Computer Games and Education: A Critical Review and Reflection Dr. Wen-Hao Chuang MACNM New Media and Communication Graduate Program City University of Hong Kong

Introduction Brief History of Computer and Video Games Edutainment = Education + Entertainment? Reflection from different learning domains and some demos Discussion and Conclusion

Brief History of Computer/Video Games The first computer simulation game was created in 1961 at MIT on the PDP-1 computer. “Spacewar!” allowed the players to maneuver ships on a circular monitor and fire missiles at each other. This was the first step toward a multi-billion dollar industry Demo: Demo: ewar/ ewar/ Readme: ewar/readme.html ewar/readme.html

Earlier generation (before 1970) Very simple 2D graphics Limited genres (shooters, puzzles, and some simulations). Examples: PONG, Spacewar, etc. Rooted from top academic (MIT) and scientists

First generation ( ) b b Magnavox OdysseyMagnavox Odyssey Atari Pong (Arcade version)Atari Pong (Arcade version) b b Atari Pong (Home version)Atari Pong (Home version) b b Fairchild Channel FFairchild Channel F b b RCA Studio IIRCA Studio II

Second generation ( ): golden age b b Atari VCS/2600Atari VCS/2600 b b Bally Professional ArcadeBally Professional Arcade b b Magnavox Odyssey2 b b Mattel Intellivision b b Milton-Bradley Microvision b b Emerson Arcadia 2001

Third generation ( ): dark age b b The third Generation is often referred to as "the dark ages" because of the crash of the video game market during these years. At the peak of the previous generation, the video game industry was grossing upwards of $3 billion in America alone. However, in 1985, at the end of the Third Generation, video game sales would only reach $100 million worldwide b ColecoVision Atari 5200Atari 5200Atari 5200Atari 5200 Milton-Bradly VectrexMilton-Bradly Vectrex b Atari 7800 b The popular “Apple II” computer was also introduced during this era

Fourth generation ( ): 8-bit era b b 1985 – Nintendo Entertainment System (NES)Nintendo Entertainment System Sega Master System b b Atari XEGS b b 1988 – Atari Lynx (Protable) Nintendo Game Boy (Portable)Nintendo Game Boy (Portable)

Fifth generation ( ): 16-bit era b b 1989 – NEC TurboGraphix-16 Sega Genesis b b 1990 – SNK Neo-Geo NEC TurboExpress Sega Game Gear (Portable) b b 1991 – Super Nintendo Entertainment System (SNES)Super Nintendo Entertainment System Sega CD (System add-on for Genesis) NEC TurboDuo b b 1992 – Philips CD-I b b 1993 – Panasonic 3D0 Atari Jaguar b Personal Computers also become more and more popular. b More and more interesting genres of computer/video games (such as adventure games) are starting to appear on the market.

Sixth generation (1995-present) b b Sony Playstation, Playstation 2, XBOX b b 486, 586 (Pentium), and Pentium III, IV personal computers b b What an advance on computer graphics! b Wolfenstein game as eample

The Third Wave Reigeluth, 1994

Society: Major Differences b Industrial Age Adversarial relationshipsAdversarial relationships Bureaucratic organizationBureaucratic organization Autocratic leadershipAutocratic leadership Centralized controlCentralized control AutocracyAutocracy Representative democracyRepresentative democracy ComplianceCompliance One-way communicationOne-way communication CompartmentalizationCompartmentalization b Information Age Cooperative relationships Team organization Shared leadership Autonomy with accountability Democracy Participative democracy Initiative Networking Holism Reigeluth, 1994

Education: Major Differences b Industrial Age Grade levelsGrade levels Covering the contentCovering the content Norm-referenced testingNorm-referenced testing Non-authentic assessmentNon-authentic assessment Group-based deliveryGroup-based delivery Adversarial learningAdversarial learning ClassroomsClassrooms Teacher as dispenserTeacher as dispenser MemorizationMemorization Isolated reading and writingIsolated reading and writing Books as toolsBooks as tools b Information Age Continuous progress Outcomes-based learning Individualized testing Performance-based assessment Personal learning plans Cooperative learning Learning centers Teacher as coach, mentor Thinking, solving, meaning Communication skills Advanced technology tools Reigeluth, 1994

The trend of media usage Media Change Consumer Internet % Video games % Box office, home video % Total TV % Radio, recorded music % Newspaper, books, magazines % Unit: hours per week. Data source: PC World (p.117, March 2003)

What if we don’t change?...we must learn our way to a new society. The key aspect of our relearning is to transform the way we think. It is absolutely essential to change the way we think. All other attempt at change will fail if we do not transform our thinking. If we can make the right changes in our thinking, the necessary changes in society will follow. – L.W. Milbrath, p184. – L.W. Milbrath, p184.

Edutainment=Education + Entertainment? Still lacking well-established definitions, “edutainment” can be roughly defined as “computer-based systems for learning and leisure, in homes, schools, and at work.” (Svane et al, 2002) Still lacking well-established definitions, “edutainment” can be roughly defined as “computer-based systems for learning and leisure, in homes, schools, and at work.” (Svane et al, 2002) The problem with today’s “educational software” The problem with today’s “educational software” Using commercial video games for learning? (case studies: Chuang, 2003; Scinicariello, 2003). DigitalStream Conference Using commercial video games for learning? (case studies: Chuang, 2003; Scinicariello, 2003). DigitalStream Conference

Some demos For “authentic” language learning: For “authentic” language learning: For “history” or “geographic” learning: and For “history” or “geographic” learning: and Lip sync technology (CityU) Lip sync technology (CityU) (affective learning domain): (affective learning domain):

Discussion Most teachers keep asking “how do I incorporate games into my current curriculum?” Most teachers keep asking “how do I incorporate games into my current curriculum?” Most scholarly studies of video games have focused on the possible negative effects of video games, especially of the violent “shoot-them-all” games. Most studies do not consider any positive gratifications from playing games, and this only causes concern, not any interest in the fascination. Most scholarly studies of video games have focused on the possible negative effects of video games, especially of the violent “shoot-them-all” games. Most studies do not consider any positive gratifications from playing games, and this only causes concern, not any interest in the fascination. Some studies have experimental evidences of how video games enhanced perception, attention, spatial skills, memory, and motor performance (Loftus & Loftus, 1983; Greenfield, 1984; Greenfield, 1994). Some studies have experimental evidences of how video games enhanced perception, attention, spatial skills, memory, and motor performance (Loftus & Loftus, 1983; Greenfield, 1984; Greenfield, 1994).

Conclusion More theory building of “edutainment” with synthesis from different fields: media psychology (new media), instructional technology, learning theories, and so on. More theory building of “edutainment” with synthesis from different fields: media psychology (new media), instructional technology, learning theories, and so on. More case studies to help educators know how to apply them in classrooms (or outside of classrooms). More case studies to help educators know how to apply them in classrooms (or outside of classrooms). Lessons learned from video games: “stories” and “game play,” can we use these elements in our classrooms (with or without computer technologies?) Lessons learned from video games: “stories” and “game play,” can we use these elements in our classrooms (with or without computer technologies?)

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