We study life satisfaction data from the 2005 World Values Survey and a 2009 survey of users of the virtual world Second Life. Among Second Life users, satisfaction with their virtual life is higher than satisfaction with their real life. Regression analysis indicates that people in certain life situations, such as unemployment, gain more life satisfaction from “switching” to the virtual world than from changing their real-life circumstances. Thus, an unemployed person can become happier by visiting Second Life rather than finding a job. Correspondingly, problems in real life are positive predictors of intense use of virtual life.

It’s one of those “I could have told you that,” studies. The importance of the study is, now you can say “Research shows that people with real life difficulties tend to gain greater satisfaction in virtual worlds.” Castronova sums it nicely on the Terra Nova blog:

We are not finding any causal effects here, just correlations. What’s noteworthy is the magnitude of the correlations. Second Life is providing a big chunk of life satisfaction, just as big as the factors that previous researchers on life satisfaction have found were the “biggies,” like health, employment, and family relationships. (By the way, in case you didn’t know, money does not make you happy.)

He has a link to his copy of the study here. The official journal link is here.

References:

Castronova, E. & Wagner, G. E. (2011, August). Virtual life satisfaction. Kyklos  64(3). 313-328.
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Farmer noted a society’s influence could be gauged by what was thrown away. The more affluent a society, the more valuable its junk. He was an advocate of repurposing equipment and technologies, sending “old” materials to developing countries to help them speed development. This has in fact been occurring for some time to one extent or another. Americans old enough to remember soda pop in returnable bottles might be surprised to find them still in use when visiting third world countries. When a factory in the West modernizes, its obsolete equipment often goes overseas.

Back in the 1970s, when Farmer wrote his book, he suggested a good way to repurpose old vehicles would be to unload them on beaches off India. He speculated the cars would soon be repaired and placed back in good service. Now, it’s hardly fair to call India a third world country anymore. But there are some older technologies still in service there, and this includes gaming consoles once dominant in our marketplace 20 or 30 years ago.

Eric Lai over at PCWorld reports on Derek Lomas, a grad student who stumbled across the old style consoles while on an internship in Bangalore. The system Lomas discovered in the marketplace there is a knock-off of the old Nintendo NES system, an 8 bit console. The system takes NES cartridges and hooks up to television sets. Lomas had the brainy idea of adapting the unit for an über-cheap computer.

This idea makes a lot of sense for developing markets. Most households in developing countries, regardless of socioeconomic status, already have television sets. The monitor in any portable computer system can be the single most expensive component. Therefore, providing just the guts of a computer and using a television as the monitor is simply brilliant, especially for homes with very low incomes.

Lomas documents the discovery in his blog here. Jerry Kronenberg at the Boston Herald reports Lomas participated in the International Design Summit at MIT this month, birthplace of the One Laptop Per Child idea, otherwise known as the “$100 laptop.” Lomas’ team hopes to add memory to the device, a keyboard, and cell phone access for Internet browsing.

Nicholas Negroponte, who spearheaded OLPC at MIT, is another professor who has put big ideas for developing countries into action, like Richard Farmer back in the day. If Lomas is successful, he’ll be following in good footsteps.

References:
Kronenberg, J. (2008, August 4). Designers on quest to build $12 computer. [Online]. Retrieved August 9, 2008 from http://news.bostonherald.com/business/technology/general/
view/2008_08_04_Designers_on_quest_to_build__12_computer/

While Dr. Lewin doesn’t use educational videogames per se, he does engage viewers with online lectures that actively illustrate the concepts covered in the lecture. The series ran about $100,000 to produce, and cover Physics 1, 2, and 3 at MIT. All are free to watch by anyone, and Dr. Lewin has garnered international praise for his work. Other professors now use his lectures in their own courses as well.

The SL article is by Lucia Graves, who wrote an article I discussed in October 2007 on dissecting virtual frogs. Graves interviews Jeremy Kemp over at San Jose State’s SLIS, opening the story with an anecdote of students showing up for class in SL as avatars resembling Jell-O or butterflies (no mention was made of the infamous flying phalli SL is sometimes known for).

SL is becoming something of a phenomenon in college online education. Harvard Law opened a course to SL netizens; Princeton owns an island there; and the state of Louisiana is funding a 5 island initiative studying the value of 3-D virtual interactive environments (VIEs) for education. Merrill Johnson over U. New Orleans asserts that even if the hurricane-prone state loses classrooms to disaster, virtual conference rooms can allow classes to continue.

The remainder of the article is devoted to pros and cons of using SL for education. On the pro side:

Educators say Second Life is an effective teaching tool in part because it provides a social laboratory where role-playing, simulations, exploration, and experimentation can be tried out in a relatively risk-free environment. But perhaps the most touted benefit of Second Life is the opportunity it gives students to interact with people around the world—there are users registered from more than 100 countries. It also allows students to visit places that no longer exist, like a townscape reconstructed to look like Elizabethan England in the late 16th century.

On the con side: behavior issues, including griefing, have resulted in Ohio U. shutting its island down after a virtual gunman shot the place up and Woodbury U. permanently closed its island following unabated student misbehavior. Robert Vernon, over at Indiana, is quoted as indicating SL requires a certain level of proficiency to navigate. Peter Ludlow at U. Toronto notes the lack of affordances in the environment negatively impact teaching. This is a point I made in a paper published last year, BTW.

Finally, Kim Clark writes a nice article entitled “New Answers for E-Learning.”

Some professors and schools are redesigning their courses to take advantage of the Web’s interactive and visual possibilities, adopting some bleeding-edge technologies such as gamelike simulations and digital avatars to make online courses more exciting and more effective than traditional classrooms … A growing number of online courses are requiring students to participate in blogs, wikis, or gamelike simulations.

Clark includes a list of university initiatives that focus on these “gamelike simulations”:

Barbara Christe, who teaches biomedical engineering technology at Indiana University-Purdue University- Indianapolis, uses simulations that allow students to scroll over circuit diagrams to see how changes in current affect resistance, for example. Michigan State University has developed a Jeopardy!-like website, packed with quiz questions that science and math students can answer to see how well they’ve mastered key concepts. The University of Maryland-University College has developed a gamelike simulation of a crime scene for students in its criminalistics class. And a growing number of teachers are experimenting with presenting lectures and information as avatars in Second Life.

Although the quiz show study format is an old way to review multiple choice test items, the simulations seem well suited for online format since students aren’t traveling to a physical lab. Open source simulations may be a good way to incorporate these across a wide spectrum of college classes since it seems that good ones would be rather expensive for each university to create. If not open source, perhaps a version developed elsewhere that prevents each university from re-inventing the wheel, something along the lines of the K-12 simulation-type software for math found at the National Library of Virtual Manipulatives over at Utah State. Finally, the crime scene simulation sounds like something that might be able to delve into higher order thinking, if done right.

References:
Clark, K. (2008, January 21). A new Physics superstar. US News & World Report, p. 48.

Clark, K. (2008, January 21). New answers for e-learning. US News & World Report, pp. 46-49.

Graves, L. (2008, January 21). A second life for higher ed. US News & World Report, pp. 49-50. 

The criteria for inclusion were simple. The game must be free and preferably available online. Some of the games are modifications of existing games (mostly Neverwinter Nights). So, mods are free but to run them you will need to purchase the original engine. But that’s a minor quibble since they are free if you already own the engine.

I am interested in other titles, so if you have a favorite that is not on the list, drop me an e-mail and let me know about it. Finally, I also included the learning objectives, host URLs, and my comments on the games. So, give these educational games a look-see, and consider using them in a classroom or other formal learning situation. And let me know about it if you do.

1. Revolution
Type: Modification of Neverwinter Nights Gold
Learning Objective: Experience historical incentives for the American Revolution from the grassroots level.
Host URL: http://www.educationarcade.org/revolution
Comment: This is the game that started folks talking about seriously using the modifiable Neverwinter Nights engine for educational purposes. Several papers were published on this game, focusing on its interactive means of teaching students about the American Revolution. It was perhaps best introduced to academics in a widely read article by Joel Foreman over at George Mason in the first issue of Innovate.

2. Re-Mission
Type: Executable
Host URL: http://www.re-mission.net/
Learning Objective: Understand cancer better and develop a positive attitude toward defeating it.
Comment: It’s a big download, but well worth the wait. The game from HopeLab is aimed at teaching young cancer patients about the disease and providing opportunities to enhance understanding in a positive environment. It offers the latest in educational videogame design, with backing from a well-funded sponsor. Also available in Spanish and French, and can be ordered for free on CD by mail.

3. River City
Type: Multi-user Virtual Environment
Host URL: http://muve.gse.harvard.edu/muvees2003/index.html
Learning Objective: Develop an understanding of the scientific method through inquiry and teamwork, as well as an appreciation for history and environmental issues.
Comment: One of the two big NSF projects for educational gaming on this list, with several years of research following its progress. This Harvard product is freely available to schools, but only on disc through the mail. The team prefers sending it to teachers wishing to use the program in science classes. Chris Dede spearheaded the project.

4. Quest Atlantis
Type: Multi-user Virtual Environment
Host URL: http://atlantis.crlt.indiana.edu
Learning Objective: Help students understand social studies, environmental concerns, current events, and scientific standards.
Comment: Although this Indiana University project offers a guest area where interested parties can explore the Quest Atlantis universe, the NSF-funded project requires teachers contact the team before allowing full access. Several thousand participants have joined QA, and research is ongoing. Sasha Barab spearheaded the project

5. Arden
Type: Modification of Neverwinter Nights Diamond
Host URL: http://swi.indiana.edu/arden/index.shtml
Learning Objective: Attain an appreciation of Shakespearean authorship and Elizabethan England.
Comment: As part of the Serious Worlds Initiative over at Indiana University, Arden was initially funded by the MacArthur Foundation. Executive producer is Edward Castronova, whose book Synthetic Worlds covers many of the economic and social issues in MMOs. Castronova has professed that Arden is not very exciting to typical gamers (no monsters to slay). However, the notion of exploring Shakespeare’s world should prove interesting to English majors and other aficionados of the Bard’s work.

6. The History Canada Game
Type: Modification of Civilization III
Host URL: http://www.historycanadagame.com/
Learning Objective: Understand social forces surrounding Canadian history since 1534.
Comment: O Canada! Down here south of the border, we hardly know ye! But, an initiative funded by Canada’s National History Society and The Historica Foundation aims to change that, for Canadians as well as those outside her borders.

7. America’s Army
Type: Executable
Host URL: http://www.americasarmy.com
Learning Objectives: Teamwork, and a greater understanding of US military expectations for recruits.
Comment: Critics decry this free videogame as a recruiting tool for the military. The Army shrugs its collective shoulders and says, “So?” Actually, America’s Army has many fans with no military expectations. One Ph.D. candidate I work with is a self-described “America’s Army widow.” Almost 3 gigs for the full version; its free nature ensures many adherents for years to come.

8. Food Force
Type: Executable
Host URL: http://www.food-force.com/
Learning Objectives: Understand world hunger and efforts to alleviate it.
Comment: Classroom materials and instructions are available on-site. Besides English, the UN-backed Food Force is available in (alphabetical order): Chinese, Finnish, French, German, Hungarian, Italian, Japanese, Norwegian, Polish, and Portuguese.

9. Whyville
Type: Instructional Online Virtual World
Host URL: http://www.whyville.net/smmk/nice
Learning Objectives: Provide a student-centered, hands-on environment for exploring various school subjects.
Comment: This Numedeon-backed product is aimed at elementary and middle school students, in hopes of encouraging “scientific discovery” and “social responsibility.”

10. SimCity
Type: Web-based
Host URL: http://simcity.ea.com/play/simcity_classic.php
Learning Objectives: Understand variable manipulations for urban management while having fun building a simulated city.
Comment: Critics have attacked its oversimplification of urban management, but countless children the world over have learned such truisms as the correlation between higher taxes and a disgruntled populace. Also, if you deplete the fire departments’ budget, disasters will devastate your city! The original SimCity is available online gratis from Electronic Arts, with adverts for the newest version, SimCity 4.

Update:
This list is getting long in the tooth, and many new games have been developed or improved since its introduction in 2007. For one, check out Selene from Wheeling Jesuit University’s Center for Educational Technologies. It is free, available online, and promotes science learning along with lunar exploration.

More great educational games are discussed on this blog on a regular basis. Subscribe to the RSS feed to keep up with the latest posts. Thanks.

For English majors, and other fans of The Bard’s work, visit Arden and play a while.

• Examining how young people are changing as a result of digital media AMOUNTS AWARDED TO DATE: $6.2 million

• Exploring the development of new learning environments AMOUNTS AWARDED TO DATE: $8 million

• Studying how social and civic institutions could change in the future AMOUNTS AWARDED TO DATE: $4.8 million

• Helping build the field of research and development in youth and digital media AMOUNTS AWARDED TO DATE: $4 million

Constance Yowell, director of education for the MacArthur Foundation, is quoted extensively. Other prominent mentions include Sasha Barab over at Indiana (Quest Atlantis); Nichole Pinkard, director of technology, Center for Urban School Improvement, University of Chicago (Chicago charter schools and Remix World); Barry Joseph, director of the non-profit after school organization Global Kids (efforts in Teen Second Life); Katie Salen, director of the Institute of Play (New York City Game School); and Mizuko “Mimi” Ito, over at USC (ethnographic studies of digital media consumers).

Trotter mentions another project Salen is involved in:

Katie A. Salen, the director of the Institute of Play, in New York City, is a partner in two projects supported by MacArthur grants. One, led by game researcher Jim Ghee and involving a commercial game company, is creating an online, narrative game in which teenagers are game mechanics who learn to fix and modify broken games in a game-driven world.

I’m wondering if “Jim Ghee” is a reference to James Paul Gee?

Regardless, it’s a good article and well worth the read. The $50 million in grant funding from the MacArthur Foundation will no doubt continue to yield important findings on educational videogames and other components of digital media for years to come.

References:
Trotter, A. (2007, December 5). Projects probe new media’s role in changing the face of learning. Education Week, (27)14. 10.

On many levels, this makes sense. When one considers the multi-person staffs, high dollar budgets, and extended timelines for creating top notch videogames, replicating that level of sophistication becomes problematic on the typical budgetary levels professors are used to winning in grants. Big grants offer a nice exception to this rule. Even then, the funds may run out, as we saw earlier this year when Castronova over at Indiana was forced to pull the plug on Arden, his ambitious Shakespearean-themed VW.

So existing game engines are hot, especially for serious game development. Appropriate the engines already developed and focus on the pedagogy … this seems to be a guiding principle. Fortunately, folks are out there working to help us utilize some of the state of the art platforms for business and educational purposes.

I spoke via e-mail recently with Joe Rigby, over at MellaniuM, who offers a look into his company’s product that allows highly detailed representations of real world objects created in AutoCAD to be exported into the Unreal 2 engine. Elaine Alhadeff has written an excellent entry in which she explores the product and interviews Rigby. The video Rigby has shows things like a World War II Spitfire, half in shadow, half in light; a motorcycle with multi-spoke wheels (each spoke standing out in detail); and a horse-drawn carriage that looks incredibly detailed.

The product highlights the notion of “virtual real worlds,” where users can explore realistic representations of locations that exist now, in the past, or in imagination. Training or exploration within such environments may be advantageous to police teams learning to deal with emergency situations; military groups learning urban warfare; and college students interested in exploring architecture, archaeology, or historical contexts.

Details within virtual real worlds can be extremely important, and products such as MillaniuM’s offer tantalizing possibilities to programmers.

References:
Elliott, J., Adams, L., & Bruckman, A. (2002). No magic bullet: 3D video games in education. Proceedings of ICLS 2002. Seattle, Washington, October 2002. [Online]. Available: http://www.cc.gatech.edu/~asb/papers/aquamoose-icls02.pdf

Q: Why is it important to put video games in classrooms?
A: The question is still out as to whether or not video games are important for classroom use. Certain media hold advantages over other media, depending on the situation. For instance, books are good for preserving dense information. Lectures are good for transmitting brief information quickly. Videogames are good for simulated experiences that can be pedagogical in some way.

The best place for videogames may well be in after school or extracurricular programs where time is not as limited and there is less concern about traditional testing. This is backed up in Squire’s dissertation, and elsewhere.

Q: For how long have you been working on educational video games? Is it something new?
A: I’ve centered my doctoral work around educational videogames. In that regard, I’ve been in the field personally only a few years. I think Marc Prensky helped popularize the idea of instructional videogames with his book in 2001. I think James Paul Gee helped popularize the idea in the educational research establishment with his book in 2003.

Some might say that instruction through videogames has been occurring since videogames first appeared. They were introduced (although via tube technology and not true vector graphics that some folks define as video) at the Brookhaven Nuclear Laboratory in the 1950s.

Personally, I think the notion of instruction through gaming received its biggest boost when Microsoft introduced Windows Solitaire. This game “trained” computer users on a mouse. Up to that time, PC users mostly navigated without a mouse. Windows required a mouse for some activities. Folks who had never used a mouse before became quite proficient after a few rounds with Windows Solitaire.

Q: I read in one of your papers that it was “widely believed that much more learning can take place within active environments.” How widely? Numbers? Since when?
A: This is a key question for which we are awaiting more empirical data. As frustrating as that might be, one of the even more fundamental questions yet to be resolved is, What should we measure? If we are going to measure test scores, I suspect that videogames won’t show any more improvement than any other program or product. My personal theory on improved test scores is, it doesn’t matter what product is used. What matters are the teachers, and what they do to get students to learn. The product matters little, in my opinion, other than to help promote an initial burst of enthusiasm.

Now, the idea that active environments promote learning more than static ones falls back on constructivism, and that opens up another can of worms altogether. Constructivists will always come down on the side of active environments, with or without empirical data to back them up. There may well be some research on what students learn through active environments as opposed to static ones. I recall a survey of students who went through an interactive museum exhibit versus those going through static exhibits. If memory serves, the interactive group enjoyed their experiences more, although they came away with knowledge of fewer facts.

I believe the quote in question was a synthesis of arguments by Squire and Jenkins, from the Insight journal, around 2003. Since then, much more attention has been paid to the field, with multiple journal articles and research in both education and the medical field. One of the better summaries of papers detailing benefits of educational videogames down through the years can be found in Simon Egenfeldt-Nielsen’s article, “Third Generation Educational Uses of Computer Games,” in the latest issue of Journal of Educational Multimedia and Hypermedia. See Table 1 for his list.

Q: Video games are said to be more engaging. Where does that theory come from? Situated learning? Or something else? Role of the teachers and books?
A: I would argue videogame interaction is self evidently more interactive than sitting through a lecture. I have proposed a means of estimating the higher thinking potential of any game, in a paper published in January this year in the Journal of Technology and Teacher Education. This involves a melding of Bloom’s Taxonomy to videogame interaction. The article is entitled, “Assessing Higher Order Thinking in Video Games.”

As for the roles of teachers and books, some of the largest ongoing experiments have used both extensively with videogame environments. Indiana’s Quest Atlantis makes heavy use of hybrid learning, and the virtual world itself is quite text intense. In fact, I have discussed this with one of the lead developers, Dr. Scott Warren, now at UNT. My premise: Quest Atlantis is really a highly digitized, interactive text environment. If memory serves, Dr. Warren agreed, although he noted that much more than reading is involved with Quest Atlantis.

Nonetheless, text plays a key role in many of these games, which require reading and typing in order to engage in the environment. Books and teachers will never relinquish their key roles in the classroom. Videogames will increasingly offer supplemental educational vehicles, giving teachers additional resources to use in and out of the classroom.

Q: How do you measure the efficiency of video games in classrooms?
A: Again, efficiency of what? Efficiency of increasing knowledge? Higher test scores? Do videogames fall under the same media umbrella that other media do in Clark’s “delivery truck” argument, where he asserted media is immaterial in delivering the content? Or, do the interactions within games result in higher engagement and additional intrinsic motivation to discover new knowledge inside and outside the game, and school?

Q: Have scientists worked on the impact of learning through video games on the kids’ brains?
A: The major work in the hard sciences have centered around visual plasticity (Green & Bavelier) and glucose levels (Haier). Prensky is best known for postulating the digital natives / digital immigrants divide, but showed little in the way of experiments to back up the claim. Rosser showed that hand-eye coordination from videogame play has real world applications in modern surgery. Farrace-Di Zinno demonstrated that boys diagnosed with ADHD were more still and focused while engaged in videogames.

So, something is going on in the brain. Measuring the impact is somewhat difficult. Haier’s work with PET scans dates back to 1992, so at some point somebody will probably build on that work and give us a more detailed look at what is going on inside the brain during game play.

Here are the citations to the works above:
Farrace-Di Zinno, A.M., Douglas, G., Houghton, S. Lawrence, V., West, J. & Whiting, K. (2001, November). Body movements of boys with Attention Deficit Hyperactivity Disorder (ADHD) during computer video game play. British Journal of Educational Technology 32(5). 607-618.

Green, C.S., Bavelier. D. (2007). Action-video-game experience alters the spatial resolution of vision. Psychological Science 18(1), 88-94.

Haier, R. J. (2003). Positron emission tomography studies of intelligence: From psychometrics to neurobiology. In Nyborg, H. [Ed.]. The scientific study of general intelligence — Tribute to Arthur R. Jensen. 41-52. New York: Pergamon.

Prensky, M. (2001a, September/October). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6.

Prensky, M. (2001b, November/December). Digital natives, digital immigrants, part 2: Do they really think differently? On the Horizon, 9(6), 1-6.

Rosser, J.C., Lynch, P.J, Cuddihy, L., Gentile, D.A., Klonsky, J., Merrell, R. (2007, February). The impact of video games on training surgeons in the 21st Century. Archives of Surgery, 142(2). 181-186.

Q: What perspectives do you see for the future? Do you see any evolution in the field?
A: A defining groundwork, where everybody agrees to the same set of definitions, will help. I think we’ll see much more empirical data come out of the medical literature, with applications for education. Finally, we need a really killer app for education that meets the needs I spelled out at AECT 2005: a product with an appropriate cognitive load for students, aligned to standards, with problem solving germane to the subject; probably built on a rich 3D environment, and easily customizable by the teacher. I think we see a lot of this already in teachers tweaking the Neverwinter Nights engine for their own classroom use, but it takes an inordinate amount of time programming that game. If something out there could be offered that was easier for teachers to use in the classroom, I think considerable interest among educators and researchers would follow.

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Zadeh’s questions were good ones, and I enjoyed having to think about the topics she brought up, and justify some of my positions in the field. All told, it was a very thoughtful exercise, and I appreciated the opportunity to respond.

First, Wilson addresses one of the strongest criticisms against educational games, mainly that instructional elements are akin to pearls on swine. In other words, an innately fun medium is being bent and stretched to accommodate educational purposes. Wilson allows that people like Justin Peters are partly right: good game design is needed, regardless of the serious or recreational nature of the game. But, there are many, many successful educational games that are both fun and … educational. He points out Whyville at University of Texas as a prime example. Instant gratification is not the point for complex videogames. Wilson points to several games that require hours of dedication in order to achieve goals. He notes that Steven Johnson said in his book Everything Bad Is Good for You, that “… compared to most forms of popular entertainment, games turn out to be all about delayed gratification—sometimes so long delayed that you wonder if the gratification is ever going to show.” The Civilization series and World of Warcraft are brought in to buttress this point.

Next, Wilson tackles the notion that games are good enough to teach kids on their own, without help from the teacher. This myth kind of goes to the opposite extreme of other myths that stand against the use of games in the classroom. Wilson brings in David Shaffer over at U. Wisconsin, author of How Computer Games Help Children Learn to argue the point: “Wandering around in a rich computer environment without guidance is a bad way to learn … The knowledge that matters in any domain is the knowledge that experts have …” [I’ve long noted that programs don’t teach kids, teachers do; programs are just tools that teachers use. Skilled teachers will teach well with whatever tools are available.] Wilson also noted the last NECC get together had 18 conference topics dealing with incorporating games into core curricula. Likewise universities are increasingly ramping up efforts to inculcate gaming into teacher preparatory programs.

Finally, Wilson addresses the most vexing notion of all, that there is no scientific literature backing up the use of gaming in educational environments. To fight this myth, Wilson notes the plethora of research activity surrounding Harvard’s River City project, Indiana’s Quest Atlantis project, and one of the many research efforts focused on World of Warcraft.

This myth is particularly pernicious. The main focus of this blog is to explore the wealth of published research out there centered around instructional gaming. Just browsing through the last couple dozen or so blog entries should dispel the notion there is no research backing up educational videogames. Yet, the myth persists. Recently, Miguel Guhlin wrote in his excellent ed tech blog about the notion that Marc Prensky misstated research surrounding his ideas on digital natives and immigrants. Yet, Prensky is a practitioner, not a researcher.

Be sure and check out part two of Wilson’s article. He has made a significant contribution to the discussion with these two articles.

References
Wilson, L. (2007, October 15). Getting it wrong: Slaying myths about video games (part 2). Technology & Learning. [Online]. Available: http://www.techlearning.com/story/showArticle.php?articleID=196604734