Civ IV Mod Contest Offers Education Category

Thanks to Alan Au for giving a heads up on Ben Sawyer’s Serious Games List about the Firaxis Civilization IV mod contest. Winners get new Dell XPS computers. One of the categories is the best educational mod, and this will bear watching. The contest ends Feb. 18, 2008. More details are here: http://firaxis.com/community/modcontest.php

The Top 10 Free Educational Video Games

The main reason for inclusion in the top 10 was the impact a game had on the educational gaming field. Some of these are getting rather long in the tooth as far as games go, yet their impact is still being felt in educational research that was foundational or continues to be published. On the other hand, new titles are coming out all the time and this list may well change in the future.

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.

Influential Academic Gamers

Next Generation has an article entitled, “Gaming’s 30 Most Influential Outsiders.” Included in the list are six academics:

-          Tanya Byron: “Leading the UK government review on gaming violence.”

-          Janet Eke: “Project Coordinator ‘Preserving Virtual Worlds,’ University of Illinois”

-          James Paul Gee: “Professor of Learning Sciences, University of Wisconsin” (Didn’t he move to Arizona recently?)

-          Henry Jenkins: “Professor of Humanities, MIT”

-          Paul Levinson: “Professor of Media Studies, Fordham University”

-          Randy Pausch: “Professor of Computer Science, Carnegie Mellon”

Academic Achievement Through Game Development

I’m on THE Journal’s mailing list, and I noticed a new article today on videogame development for educational purposes. I decided to check it out later and perhaps post about it. Imagine my curiosity when I saw hits coming into this blog from the very same article. It turns out authors Richard Ferdig and Jeff Boyer over at U. Florida listed this blog as a resource in the article.

Dr. Ferdig published a paper of mine in a special edition of the Journal of Educational Multimedia and Hypermedia on educational videogames, which he edited. I’m honored that the authors included this blog in their article for THE Journal.

The article, entitled, “Getting Started with Videogame Development,” continues a series the duo started last week. Previously they wrote an article addressing the question of academic achievement through developing videogames. That article, entitled “Can Game Development Impact Academic Achievement?” offers an introduction to theory underlying the notion of using videogame development as a learning tool, and examines some of the research behind the idea.

It’s important to make a distinction between playing a game, which is what most people think of when discussing educational gaming, versus leading students in designing and developing videogames. Developing a videogame is a whole other apple cart, requiring programming skills, logical thinking, and a big dollop of creativity. Fortunately, a variety of tools are available that allow an easy entry point to game development. Like so many other things, while the entry points may be easy, students must still work to produce quality products, and here is where good teaching can flesh out useful pedagogical chunks.

Today’s article continues the series, and the authors point out a variety of tools available that allow teachers to take videogame pedagogy into the classroom. These include such things as Scratch from MIT, Gamemaker from YoYo Games, and RPG Maker XP. They also note that Microsoft has released the XNA Developer Center, offering tools to individuals for creating games that play on the Xbox.

The authors conclude by throwing out a ton of highly useful links for teachers interested in game development as a pedagogical tool. Journals, sites, and software suggestions round out the list of resources. THE Journal has always been one of the highest read and highest quality practitioner periodicals out there, and this article adds to a long history of useful columns.

References
Ferdig, R. E., & Boyer, J. (2007, November 1). Getting started with videogame development. T.H.E. Journal. [Online]. Available: http://www.thejournal.com/articles/21510

Ferdig, R. E., & Boyer, J. (2007, October 25). Can game development impact academic achievement? T.H.E. Journal. [Online]. Available: http://www.thejournal.com/articles/21483

Researching Morality Through Video Games

Recently there has been a spate of articles and online discussions regarding the study of morality in video games. Wide open spaces allowing a seemingly endless array of options in open-ended environments such as those offered in the Grand Theft Auto series let players do pretty much what they want to do, within the confines of the game. So, what do folks do? Do the straight-laced and moral types go on virtual killing and stealing sprees? Do the morally ambiguous in RL stick to codes of honor in games? Or do folks try different things, within a safe “playground” environment where their actions don’t harm anyone?

Alexander Gambotto-Burke writes in today’s online Guardian that gamers want a panoply of choice within the three dimensional environments they roam. He focuses on Ken Levine, president of Irrational Games, with key title System Shock 2, and the forthcoming BioShock.

Levine calls the type of environment in which BioShock players will engage, “emergent spaces.” Things become a lot more interactive in emergent spaces than the three dimensional gaming environments of yore. For instance, games renowned for their AI capabilities such as Half Life or Call of Duty were programmed for NPC events to occur within specific areas. But, “in a game like BioShock, AIs will wander around and follow you around.”

One becomes intrigued with the possibilities. This advanced programming creates a much richer open-ended environment, one in which players can do “good” things, “bad” things, or perhaps nothing of much use at all (or task neutral activities). This wide open arena has benefits for exploration of touchy issues.

Indeed, one of the videogaming’s greatest strengths is its ability to construct “moral playgrounds” – safe arenas in which people can explore different philosophies, principles and personalities. This has, however, also attracted most of the criticism and controversy surrounding the games industry in recent years.

Gambotto-Burke then pulls Mike Jaret, chief designer for Postal 3, into the conversation. Jaret makes an interesting point regarding ratings of games versus ratings of movies. The latest Die Hard installment goes light on swear words, but is heavy on action, with violence, things blowing up, car chases, etc. It received a PG-13 rating from the MPAA. Postal 2 was likewise low on swear words, but heavy on action and violence. It received a rating of MA from the ESRB, or the equivalent of an R rating for a movie. There is apparently a double standard with newer forms of entertainment.

***

Researchers are curious regarding the moral playground possibilities within these types of games. The burning question is, if a game provides opportunities to do morally bad things, like killing people, will this trigger homicidal tendencies in people? The short answer is no, but with the caveat that an emotionally unstable person may decide to go on a killing spree following any number of stimuli … a perceived slight from someone on the street, a bad day at work, a jilted lover, etc. All the blame for all the killing in the world can’t be laid at video games’ doorstep.

On another note, props to Chris Kohler over at Wired for pointing out a couple posts on the topic of moral studies through games that Henry Jenkins put up this week. Dr. Jenkins, everybody’s favorite gaming academic (certainly one of the better writers out there) points out the work of one of his grad students, Peter Rauch, who has been researching and thinking about the use of the game Fable as a Petri dish for studying the moral decisions people make.

Peter Rauch came to CMS with a strong background in Philosophy; what he wanted from our program was the chance to employ those tools to think deeply about games, trying to explore in what sense it was appropriate to think of games as ethical and moral practices.

You can read Rauch’s thesis excerpts here and here. On a side note, Fable caught my eye when I was looking at the possibilities for higher order thinking in video games.

References
Gambotto-Burke, A. (2007, August 16). Real moral choices in virtual game worlds. The Guardian. [Online]. Available: http://www.guardian.co.uk/technology/2007/aug/16/
guardianweeklytechnologysection.games4

Download a Revolution Today

Whilst admiring Nicholas Hunter’s work at MIT, I stumbled across the download directory for Revolution. Revolution is a role playing game that puts students into the heart of the American Revolution at the grassroots level. Students choose to play a townsperson and experience a simulation of revolutionist tendencies at the grass roots level.

Revolution is one of those games I’ve read quite a bit about. Squire and Jenkins have mentioned it in numerous papers, as have others. I am very interested in getting to play the game.

Revolution is a modification of the Neverwinter Nights game engine. In order to run Revolution, a copy of NWN must be installed on your computer. Rather than battling dragons and other baddies, the NWN level editor was used to create the colonial environment in which the action takes place.

Hunter was the lead programmer in this endeavor, thus the links from him to the download directory. He writes on his portfolio page that the Revolution files overwrite some of the key NWN files:

Warning: This will overwrite some critical files for Neverwinter Nights that will require a “Critical Rebuild” patch to restore.  While NWN is still playable in this state, it looks very odd.  The game must be played as one of the seven premade characters that the zip file provides: Robert Carter Nicholas, William Waddill, John Lamb, Cathy Grimes, Dan, Hannah, or Margaret Chadwell.

The file to download is revolution.zip.

Quantifying Addiction in World of Warcraft

Someone recently remarked to me regarding the paucity of quant studies on video games. I think this hole is slowly filling as researchers figure out what, exactly, to measure in regards to gaming. Efforts that have taken place so far have focused on simple things to measure like caloric consumption and glucose levels in the brain while playing. More troubling has been the focus on gaming as an “addiction,” with little regard for properly differentiating between video game overuse with chemical dependencies.

I found a paper by Nicholas Hunter over at MIT recently which focuses on the issue of “addiction” in World of Warcraft. Hunter served as lead programmer for Revolution, a social studies serious game set in Colonial America about which much has been written. In Spring, 2005, Hunter wrote a class paper on addiction in World of Warcraft. He sums up the paper from his portfolio page thusly:

Games, and in particular MMORPGs, have a history of being called “addictive.” So I thought I’d take a quantitative approach to the problem by developing a model for player consumption habits, conducting a survey of WoW players and then performing a regression analysis of the data collected. As part of my model, I propose a new way to evaluate opportunity cost (a core principle of economics) and determine that WoW players are addicted, but without enough data to determine what kind of addiction.

Although the paper has not been published (as far as I can tell), it has been made available through MIT’s Open Courseware project. It’s well worth the read, and can be downloaded here. Hunter seeks to apply “rational addiction” to Warcraft, theoretically assuming consumption leading to additional consumption equates addiction. The key question is whether the addiction in question is negative or beneficial. Obviously, a negative addiction is one leading to harm, such as smoking or alcoholism. A beneficial addiction would lead to positive aspects, such as a habitual exercise regime or developing an appreciation of fine music.

Hunter collected his dataset through random interviews with 30 WoW players, who were asked a series of questions regarding their gaming use. Follow up surveys were conducted a month later. The last question asked was, “Do you believe that you are addicted to WoW? If so, do you think playing WoW has a negative impact on your life?”

Although Hunter was able to show a statistical indication of addiction to WoW based on his dataset, he was unable to determine if it would fall under the negative or beneficial labels. He has released his dataset online, and has some additional information regarding the paper here.

In each posting on video game addiction, I’ve mentioned my preference to consider video game overuse a separately defined entity from chemical addictions. I was therefore happy to find this tidbit on Hunter’s portfolio page:

Note: In retrospect, I made a tactical error when writing this paper by overusing the term “addiction.” In economics, addiction means that prior consumption increases the amount you consume now (counter to diminishing marginal utility). As I explain in the paper, there are two kinds of addiction: Beneficial and Negative … You can read the paper for a more formal explanation of how these two types differ, but the reason for this edit is that the word “addiction” carries with it all kinds of meaning in the usual English language that does not always apply when discussing the term in economics.

References

Hunter, N. (2005). Rational addiction and MMOs: A case study of World of Warcraft. [Online.] Available: http://web.mit.edu/nhunter/www/wowresearch/wowaddiction.pdf

Games for the $100 Laptop

The One Laptop Per Child (OLPC) project, the brainchild of MIT Media Lab stalwart Nicholas Negroponte, has successfully rolled out working models in recent weeks. Currently costing around $175, the idea is to mass produce the laptops until they fall below the $100 range. They are marketed as educational devices for developing countries.

Since they are primarily for use in developing areas, the laptops are light on energy requirements, and can operate “off the grid.” Consequently, their design has taken a minimalist approach. The XO, as the OLPC product is called, uses an inexpensive AMD chip for the CPU, Linux for the OS, AbiWord for word processing, and Gnumeric for spreadsheets.

Since the laptop is aimed at children, educational gaming is a priority. The OLPC team leaders understand the power of gaming for education, and are actively seeking programmers to develop educational video games that can run on the device. The Boston Globe ran an article last month detailing a “block party” of programmers who got together to whip out some code for educational gaming on the XO.

Game jam coordinator Mel Chua said it’s just the first of several such gatherings to produce useful software and content for the XO laptop. “We’re hoping to have music jams, movie jams, curriculum jams,” Chua said.

The laptops also include tools for making new software. As a result, users will be able to write their own programs tailored to specific needs. They can even hold their own game jams. Already, a group of XO users in Brazil are planning a programming spree for October.

Article author Hiawatha Bray indicated there are already some games out there for the XO such as Block Party, a Tetris clone. Educational media superpower Sesame Workshop is busy testing games for the XO and envisions specialized software for specific countries in which the XO is distributed.

The best quotes in the article came from Kent Quirk, CTO of Cognitoy LLC.

“Games can’t teach everything,” said Quirk, who will participate in the jam, “but they can make some kinds of learning a whole lot more palatable.”

[G]ames are high on the wish list, because of their potential as teaching tools. “Learning happens when you’re in this sort of pleasurable state of frustration,” said Quirk. “The best games put you in that state and keep ratcheting up the difficulty . . . games are the best platform for certain kinds of learning.”

References

Bray, H. (2007, June 9). Let the games begin. Boston Globe. [Online]. Available: http://wiki.laptop.org/images/b/bd/Let_the_games_begin_-
_The_Boston_Globe.pdf

Making Games from Scratch at MIT

After writing about Game Maker the other day, and how it’s useful for introducing kids to programming, I found Scratch over at MIT. Scratch is an NSF funded project, designed for after school programs, and is freely available for downloading. The principal investigators are Mitchel Resnick and John Maeda over at MIT Media Lab, and Yasmin Kafai over at UCLA.

Scratch is an easy to use programming language that allows children and adults to develop a variety of fun applications, not just games. The apps can then be posted on the web for anybody to play with; a variety of submissions are up on the Scratch site.

A number of papers have been written about Scratch, which are listed here. My favorite is What video game making can teach us about learning and literacy: Alternative pathways into participatory cultures by Kylie Peppler and Yasmin Kafai. This paper will be presented at the DiGRA Conference in Japan later this year.

References

Peppler, K. A. & Kafai, Y. B. (2007). What video game making can teach us about learning and literacy: Alternative pathways into participatory cultures. Paper to be presented at the Digital International Games Research Association meeting in Tokyo, Japan. [Online]. Available: http://scratch.mit.edu/files/DiGRA07_games_kafai.pdf