children, they opine. Since Internet addiction can encompass a variety of online activities that carried to an extreme can be detrimental to individuals, the authors end their report by recommending the AMA cooperate with other stakeholders to better define current game ratings, educate parents on potential harmful consequences of their children over-indulging in media, and, most intriguingly:

That our AMA strongly encourage the consideration and inclusion of “Internet/video game addiction” as a formal diagnostic disorder in the upcoming revision of the Diagnostic and Statistical Manual of Mental Disorders-IV.

It is interesting that after stating there is not enough research to say that video game overuse is an addiction, the council nonetheless seeks to lump video games with Internet addiction in general, and recommend it be added as a diagnostic disorder in a future revision of the DSM.

I should point out that just because something is added to the DSM, that does not necessarily make it a mental illness. It’s just what a group of doctors currently believe is a disorder. At one time, recall, homosexuality was listed as a disorder in the DSM. As times change, what is considered a mental disorder changes. So, it begs the question, Why should overuse of the Internet and computer games be listed in the DSM as a diagnostic disorder? If a person has an addictive tendency, they will find some way to express it, whether through electronic means or otherwise. To question further, Why not just say Internet overuse, rather than adding video games, is a diagnostic disorder if the only connection between the two is MMORPGs? Why besmirch video games, too?

This lumping of video game addiction with Internet addiction, under the justification that a small percentage of MMORPG players show signs of overuse, is based on flimsy reasoning. The slash between Internet and video game addiction should be eliminated, or at least replaced by “Internet/MMORPG addiction.” But in my (non-medical) opinion, I have to ask, Why should the Internet and MMORPGs receive special consideration anyway? What is it about a computer screen and an Internet connection that makes a disorder any more noteworthy than pre-electronic disorders? What about the person who frequents social spots, or bars, or night clubs and shows addictive social tendencies in real life? Electronic social interactions are not much different than face to face interactions, they are just performed using different communication tools. If a person has an addictive nature, that nature will find release in some way, even if the Internet were to stop working.

The authors state that the Internet has allowed socially retarded people opportunities to control their online lives to an extent not possible in real life, and this in turn causes some to overuse the new tool. But, I don’t buy it. If a person has a problem, the problem exists with or without the opportunity. I would say what AA says about alcoholism: once an alcoholic, always an alcoholic, even 20+ years since the last drink. But then, here we get into the argument of chemical addictions versus social addictions again.

On a more positive note, the council mentioned benefits of video games, particularly within the medical field. Statements like this in the conclusion displayed their medical bias:

As with most other forms of media, video games do have a potentially positive role, especially in the health care and health education sectors.

I would argue that the statement would have been more accurate if the education sector in general were included, rather than limiting it to the health education sector. Obviously, health education is a subset of education in general. To assert instructional video games are limited to being of service to only health education displays a bias toward the report’s audience. This is perhaps understandable, considering the source.

All told, a very interesting report, and well worth reading. I do like what the authors had to say delineating video game overuse as a more correct term than video game addiction, but I would indeed hate to see video game addiction, even couched within a broader context such as Internet addiction, added as a diagnostic disorder to the DSM.

References

Anderson C.A., & Bushman, B.J. (2001). Effects of violent video games on aggressive behavior, aggressive cognition, aggressive affect, physiological arousal, and prosocial behavior: A meta-analytic review of the scientific literature. Psychological Science 12(5). 353-359.

Council on Science and Public Health (2007). CSAPH Report 12-A-07: Emotional and behavioral effects, including addictive potential, of video games. American Medical Association, Chicago. [Online]. Available:
http://ama-assn.org/ama1/pub/upload/mm/467/csaph12a07.doc