Games Empower Learners: Gee’s Speech at GLS4

James Paul Gee over at Arizona State is renowned among educational gamers because he wrote what is widely considered to be the first scholarly book on educational applications of videogames: What Video Games Have to Teach Us About Learning and Literacy (2003). Recently, he keynoted the 4th annual Games, Learning, and Society Conference. Michael Abbott over at Gamasutra caught up with him and detailed the meat of his speech here. Some excerpts:

Gee sees the current U.S. educational system as inadequate to the task of addressing the problems of an increasingly complex world. He stated that “21st century learning must be about understanding complex systems,” and he believes many video games do a better job at this than the antiquated sender-receiver teaching model that dominates American classrooms.

Passion communities encourage and enable people of all ages to do extraordinary things. Gee believes the ‘amateur knowledge’ that arises from this immersive involvement often surpasses ‘expert knowledge,’ and cited fantasy baseball as an example.

Other highlights:

- Passion communities give users power and control, not necessarily money.

- He cites a young lady who learned PhotoShop in order to make better clothes for her Sims characters, later for avatars in Second Life. She remains uninterested in fashion, though, preferring computers because they empower her.

- Gee cited the game Portal, which could be construed as a parody of school life, as a means of allowing players tools to construct reality in the game’s environment. RL schools should be like this, Gee mused. “Education isn’t about telling people stuff, it’s about giving them tools that enable them to see the world in a new and useful way.”

- Complex games engender involvement in whole new ways for players. Mods allow players to manipulate the environment in ways they see fit. Mods are tools allowing players to put personal play theories to the test.

Abbot sums up:

Gee clearly situates video games within an overall theory of learning and literacy with genuine power to transform students and equip them to address complex problems.

References:
Abbot, M. (2008, July 14). Analysis: Games create ‘passion communities’ for learning. Gamasutra. [Online]. Available: http://www.gamasutra.com/php-bin/news_index.php?story=19389

Study: Videogames Don’t Lead to Violence

Patrick Kierkegaard, a doc student over at Essex University, published a paper in the International Journal of Liability and Scientific Enquiry, examining prior studies linking videogames to violence. Kierkegaard found the studies were heavily biased against videogames, finding scientific evidence linking videogames to violence weak at best. While someone predisposed to violence may feed off a violent videogame, the same could be said about a violent book or movie or television show.

Most intriguing, Kierkegaard points out that while videogames have become ever more graphic in recent years, with hardware and software developing to the point where visualizations are increasingly realistic and titles with disturbingly violent content continue to rack up sales, the level of violence in society continues to trend downward. Here is a widely circulated quote included in the news release, picked up by Science Daily and others:

“Violent crime, particularly among the young, has decreased dramatically since the early 1990s,” says Kierkegaard, “while video games have steadily increased in popularity and use. For example, in 2005, there were 1,360,088 violent crimes reported in the USA compared with 1,423,677 the year before. “With millions of sales of violent games, the world should be seeing an epidemic of violence,” he says, “Instead, violence has declined.”

References:
Inderscience Publishers (2008, May 15). Could violent video games reduce rather than increase violence? [Online]. Available: http://www.sciencedaily.com­ /releases/2008/05/080514213432.htm

Kierkegaard, P. (2008). Video games and aggression. International Journal of Liability and Scientific Enquiry, 1(4). 411-417.

The Top 5 Platforms for Creating Educational Video Games

Several games out there claim to be educational. Some are more or less so, depending on how one defines “educational.” The list of potential platforms for creating educational videogames is long. Many a fine game has been coded in a variant of BASIC or C, for instance. This list tends to focus on platforms for games created by university researchers and governmental organizations. In that regard, I make a value judgment by inferring that, in general, a game created by a governmental entity, a museum, or university personnel tends to be more “educational” than others.

Anyway, that’s my bias in creating this list. I’d love to hear additional ideas or justifications for inclusion regarding a platform I’ve left out.

1. Neverwinter Toolkit

Commentary: Many solid educational videogames have been developed to run on one of the iterations of Neverwinter Nights using the Aurora Neverwinter Toolkit. Many of these have been designed by teachers for their classrooms, and not released to the general public.
The game itself is completely modifiable, making it fairly easy to manipulate for desired educational outcomes. Teachers can insert dialogue, send students on quests to hunt for artifacts or other virtual ephemera, and set up pedagogical situations within the game. Although it’s a full 3-D virtual interactive environment (VIE), complete with anthropomorphically correct avatars, its runtime requirements are relatively light.

Example: Revolution continues to be the defining mod for Neverwinter Nights, showing what’s possible on the platform. Although it’s getting old (ca. 2004), Revolution continues to draw interest from academics and others.

Main Site: http://nwn.bioware.com/builders/

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2. Civilization III

Commentary: Professors and teachers have long been enamored with the idea of using games in the Civilization series for teaching history and social studies. Even better is the idea of modifying the game so that students can garner specific objectives. Nebulous concepts such as characteristics leading a people group toward dominance over their neighbors, as well as more concrete concepts such as locating settlements near water to help ensure success, are transmitted to players in the game. Modifying Civilization III is encouraged by its parent, Firaxis Games, with players urged to upload their maps and mods to the main site.

Example: The History Canada Game from Canada’s National Historical Society and The Historica Foundation shows how a country’s history can be explored through gaming.

Main Site: http://www.civ3.com/mods.cfm

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3. Flash

Commentary: When it comes to creating an educational game for a museum or government agency’s online site, Flash is the program of choice. As popular as it is, there are beaucoup sites with Flash games, some purporting to be educational. Unfortunately, many are very low on learning quotients, requiring little more than thoughtless arcade skills. On the other hand, many museums and governmental agencies have added excellent educational games to their sites that teach kids something, and promote the organizations’ goals at the same time.

Example: America’s CryptoKids is a collection of Flash games and activities from the US National Security Agency. The site shows how government and museum sites can create games in Flash to attract younger audiences online.

Main Site: http://www.adobe.com/

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4. Java

Commentary: If you’re going to make a serious game for the Web or other applications, and you don’t want to use Flash, then Java, the cross-platform language from Sun, remains an excellent choice. A major plus is the language is ideal for mobile phones and other devices, as well as for many types of computing platforms.

Example: The National Library of Virtual Manipulatives from Utah State University offers a variety of online Java applets designed to convey mathematical concepts. Originally funded with an NSF grant, the site now offers a CD version by mail.

Main Site: http://java.sun.com/

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5. XNA for the Xbox & Windows

Commentary: A relative newcomer to this group, Microsoft’s XNA is designed to create games for Windows and the Xbox. In a huge usage boost late last year, Microsoft released XNA free to universities and college students. According to their promotional department, over 300 universities worldwide have adopted XNA as a platform for teaching programming skills. Although it has only been freely available for a few months, look for this platform to become heavily used by universities to create educational games in the future.

Example: The XNA Creators’ Club has a role playing starter kit, Role-Playing Game, that allows developers to easily drop in content.

Main Site: http://www.xna.com/

Wii Go to School: Academic Uses for the Popular Console

The latest issue of Edutopia has an article by Laila Weir on Wii-learning: teachers finding academic uses for the Wii in their classrooms. Rather than using a game designed purely for educational purposes, these teachers are adapting existing games for the classroom.

Here’s a thought: Why not take a tech platform that kids are already nuts about and put it to use? That was the thought at Cumberland Elementary School, in West Lafayette, Indiana, where first-grade teacher David Brantley used a parent donation to buy three Wii consoles. Brantley integrated some of the Wii’s games and online channels into lessons on weather and geography. The result: “A great virtual map and globe activity,” he says.

Justifying its use by citing research showing benefits to learning in multiple modalities, the teachers often use the Wii for games with math, language, and logic exercises.

- Sports games provide opportunities for score keeping and math

- Bowling in particular provides several opportunities for number crunching

- Wii’s Big Brain Academy helps with reasoning and logic, but flashes loser and winner signs which may hurt self esteem; teachers combat this by prepping students on being gracious winners and losers

- Using the Wii has helped motivate “reluctant” students

My take: teachers have been adapting technology for classroom use since time immemorial, and this is just the latest example. It’s heartening to see a positive attitude toward gaming in the classroom. I suspect the family-friendly and easy-to-engage approach the Wii has taken helps ease it into the classroom over more “serious” consoles like the Playstation 3 and Xbox. Who can deny the Wii a role in the classroom when it’s being used in the gym and in nursing homes?

References:
Weir, L. (2008, June). Wii love learning: Using gaming technology to engage students. Edutopia. [Online]. Available: http://www.edutopia.org/ikid-wii-gaming-technology-classroom

Virtual Telekinesis: Mind Control in Time for Christmas?

Here’s a story from AFP about Emotiv and their neural interface helmet which will allow gamers to control videogames with their thoughts. I blogged about this back in February, noting that Brain Computer Interfaces (BCIs), or neural interfaces, were all the rage at GDC.

The news this week is Emotiv’s headset, which includes 16 sensors for a built-in EEG unit to measure brainwaves and facial expressions, along with a gyroscope to determine head movement, will be available for the Christmas shopping season. The $299 unit will include a videogame that works with the headset when it goes on sale direct from Emotiv’s website. The game will involve activities where users lift mountains and other things with their minds, combining virtual telekinesis with the RL interface.

The software development kit to design products that integrate into the helmet has been downloaded over 1,000 times, according to the news article. Emotiv co-founder Tan Le and company engineer Marco Della Torre noted the device has multiple uses:

- Law enforcement can use it as a cheap lie detector kit, since it is ultimately an inexpensive EEG. “It certainly could be used as a very accurate polygraph,” Le said. “If you have seen something before, there is no hiding it. There is brain recognition”

- Stroke and coma victims could find new ways to communicate using the device

- Music listeners could easily tag the songs they hear, having the songs classified as making them happy, sad, etc.

My take: BCIs hold great promise in educational fields, providing a true hands-free environment and a rich field for research. Students with disabilities may benefit greatly from BCIs. If Emotiv can offer an effective device at a low price point, as seems probable if the publicity is to be believed, we can expect an uptick in related research soon.

References:
Mind games: Computer headset lets brain control action. [Online]. Retrieved July 8, 2008 from http://afp.google.com/article/ALeqM5jJ8pFqcQxTWrU2mZTsgyzefOY8Zg

Nintendo DS Helps Teach English in Japan

The DS continues to garner media attention for its role in Japanese public schools. Here’s a brief article by Gary Schmidt detailing its use at the Junior High level for teaching English.

Motoko Okubo, a junior high school teacher, has used the handheld DS and textbook software since May in weekly sessions focusing on vocabulary, penmanship and audio comprehension for teaching english.

“They’ve been using it at home playing games, so at first they were surprised they can use it at school,” Okubo said.

Vice principal Junko Tatsumi says results so far have been encouraging in Japan’s long struggle with English language education … Japan has around 15,000 middle and high schools and in 2000 launched reforms to create a more “relaxed” environment aimed at fostering creativity and reducing rote learning.

The educational outlook for the Nintendo DS continues to look promising.

References:
Schmidt, G. (2008, June 30). The Nintendo DS is becoming more popular than just a portable videogame device. [Online]. Retrieved July 7, 2008 from http://www.halflifesource.com/story/japan_uses_nintendo_ds_in_schools/
article2533.htm

Resistance is Futile … All Will Become Gamers

Here’s a nice article from Rob Fahey, former editor of GamesIndustry.biz, over at Times Online. Fahey makes several interesting points, including many factoids that would fit nicely in research articles on videogames.

- Nintendo is now the second most valuable company (by market cap) in Japan, after Toyota

- Consequently, the market believes the industry as a whole has enormous growth potential

- Game Group is Britain’s largest videogame retailer. Profits for the first half of 2008 will top £33 million, beating analyst estimates by 33%

- Consequently, Game Group’s market cap now tops the country’s largest construction firm by three times

- The current focus on all age groups by videogame companies is the natural outcome of marketing efforts beginning in the 1990s, when Sony began branching out from children’s television advertisements for the PlayStation to nightclubs

- The market for videogames continues to expand into all segments of the population, from teenage boys to older men; to girls and women; to senior citizens; to families as a whole

- The advanced graphics and capabilities of videogames have created a dynamic platform for storytelling that rivals moviemaking in scope

Finally, Fahey sums up with this statement, showing that eventually gaming will engulf everyone:

As video games continue to break new creative and commercial ground, the conclusion the markets have reached is simple - and inevitable. Being a stranger to interactive entertainment will be seen as eccentric as watching TV on a black and white set. Soon, we will all be gamers.

References:
Fahey, R. (2008, July 7). It’s inevitable: Soon we will all be gamers. The Times. [Online]. Retrieved July 6, 2008 from http://www.timesonline.co.uk/tol/comment/columnists/
guest_contributors/article4281768.ece

Study: Whyville Has Cheat Sites! Cyberbullying & Cheating in Online Worlds a Surprising Problem

Alana Semuels has an article this week in the Los Angeles Times detailing the surprising level of cyberbullying and cheating kids engage in while online. Despite chat safeguards in place in such kid-friendly worlds like Club Penguin (owned by Disney), Neopets (owned by Viacom), and Whyville (owned by Numedeon), kids often engage in cheating activities and bullying behavior. One example: account passwords are pilfered, often given by the victims in promised exchange for more virtual money or accouterments.

Even heavily restricted chat functions present levels of monitoring difficulties, as youngsters find creative ways to bypass profanity filters. Whyville flags children exchanging personal information such as their real names or phone numbers. The company blocks about 10 accounts a day due to violations.

Semuels notes UCLA doctoral student Deborah Fields and Dr. Yasmin Kafai wrote a paper on the topic for the Digital Games Research Association (DiGRA 2007). The paper is an analysis of cheat sites designed for Whyville, examining 257 sites and following one in particular over the course of eight months.

According to the paper and Whyville staff, Whyville veterans often haze newcomers by demanding rent, even though apartments there are free. Other players have figured out a combination of keyboard commands that allows them to jump into the virtual cars of strangers, which is normally allowed only through invitation. Users have claimed that elections for the Whyville Senate were rigged through stuffing of virtual ballot boxes.

Some players took advantage of an outbreak of Whypox – a virtual plague that causes avatars to sneeze and break out in boils – by selling cures that turned out to be fake.

Cheating and online thievery can go to extremes at times, such as the recent case of a teen in Habbo stealing €4000 worth of virtual furniture.

So the question arises: Are kids who figure out ways to part others of their virtual cash displaying tendencies toward larceny, or are they simply more intelligent than those who part with their cash? Certainly deception is not good, but convincing others to invest in a for-profit scheme seems a reasonable exercise. This makes for a very interesting field of study.

References:
Fields, D. A., & Kafai, Y. B. (under review). Stealing from grandma or generating cultural knowledge? Contestations and effects of cheats in a teen virtual world. Paper submitted to DiGRA07. [Online]. Available: http://www.gseis.ucla.edu/faculty/kafai/paper/
whyville_pdfs/DIGRA07_cheat.pdf

Semuels, A. (2008, July 2). In virtual worlds, child avatars need protecting – from each other. Los Angeles Times. [Online]. Retrieved July 4, 2008 from http://articles.latimes.com/2008/jul/02/business/fi-kidssafe2

Lab Research: Drexel Students Create Neural Interface

There’s been a heavy spate of interest at the university level lately to create modified interfaces for controlling videogames; the most exciting of these involves neural interfaces, or brain-computer interfaces. Such research is seen leading toward providing benefit to victims of paralysis and other disabilities.

Students at Drexel University’s Replay Laboratory have experimented with hooking up a neuro-imaging device that fits on the forehead with a videogame. The result is a lab creation called Lazy Brains. Stephanie Abrams with the CBS affiliate in Philadelphia filed a report:

Professors at Drexel think it could be a tool to help students with ADHD focus. They also say since this device will eventually detect more brain activity, it may one day give the severely disabled who can’t talk a way to communicate directly from their brain to the computer.

Grad students who helped create the game and are listed in her report include: Hasan Ayaz, Jordan Santell, and Aaron Bohenick. More information on the Replay research lab at Drexel is available at their website.

Free Mind Exercising Games from FitBrains.com

Canada is now the third largest videogame producing country, overtaking Great Britain’s former position. Marke Andrews over at The Vancouver Sun reports on Vivity Labs, producer of FitBrains.com.

With mostly private money (from five hi-tech industry investors) and some public funds (Telefilm Canada, Industrial Research Assistance Program) behind it, Vivity Labs seeks to replicate the success of Nintendo’s popular Brain Age game, which is also aimed at greying boomers and seniors, and Electronic Arts’ Pogo, a game popular with boomer women. The company’s partners include Vancouver’s Michael Cole, who’s worked in the brain fitness field for the past seven years; Dr. Paul Nussbaum, an American clinical neuropsychologist who specializes in aging; and Mark Baxter, a Vancouver games developer … Prior to the launch, Cole has struck a deal with health magazine Prevention to put three Fit Brains games on its website, and another that licences Fit Brains games with Seattle casual video game site Big Fish.

The site offers nine games with a tenth on the way, aimed mainly at users 40 and over. The games focus on language, concentration, logic and spatial skills. The site will remain in open beta until August, when a monthly fee will be assessed for accessing advanced features of the site.

References:
Andrews, M. (2008, July 3). B.C. company takes aim at brain games geared for boomers. The Vancouver Sun. [Online]. Retrieved July 3, 2008 from http://www.canada.com/vancouversun/news/business/story.html?
id=7dcc2a05-1825-4245-bbdf-b5ff786a30e3

UK games industry ‘dead man walking’. (2008, July 2). Politics.co.uk. [Online]. Retrieved July 3, 2008 from http://www.politics.co.uk/news/opinion-former-index/
opinion-former-index/uk-games-industry-dead-man-walking–$1229794.htm