New Journal Issues Open Call for Papers

I’ve mentioned Dr. Rick Ferdig over at U. Florida several times before, especially after he published a paper of mine in a special issue on educational videogames for the Journal of Educational Multimedia and Hypermedia. Recently he announced a new journal dedicated to the field: the International Journal of Gaming and Computer-Mediated Simulations. IJGCMS has an open call for papers here. The editorial board is also coalescing, and details on contacting Dr. Ferdig regarding editorial service are available on site.

Coin-op Kiddie Rides Make a Comeback

Occasionally I’ll take a break from blogging about videogames and discuss one played in RL. Most recently, I noted an article about the world’s last pinball manufacturer, for instance. Now, Raymund Flandez over at The Wall Street Journal writes about old style coin-op kiddie rides making a big comeback, thanks to some TLC from Kiddie Rides, USA.

The company buys up the old coin-op rides, once ubiquitous outside grocery stores and elsewhere, restores then sells them for $2,000 - $6,000 to nostalgic baby boomers or companies seeking unique décor.

Denver D’Rozario over at Howard University gets a nice quote, noting that marketing vintage games requires a special touch:

Authenticity and uniqueness of the product needs to be a part of the appeal of the nostalgia market, says Denver D’Rozario, a marketing professor at Howard University in Washington. But “you’ve got to show me how it’s different today” as well. “Some products have to be “restaged or redesigned,” he says, “to appeal to a different generation — the children or grandchildren of the baby boomers. They have to strike a balance.”

 

References:
Flandez, R. (2008, March 25). Nostalgia helps put old kiddie rides back in play. The Wall Street Journal. [Online]. Available: http://online.wsj.com/article/SB120641207836961459.html

Beyond the Online: Critical Collaborations and Dialogues Among Anthropological Approaches to Video Games

As video games are increasingly becoming a venue through which interactive entertainment and education occurs, a variety of academics have begun turning a critical eye towards this medium. These investigations have contributed much to our understanding of the cultural specificities and the incorporation of the media into everyday practices by its users, especially in the area of online video gaming in virtual worlds. While anthropology and allied disciplines have shown significant interest in examining the ways in which cultures and subjectivities become articulated through virtual worlds and internet-based video game media, there are many more possible arenas of investigation.

This panel seeks to explore some of these possibilities that emerge when the scope of an anthropology of video games broadens to encompass 1) the inclusion of other disciplinary approaches to video games, such as cultural studies, media studies, education, and history; 2) collaborations with, and investigations of, the global video game industry—its publishers and developers, localizers and middlemen, marketers and modders; and 3) engagements with video game users who often appropriate the media in unanticipated and emergent ways. In doing so, we seek to query the utility of disciplinary boundaries in relation to the study of video games—What does anthropology have to contribute to the study of video games? What can other disciplines teach us? In addition, we seek to explore what forms of useful collaborations with industry experts and users could possibly emerge when the anthropology of video games is expanded to encompass a global industry.

Panel will convene at the American Anthropological Association annual meetings, San Francisco, Nov. 19-23, 2008. See http://dev.aaanet.org/meetings/presenters/index.cfm for more details.

E-Learn 2008 Deadline Approaching

The coordinators of E-Learn 2008 in Las Vegas, Nevada have re-issued a call for papers. Deadline is April 29. Read more here.

Tagged: What I Believe

Tim Holt over at the Intended Consequences blog tagged me a while back with the “This I Believe” theme for educational technology. This is a good exercise, because it’s important for all of us in the education business to sit down and think for a minute as to why we’re doing all the stuff we’re doing. I can’t do as good a job at this as Tim has, but I’ll give it a shot:

- I believe that computers and related technology are not necessary for students to learn in school, but they make certain things easier for both students and teachers (if they know what they’re doing), and often add a higher level of interest and excitement for the students.

- I believe that education at its most basic level is communication; that education cannot take place without communication. In that regard, any technology/device that enhances or propels communication can (and probably will) be appropriated by stakeholders for educational purposes.

- The most intriguing form of educational technology to me is the instructional videogame. I believe that placing learning objectives within a gaming environment can open venues for students, including recalcitrant ones, otherwise unavailable. As such, educational gaming offers a nifty tool for teachers in the encouragement of their students toward attaining certain objectives, including some not easily assessed on standardized exams.

- I believe there is no one “cure-all” or panacea for teachers to get their students to obtain higher test scores. Any company offering such is selling a fake bill of goods. What does lead to higher test scores includes good teaching by the teachers and good studying by the students. To wit: the technology or software or program is not necessarily what causes higher scores directly; rather, it is the teacher and the students using the product that results in higher scores. With that in mind, I firmly believe educational technology can and often does play a significant role in this process, and many products can help teachers and students in attaining those scores.

- Finally, I have learned a bit about educational research in the pursuit of my doctorate. I think the majority of debate regarding research would disappear if those arguing understood the basics of research and its implications. To wit: researchers in the social sciences can never “prove” anything, only add to the body of research supporting one conclusion or another. In that regard, the “soft sciences” are weaker than the “hard sciences,” but the notion behind understanding research precludes accepting any statement without question. This can be a good thing or a bad thing, depending on the educator. So, anyone who claims research “proves” a component of educational technology is beneficial in some way (or, conversely, detrimental) should be considered suspect. What one should say is, research supports the use of a particular technology (or does not support it). Nothing is ever “proven” in the social sciences.

Deadline Extended: ISIMD ‘08

The symposium date has been pushed back, and the deadline for submissions has been extended for the 6th International Symposium of Interactive Media Design (ISIMD’08). Details below:

ISIMD’08 - SYMPOSIUM POSTPONED

Following the requests from many of the academics and artists who received our announcement too late to arrange their schedule, we have decided to shift the symposium program to OCTOBER 15-16-17, 2008.

The DEADLINE for submissions is extended to AUGUST 1, 2008 according to the new timeline.

Please visit our website at http://newmedia.yeditepe.edu.tr for details of the new 2008 program and online proceedings of earlier meetings.

ISIMD is an annual meeting platform to discuss the ongoing advances in the field of interactive media design, new technology and techniques in the industry and their impacts on culture and the arts. Official language of the symposium is English, thus all submission should be made accordingly.

Best Regards,
Prof. Dr. Emin Dogan AYDIN
Chair of the Department of Visual Communication Design Yeditepe University

Viacom Embraces Casual Gaming

Why would kids want to watch Dora the Explorer when they could actually BE Dora the Explorer? Such questions ensnare Viacom, owner of Nickelodeon and MTV networks. The company plans to spend $100 million on casual games, according to this NY Times story.

Grunwald Associates is indicated in the article as noting in a study that young folks engage in TV and their related websites simultaneously. Several other interesting statistics are published in the article, such as:

The N, Nickelodeon’s teenage network, has dozens of games for children aged 12 to 17. Slightly younger players are directed to Nick.com, which drew an average of 7.9 million visitors in February and is expected to add 185 games this year. The youngest players of all are welcome on the sites of Nick Jr. and Noggin, where games are meant to be played by children “on the laps of their moms,” Ms. [MTV Networks’ Nickelodeon Kids and Family group President Cyma] Zarghami said.

This same company owns Neopets, the Shockwave gaming site, and the Nick.com arcade. Many interesting factoids and tidbits for researchers are found in this article, and it’s well worth the read.

References:
Stelter, B. (2008, March 18). Online games by the hundreds, with tie-ins. The New York Times. [Online.] Retrieved March 17, 2008 from: http://www.nytimes.com/2008/03/18/business/media/18adco.html?_
r=1&ex=1363492800&en=78d59ce77ce71d4b&ei=5088&partner=
rssnyt&emc=rss&oref=slogin

Ambient Offers Sub-vocal Chat Device

In the popular Ender’s Game series of science fiction novels, the hero communicated with his computer via sub-vocal conversations. We’re starting to see a variety of non-traditional input devices for videogames, from the Wiimote to Brain Computer Interfaces. Now, a company, Ambient Corp., has demonstrated a working model of a neckband that can translate sub-vocal nerve signals into computer commands. The demo occurred at a Texas Instruments Developers Conference. Applications include wheelchair control, dictation, and assistive technology for the speech impaired. Of course, videogame apps will be offered if there is sufficient interest and demand.

Imagine a videogame adaptation of Ender’s Game where players navigate the interface sub-vocally … Or how about a game the speech impaired can play as well as others? Or how about a military immersion training that users control on several levels, including vocally, hand-eye, and sub-vocally? The possibilities are intriguing.

Take the Videogames & Personal Spiritual Growth Survey

Moses Silbiger, a grad student at John F. Kennedy University, is conducting an online academic survey of interest. Here is what he posted on the Serious Games Listserv recently, reprinted here with his permission:

I am doing an academic research project based on “How could video games be designed to facilitate personal and spiritual growth?” … Yes, you read it right!

My intention is to explore the potential use of video games for other purposes beyond entertainment, where designers could bring more meaning to video games, in addition with the fun of play.

I am planning to use this research as a bridge to gradually bring this important subject to the foreground, so we could at least start counting with more qualitative, useful and socially responsible video games in the market.

As a part of this project, I designed a 5 minute online survey and would really appreciate if you could take your time to complete it.

In gratitude for your participation, after completing this survey you will be able to participate in a sweepstakes for a 1-year subscription for 2 magazines of your choice, plus a $50 gift certificate from the GameStop store (prize updated).

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Here is the link to the survey:

http://www.integraleye.com/survey

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Moses indicates the useful survey data window will be closing Mar. 23 so he can finish up his paper. So please take 5 minutes or so and fill out the survey.

Report: Brain Fitness Software Shows Strong Potential for Schools

The folks over at SharpBrains have released a new report: The State of the Brain Fitness Market, 2008. Highlights include the following:

1) 2007 was a seminal year for the US Brain Fitness software market, which reached $225 million in revenues – up from an estimated $100 million in 2005.

2) Over 20 companies are offering tools to assess and train cognitive skills to four customer segments: consumers; healthcare and insurance providers; K12 school systems; and Fortune 1000 companies, the military, and sports teams.

3) The Nintendo Brain Age phenomenon has driven much of the growth. The consumer segment grew from a few million in 2005 to an estimated $80 million in 2007.

4) There is major confusion in the market, so education will be key. Users and buyers need help to navigate the maze of products and claims.

5) Over 400 residential facilities for older adults have launched computerized “brain fitness centers.” Sales to the healthcare and insurance provider segment grew from $35 million in 2005 to an estimated $65 million in 2007.

6) More than five programs have shown results in randomized controlled trials. Cognitive functions that can be trained include: visual and auditory processing, working memory, attention, and decision-making.

7) A product has obtained 510(k) FDA clearance for rehabilitation of stroke and Traumatic Brain Injury patients. Another product is being used by a growing network of ADHD specialists.

8 Large-scale, fully-automated cognitive assessments are being used in a growing number of clinical trials. This opens the way for the development of inexpensive consumer-facing, baseline cognitive assessments.

9) The potential for K12 Education remains largely untapped due to limited research linking cognitive training to academic performance.

10) Companies, sports teams and the military are finding opportunities to improve productivity. The aging workforce will make this a must.

Total cost for the report is $495, with a 10% discount to blog readers until Mar. 20.

I’m particularly intrigued with the report’s findings on Brain Age, and the potential for brain fitness software in the form of educational videogames for K-12 schools.