Computer Games and Education: A Critical Review and Reflection

Dr. Wen-Hao ChuangMACNM New Media and Communication Graduate Program

City University of Hong KongEmail: enwen@cityu.edu.hk

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: http://agents.www.media.mit.edu/groups/el/projects/spacewar/

Readme: http://agents.www.media.mit.edu/groups/el/projects/spacewar/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 (1972-1977)

1972 - Magnavox Odyssey• Atari Pong (Arcade ver

sion) 1974 -

Atari Pong (Home version)

1976 - Fairchild Channel F

1977 - RCA Studio II

Second generation (1977-1981): golden age

1977 - Atari VCS/2600 1978 -

Bally Professional Arcade Magnavox Odyssey2 1979 - Mattel Intellivision Milton-Bradley

Microvision 1981 - Emerson Arcadia

2001

Third generation (1981-1984): dark age

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

1982 - ColecoVision 1982 - ColecoVision • Atari 5200Atari 5200 • Milton-Bradly Vectrex Milton-Bradly Vectrex

1984 - Atari 78001984 - Atari 7800 The popular “Apple II” computer The popular “Apple II” computer

was also introduced during this erawas also introduced during this era

Fourth generation (1985-1989): 8-bit era

1985 – • Nintendo Entertainmen

t System (NES)

• Sega Master System 1987 - Atari XEGS 1988 –

• Atari Lynx (Protable)• Nintendo Game Boy (P

ortable)

Fifth generation (1989-1995): 16-bit era

1989 – • NEC TurboGraphix-16 • Sega Genesis

1990 – • SNK Neo-Geo • NEC TurboExpress • Sega Game Gear (Portable)

1991 – • Super Nintendo Entertainment System (SNES)• Sega CD (System add-on for Genesis) • NEC TurboDuo

1992 – • Philips CD-I

1993 – • Panasonic 3D0 • Atari Jaguar

Personal Computers also become more and more Personal Computers also become more and more popular.popular.

More and more interesting genres of More and more interesting genres of computer/video games (such as adventure computer/video games (such as adventure games) are starting to appear on the market.games) are starting to appear on the market.

Sixth generation (1995-present)

Sony Playstation, Playstation 2, XBOX

486, 586 (Pentium), and Pentium III, IV personal computers

What an advance on computer graphics!

Wolfenstein game as Wolfenstein game as eampleeample

The Third WaveThe Third Wave

Reigeluth, 1994

Society: Society: Major DifferencesMajor Differences

Industrial AgeIndustrial Age• Adversarial relationshipsAdversarial relationships

• Bureaucratic organizationBureaucratic organization

• Autocratic leadershipAutocratic leadership

• Centralized controlCentralized control

• AutocracyAutocracy

• Representative democracyRepresentative democracy

• ComplianceCompliance

• One-way communicationOne-way communication

• Compartmentalization Compartmentalization

Information AgeInformation Age• Cooperative relationshipsCooperative relationships

• Team organizationTeam organization

• Shared leadershipShared leadership

• Autonomy with accountabilityAutonomy with accountability

• DemocracyDemocracy

• Participative democracyParticipative democracy

• InitiativeInitiative

• NetworkingNetworking

• Holism Holism

Reigeluth, 1994

Education: Education: Major DifferencesMajor Differences

Industrial AgeIndustrial 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 tools Books as tools

Information AgeInformation Age• Continuous progressContinuous progress• Outcomes-based learningOutcomes-based learning• Individualized testingIndividualized testing• Performance-based assessmentPerformance-based assessment• Personal learning plansPersonal learning plans• Cooperative learningCooperative learning• Learning centersLearning centers• Teacher as coach, mentorTeacher as coach, mentor• Thinking, solving, meaningThinking, solving, meaning• Communication skillsCommunication skills• Advanced technology toolsAdvanced technology tools

Reigeluth, 1994

The trend of media usageThe trend of media usage

Media 1996 2002 Change

Consumer Internet 8 157 +1863%

Video games 25 84 +236%

Box office, home video

46 90 +96%

Total TV 1563 1663 +6%

Radio, recorded music

1267 1224 -3%

Newspaper, books, magazines

440 399 -9%

Unit: hours per week. Data source: PC World (p.117, March 2003)

What if we don’t change?What if we don’t change?

...we must ...we must learnlearn our way to a new society. The our way to a new society. The key aspect of our relearning is to key aspect of our relearning is to transform the transform the way we thinkway we think. . It is absolutely essential to change It is absolutely essential to change the way we thinkthe way we think. All other attempt at change will . All other attempt at change will fail if we do not transform our thinking. If we can fail if we do not transform our thinking. If we can make the right changes in our thinking, the make the right changes in our thinking, the necessary changes in society will follow.necessary changes in society will follow.

– – L.W. Milbrath, p184. L.W. Milbrath, p184.

Edutainment=Education + Edutainment=Education + Entertainment?Entertainment?

• Still lacking well-established definitions, Still lacking well-established definitions, “edutainment” can be roughly defined as “edutainment” can be roughly defined as “computer-based systems for learning and leisure, “computer-based systems for learning and leisure, in homes, schools, and at work.” (Svane et al, in homes, schools, and at work.” (Svane et al, 2002)2002)

• The problem with today’s “educational software”The problem with today’s “educational software”• Using commercial video games for learning? (case Using commercial video games for learning? (case

studies: Chuang, 2003; Scinicariello, 2003). studies: Chuang, 2003; Scinicariello, 2003). DigitalStream ConferenceDigitalStream Conference

Some demosSome demos

• For “authentic” language learning: For “authentic” language learning: http://www.digitalspace.comhttp://www.digitalspace.com

• For “history” or “geographic” learning: For “history” or “geographic” learning: http://www.carmensandiego.com and http://www.carmensandiego.com and http://www.isu.edu/%7Etrinmich/Oregontrail.htmlhttp://www.isu.edu/%7Etrinmich/Oregontrail.html

• Lip sync technology (CityU)Lip sync technology (CityU)• (affective learning domain): (affective learning domain):

http://www.smokeybear.comhttp://www.smokeybear.com

DiscussionDiscussion

• Most teachers keep asking “how do I incorporate games Most teachers keep asking “how do I incorporate games into my current curriculum?”into my current curriculum?”

• Most scholarly studies of video games have focused on the Most scholarly studies of video games have focused on the possible negative effects of video games, especially of the possible negative effects of video games, especially of the violent “shoot-them-all” games. Most studies do not violent “shoot-them-all” games. Most studies do not consider any positive gratifications from playing games, consider any positive gratifications from playing games, and this only causes concern, not any interest in the and this only causes concern, not any interest in the fascination.fascination.

• Some studies have experimental evidences of how video Some studies have experimental evidences of how video games enhanced perception, attention, spatial skills, games enhanced perception, attention, spatial skills, memory, and motor performance (Loftus & Loftus, 1983; memory, and motor performance (Loftus & Loftus, 1983; Greenfield, 1984; Greenfield, 1994).Greenfield, 1984; Greenfield, 1994).

ConclusionConclusion

• More theory building of “edutainment” with synthesis More theory building of “edutainment” with synthesis from different fields: media psychology (new media), from different fields: media psychology (new media), instructional technology, learning theories, and so on.instructional technology, learning theories, and so on.

• More case studies to help educators know how to apply More case studies to help educators know how to apply them in classrooms (or outside of classrooms).them in classrooms (or outside of classrooms).

• Lessons learned from video games: “stories” and “game Lessons learned from video games: “stories” and “game play,” can we use these elements in our classrooms (with play,” can we use these elements in our classrooms (with or without computer technologies?)or without computer technologies?)

Q & AQ & A

• If you need this PowerPoint file, you could download it If you need this PowerPoint file, you could download it from the eLearning Summit Web site later or email me at from the eLearning Summit Web site later or email me at enwen@cityu.edu.hkenwen@cityu.edu.hk