Learning Survival Skills in World of Warcraft?

Rising high in the Digg rankings this week is a story over at WoWInsider about a boy in Norway who saved himself and his sister from a wayward moose. According to the account in the Norwegian press, the boy drew the moose away from his sister, then pretended to be dead, causing the moose to lose interest and wander off. Explaining his tactics to the authorities, the boy said he was mimicking techniques learned playing World of Warcraft. He “drew aggro” away from his sister, “Just like you learn in level 30 in World of Warcraft.”

Mike Schramm over at WoWInsider remains skeptical, but the story seems at least possible in theory. The fact a child would implement strategies from a game for the sake of survival lends an air of plausibility to the story. I doubt an adult would follow a similar line of reasoning.

Raid a Dungeon then Trade Business Cards: Professional Networking Merges with MMOs

Here’s a refreshing Australian news piece slanted toward the positive aspects of gaming. An article running in ABC Southern Queensland offers an interview with Dr. Penny de Byl in the Department of Mathematics and Computing over at the University of Southern Queensland. Here is the most intriguing quote of many:

“There is a field called ’serious games’. Serious games have come from the ‘edutainment’ genre that used to be around. They’re serious games for training military personnel, mathematics applications, emergency wards in hospitals. If you can think of a domain, there will be a serious game out there for it. What they do is they bring the authentic environment to the students…Games inherently teach. Whenever you pick up a game you will learn something new, because you will learn how to control it. People learn better when they’re interacting with things. You can’t help but learn from games. Because kids are so engaged in games, if we can put serious content into them, in the correct way, they’re learning without trying.”

So academically, games are good fodder for research. The article then examines the social aspects of gaming. Now that doctors, lawyers, and other professionals are such ardent gamers, does this leisure activity gain the same social stature as, say, golf? It certainly offers possibilities for higher numbers of contacts while socializing than do many RL activities. “[Y]ou could still play golf, but you can’t play golf with thirty of your mates at the same time,” one interviewee pointed out.

On a related note, the Associated Press ran an article recently on the merging of social networking with online gaming.

Social and gaming networks, once considered polar opposites, are cross-pollenating [sic] as online interactions replace prime-time TV and other, more traditional media experiences. Games like “Kaneva” are attracting players that games like “Super Mario Brothers” never did … Game developers say there’s money for both sides in this convergence.

Kartrider and Kaneva offer opportunities to socialize while playing. Facebook has Scrabulous and MySpace plans a game channel soon. Could we see redefinitions of MMOs and MMORPGs as we know them?

MySpace and Facebook are massively multiplayer games in disguise, says Gabe Zichermann, who is developing “rmbr,” which he says will make a video game out of tagging and sharing digital photos … “They’re going to be able to monetize their users at the same level (as the games do),” Jessica Tams, managing director of the Casual Games Association, said of the social network sites. “That’s a lot of money.”

Christopher Sherman, executive director of Virtual Worlds Management, and Joshua Smyth over at Syracuse also get nice quotes.

So, stay a while, slay a while, and by the way … here’s my card.

References:
Associated Press. (2007, November 22). Online video games meet social networking tools and find they have a lot in common. [Online.] Retrieved November 22, 2007 from: http://www.iht.com/articles/ap/2007/11/23/america/
NA-FEA-A-E-TEC-US-Social-Games-Online.php

Is it OK for adults to play video games? (2007, November 22). ABC Southern Queensland. [Online]. Available: http://www.abc.net.au/southqld/stories/s2098500.htm?backyard

Sailing the Virtual Seas at TAMU-Galveston

A nice article came out this week from Rhiannon Meyers over at the Galveston County Daily News about the ship simulator at Texas A&M – Galveston. Students in the Texas Maritime Academy at TAMU-Galveston must put in 40 hours on the simulator before taking control of real ships.

The academy, opened in 1962, is the only one of its kind in Texas, and one of six in the United States. Between history, English, math and science courses, cadets take simulated cruises to international ports.

Nestled inside building 2002 on A&M’s campus, the simulator, with its 225-degree view on seven 15-foot screens, offers a peek into the bridge of a ship. There’s a wheel, radar, radio, a panoramic view into a virtual reality seascape and the sound of waves slapping the side of a craft.

The imitation of the ship’s motion is so realistic that some get seasick, said Karen Bigley, director of media relations and communications.

The simulator can be programmed to run as a 60 foot cruiser on up to a gargantuan 900 foot supertanker. Students can practice bringing in the ship to major ports around the world. When port conditions change, the software can be quickly updated to reflect the real world changes, so when students actually sail after graduating it should look pretty close to their practice runs.

Also, weather and rough sea conditions can be simulated, making the tasks much more daunting and giving valuable experience. A cadet Meyers watched practicing bumped into another boat and plowed over a man overboard. “Capt. Robert Thrailkill shrugged. Better to clip another ship and injure a drowning man in a college classroom than on the open seas, he said.”

The Full Mission Bridge simulator originally cost half a million dollars. It provides a crucial tool in training maritime personnel.

References:
Meyers, R. (2007, November 14). Students brave the simulated seas. Galveston County Daily News. [Online]. Available: http://news.galvestondailynews.com/story.lasso?
ewcd=9751907adb742ca7

The Family that Frags Together, Stays Together

The news feeds were abuzz today about a new AP/AOL Games poll of parents and videogames. The interesting finding from the poll is that a majority of parents, almost six in ten, play videogames with their kids to one degree or another. Gaming has become a family time phenomenon in this country. AP writers Alan Fram and Trevor Tompson chose to write the story accentuating the parents who don’t play:

More than four in 10, or 43 percent, of those whose young children play video or computer games never play along with them, according to an Associated Press-AOL Games poll released Monday … Besides those who simply don’t play the games with their children, another 30 percent say they spend less than an hour a week doing so. All told, about three in four parents of young gamers never or hardly ever touch the stuff.

The authors interviewed some poor parents who don’t bother, who see game playing as a waste of time. It reminded me of the story about the father writing in his diary, “Spent day with son. Day wasted.” The son wrote: “Spent day with Dad. Best day of my life!”

To their credit, the authors do show the other side, and later in the article interview a gamer dad, in his young 30s, who is an avid player both with his son and on his own. The family has an Xbox and a 65 inch television. Family time, especially among young adults and young families, continues to shift from watching TV to playing on the TV.

There are some other nuggets in the poll that the story reports on, making it worth a read.

References
Fram, A., & Tompson, T. (2007, November 12). “Many parents avoid video games with kids.” Associated Press. [Online]. Retrieved November 13, 2007 from: http://ap.google.com/article/ALeqM5if3tJjIxhz596nF_zjpcPWstHt5gD8SSC7HO2

Ben Sawyer's Top 10 Myths Surrounding Serious Games

Ben Sawyer over at Digitalmill announced on his seriousgames listserv a new article recently published by The Escapist. “Ten Myths About Serious Games” explores common misconceptions surrounding the industry. It’s a good read, and I won’t recap all of it here, but one of the highlights is the myth, “Serious Games Aren’t Fun.”

We saw this idea argued in the Bogost/Peters controversy earlier this year. It seems some feel that any serious elements within games automatically preclude the possibility of fun within the game. Likewise, fun games should preclude serious elements. Sawyer sums it up this way:

Sure, there are times when serious games lack the joy of play that at times disproportionately drives commercial games, but people absorb media for many different reasons, only one of which is for fun. Any number of necessities and other motivational purposes also come into play. To think fun is the only reason users play games isn’t giving people much credit. If anything, serious games are more than fun.

Sawyer also explores questions surrounding academic influence, military influence, and social factors going into the creation of serious games.

I got a lot out of the seriousgames listserv during my stint working in higher ed, spending much time lurking in conversations between academics, authors, and industry professionals. Recently I jumped back onto the listserv, and found these conversations are still going strong.

Sawyer concludes his article by stating it is important to combat the myths perpetuated in a young field like serious games, because too often a lie left unchallenged becomes the truth.

References
Sawyer, B. (2007, October 30). Ten myths about serious games. The Escapist. [Online]. Available: http://www.escapistmagazine.com/articles/view/issues
/issue_121/2575-

Online Gambling: Regulations vs. Research

Speaking in broad generalizations, I’ve often noted the things Europeans seem to abhor versus the things Americans generally abhor. This is often expressed legislatively. Americans like gun ownership. Europeans don’t. Americans like the death penalty. Europeans don’t. Europeans are okay with women doffing their tops at the beach. Americans generally aren’t okay with that. Europeans think nothing of children sipping wine at dinner, or letting a teen quaff a pint. Americans are shocked with the notion, and prohibit legal drinking until age 21. Europeans are okay with online gambling. Americans are not.

It’s this last generalization that has cropped up recently again, as we Americans seek to align commerce with our brethren across the pond. Previous commercial alignment has resulted in soda being sold in one and two liter bottles over here, where we stubbornly cling to the English measurement system whilst the rest of the world goes Metric. Another example is Microsoft’s recent agreement to abide by European anti-monopolist regulations.

Most recently, the Europeans have expressed their ire at American regulations on online gambling. First, US regulators let it be known that gambling sites were discouraged on American soil. The Caribbean, however, has several island nations a short plane ride away, with governments more amenable to profitable online sites. Next, the US passed a law stating that online gambling simply cannot take place at all on American soil. Gambling sites responded by continuing to take credit card payments on the sly, and the fun continued. Finally, the US cracked down on the card companies, arrested some site operators who happened to be passing through American airports, and generally put the kibosh on online gambling.

The EU and Caribbean nations such as Antigua have brought a complaint against the US law to the World Trade Commission, and continue to argue against what they see as overly restrictive US regulations. Namely, this coalition contends Americans should have the luxury of gambling online if the site is not based in the US. The US law essentially violates the rights of offshore gambling sites, they say.

There’s little doubt that gambling can lead some down the path of ruin. Europeans who’ve read Dostoevsky’s The Gambler surely know this. Ironically, legal gambling has become more accessible to Americans down through the years. When I was growing up, folks had to travel to Las Vegas or Atlantic City to legally gamble. Now with the proliferation of state lotteries and casinos on reservations, riverboats, and elsewhere, legal gambling in the real world is far more widespread than it ever was in the past.

The interesting thing about gambling from an academic perspective is that money influences things in ways nothing else can. It’s one thing to pretend to invest in the stock market, or place a virtual bet. It’s quite another to use your own money from your own account.

Gambling also fuels ongoing research into addiction, such as Fong’s work at UCLA. It’s true that people can get “addicted” to almost anything. I’ve long argued there is a difference between chemical addictions and behavioral addictions. Unfortunately, most news journalists make little difference between the two, and we’ve read stories equating videogame players with heroin addicts, etc.

There is something about interacting with a video screen that truly focuses people. I recall reading about the introduction of television at the 1939 World’s Fair. One writer remarked that folks did not have enough time to sit around and watch the contraption. Once World War II was over, and RCA could get about the business of transforming radio networks to television networks, people found plenty of time to sit down and watch television.

Combining true interaction, beyond yelling at the set, was advanced by Willy Higginbotham at the Brookhaven National Laboratory in 1958 when he hooked up a couple of paddle wheels to play virtual tennis on an oscilloscope. About the same time, Ralph Baer was thinking about interactive games for television, and he began developing schematics and a prototype in 1966.

Since then, this interactive element with the screen has caught fire in ways nobody foresaw. Now, people around the world can play online with one another in everything from simulated card games to mock battles with virtual monsters. Video poker and gambling ported to online environments combine the attention-grabbing aspects of videogames with the allure of gambling.

Online gambling creates a strong pool of research material because it combines two highly interactive elements to which players can become “addicted” (a better term is “overuse,” especially for online time or videogame play). I think we’ll see some interesting papers coming out of UCLA and elsewhere in the near future. In the meantime, folks wanting to gamble online in the comfort of their homes will have to wait, if they live in America. Or, they can hop a flight over to Europe and gamble online whilst on the beach. There, they can go topless as well. Maybe have a drink, if they’re underage.

Games In Education: An Interview with Eva Zadeh

Earlier in the semester, I was contacted by grad student and freelance writer Eva Zadeh and interviewed by e-mail for a paper on which she is working. I thought Zadeh’s questions were good ones on the topic of educational videogames, and she agreed to let me put my answers in this blog. Here, then, is the interview. (I’ve since brushed up my responses, but the content is substantially the same.)

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.

-*-

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.

Addictive Group Play Might Make Johnny an Angry Boy

I found a nice site devoted to research on videogames from the psychology side. A lot of academic research on videogames seems to be deriving from psychology profs lately. Wai Yen Tang is a student who decided to start the VG Researcher – Psychology blog in “an attempt to bridge the gap between gamers and VG researchers in psychology. Another pertinent reason is that I’m simply tired of reading short and somewhat inaccurate news report on VG research (angers me a lot) and makes me want to read the article directly and write on it.”

I couldn’t agree more! As I’ve pointed out elsewhere, the media can put an entirely different spin on stories than what researchers published. VG Researcher is filled with several interesting entries, each devoted to a different paper. Several caught my eye, including this one:

Eastin, M. S. (2007). The influence of competitive and cooperative group game play on state hostility. Human Communication Research, 33 (4), 450-466.

Tang notes that Dr. Eastin took a novel approach to aggression research in videogames, finding higher levels of hostility measured among players who teamed together. I look forward to reading this one, as soon as I make it over to the university library. Alas, it’s not available freely online.

Also, this paper examined hostility in the context of “addiction”:

Grüsser, S.M., Thalemann, R., & Griffiths, M.D. (2007) Excessive computer game playing: Evidence for addiction and aggression? Cyberpsychology & Behavior, 1o, 2, 290-292.

Griffiths, Tang notes, is renowned for addiction research in the field of psychology. The study was an online survey of over 7,000 players, and noted that those meeting the researchers’ definition of addiction (11.9%) reported higher levels of aggression, “But regression analysis demonstrated that gaming addiction accounts for 1.8% for being responsible for aggression.” Tang concludes the connection between addiction and aggression seems tenuous.

Give Tang’s site a visit. I’ve added VG Researcher to the Blogroll.

Slay a Dragon, Learn a Language

I’ve long felt MMORPGs can provide the sort of immersive environment that is so conducive to learning a foreign language. The military apparently feels the same way, and the DARPA-funded Rapid Tactical Language Training System, developed by USC’s Viterbi School of Engineering’s Center for Research in Technology for Education (CARTE) paved the way for advanced MMORPG use in language and cultural acquisition starting in 2004.

Now, other universities have professors conducting research on the benefits of using MMORPGs for second language acquisition. Since some of the biggest MMORPGs, like World of Warcraft (WoW), already have English as their default language, some of the most intriguing research derives from efforts to help Asians learn to speak English while playing in these MMORPGs.

John K. Waters, a freelance writer in Palo Alto covering high tech developments and Silicon Valley, wrote the cover story for the most recent issue of THE Journal. Waters discusses various efforts to offer ESL and language learning within modern MMORPGs. He begins by discussing the work of Dr. Edd Schneider over at the Dept. of Information and Communications Technology at SUNY Potsdam, and grad student Kai Zheng, who has designed games and written for videogame magazines in China.

Dr. Schneider notes, as I have previously, that Asian parents in general and Chinese parents in particular strongly dislike videogames. They are seen as a waste of time, and generally disruptive to the well-being of children. On the other hand, acquisition of English speaking skills is seen as desirable. Consequently, combining MMORPGs and their “forbidden” (and therefore appealing) aspects with language acquisition may well make for a winning pedagogical formula in Asian countries. Dr. Schneider’s key quote: “I really believe that if Blizzard [WoW’s parent company] started an ESL server of English in China, they would make a fortune.”

Additional academic research covered by Waters in the article includes work by Dr. Bruce Gooch while at Northwestern (he is now at U. Victoria over in B.C.), with grad students Yolanda Rankin and Rachel Gold, using MMORPGs for ESL. The team used EverQuest II, which offers more text labeling and more scripted audio feedback from NPCs than WoW, in a pilot study exploring potential benefits. The key quote from Dr. Gooch: “We know that learning is accelerated if we have an emotional response to the learning. We believe that’s what might be going on in the game. I want to defeat an opponent. I’m worried, I’m scared, I’m excited—I’m interested. You tend to remember things that strike you this way.” How true; this emotional aspect to learning in MMORPGs may well provide a rich field of research in the future.

Dr. Gooch plans to continue work at U. Victoria; Yolanda Rankin plans to continue work at Ole Miss. One key benefit uncovered in their preliminary efforts was the fact that mistakes were perceived as being made by the students’ avatars, not the students themselves. This allowed a measure of face-saving that evidently is deemed important by Asian students.

In a sidebar, Waters also notes efforts at language studies in Second Life. He brings up a research project at non-profit SRI International’s Center for Technology in Learning called Lakamaka Island in SL. Efforts are spearheaded by PIs Valerie Crawford and Phil Vahey from the Institute. “Learning Technology Engineer” John Brecht has a key quote: “Rather than running students through exercises in the abstract, practicing words and phrases from a textbook, the virtual world allows you to engage students in a virtual role-playing exercise.”

Finally, John Nordlinger from the Microsoft Research Group is given wrap up comments. One potential argument, that language learners might pick up various sword and sorcery terms in these medieval fantasy worlds that are not commonly used in everyday English, is countered by Nordlinger. He notes that such uncommon terms in everyday usage are also rampant in popular English literature such as the Harry Potter novels.

Nordlinger surmises that MMORPGs will not completely supplant foreign language teachers, but may well offer powerful supplemental vehicles for language acquisition. This is an assessment with which I heartily concur.

References:
Waters, J. K. (2007, October). On a quest for English. THE Journal, 34(10). 27-32.

Playing with Frogs and Virtual Dissections

In the latest edition of US News & World Report, Lucia Graves has an article dealing with virtual frog dissections. I’m familiar with froguts.com, and their CD offering. Graves pointed out several other products such as digitalfrog.com, tactustech.com, biolabsoftware.com, and animalearn.org.

Using software to virtually dissect frogs carries several advantages over cutting up a real one. For one thing, there is less mess, and less of an “Eww!” factor. Even better, Graves notes that repetition of certain tasks, such as where exactly one should slice in order to uncover certain organs, can be very nicely accommodated in virtual dissection programs. Also, virtual innards don’t decay like real innards do, allowing easier observation of the way things are supposed to appear under optimal circumstances.

Alas, some from the old school eschew virtual dissections in favor of the real thing. Jessica Mason, a “volunteer science teacher” is quoted as saying nothing beats the mess (and smell) of the real thing to really teach kids and show them how wonderful biology can be.

Meanwhile, Graves notes that a grad student over at Simon Fraser U., in Vancouver, has created the first haptic dissection program, with force feedback to simulate the feel of the blade cutting into frog flesh.

References
Graves, L. (2007, October 29). For frogs, a digital detour. US News & World Report, p.59.