Ambermush Roleplaying Game Helped Launch Careers of Bestselling Authors

A rising tide raises all ships, or so the saying goes. It also encapsulates a teaching philosophy found in many educational games, in which repeated exposure to common elements is said to increase participants’ related skills. Thus, a literacy game will require players to read. The more they read, the better their reading skills develop. While seemingly sound and plausible, the theory is hard to quantify.

In a recent article in The New York Times, an old online game called Ambermush is credited with launching the careers of at least a dozen writers. Amber is the name of a classic fantasy series by Roger Zelazny. In the books, reality originates at Amber, and all permutations and variations on reality in the multiverse spread out from there. In Ambermush, an online game discontinued in 2009, players wrote scenarios and engaged in group writing fantasy exercises loosely based on the series.

Jim Butcher is the best selling author of the Dresden Files series of fantasy novels. He credits Amber with improving his writing.

With no graphics, Amber was a world made of words. For aspiring writers, as Mr. Butcher was back then, that was very enticing.

He recalled the old writers’ adage that “you’ve got to write your million words” of bad prose “before you’re writing good stuff, and I once estimated that I was writing 5,000 words a day, mushing,” he said. “We were all practicing storytelling every day.”

… Mr. Butcher is not the only author to come out of the Amber community: by some estimates, a dozen or more of the hundreds of former players have gone on to become published authors. Playing Amber then was like attending a writers’ colony, but without the brie and posturing.

The game served as a learning community, a practice area for aspiring writers, a sandbox where they could flex their creative muscles, and a place for honest (sometimes brutal) criticism. Beyond that, friendships formed in-game led to lasting social networks outside the game, as like-minded people scaled the publishing mountain in the real world.

It may be hard to quantify, but there’s little doubt Ambermush was a successful educational game for future bestselling authors.

References:
Schwartz, J. (2011, September 24). A game that honed the skills of writers. The New York Times, C1.

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Measuring the Wrong Thing: Home Computers and Academics

The New York Times ran an article by Randall Stross, a professor of business over at San Jose State, this summer about research on the impact of home computers on academic achievement in low socio-economic status households. Games and entertainment options were blamed for poor results.

The first paper discussed was by Ofer Malamud over at University of Chicago and Cristian Pop-Eleches at Columbia, who studied low income families in Romania receiving a voucher to assist in purchasing a home PC. The control group were families who applied for the voucher but did not receive it.

In a draft of an article that the Quarterly Journal of Economics will publish early next year, the professors report finding “strong evidence that children in households who won a voucher received significantly lower school grades in math, English and Romanian.” The principal positive effect on the students was improved computer skills.

At that time, most Romanian households were not yet connected to the Internet. But few children whose families obtained computers said they used the machines for homework. What they were used for — daily — was playing games.

Stross next discusses work by Jacob L. Vigdor and Helen F. Ladd over at Duke University, who performed similar research in the United States for the National Bureau of Economic Research. Their study noted after broadband became widely available in North Carolina, math and reading scores plummeted in low SES homes.

The Duke paper reports that the negative effect on test scores was not universal, but was largely confined to lower-income households, in which, the authors hypothesized, parental supervision might be spottier, giving students greater opportunity to use the computer for entertainment unrelated to homework and reducing the amount of time spent studying.

The North Carolina study suggests the disconcerting possibility that home computers and Internet access have such a negative effect only on some groups and end up widening achievement gaps between socioeconomic groups. The expansion of broadband service was associated with a pronounced drop in test scores for black students in both reading and math, but no effect on the math scores and little on the reading scores of other students. In the report, the authors do not speculate about what caused the disparities.

Last, the article touches on the final report (large pdf) from the Texas Center for Educational Research on the state’s one-to-one laptop pilot, which indicated modest improvement on some test scores in the experimental group over the control group.

THE one area where the students from lower-income families in the immersion program closed the gap with higher-income students was the same one identified in the Romanian study: computer skills.

Catherine Maloney, director of the Texas center, said the schools did their best to mandate that the computers would be used strictly for educational purposes. Most schools configured the machines to block e-mail, chat, games and Web sites reached by searching on objectionable key words. The key-word blocks worked fine for English-language sites but not for Spanish ones. “Kids were adept at getting around the blocks,” she said.

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Unfortunately, all these studies are measuring the wrong thing. This is equivalent to giving a 1920s farmer a new radio, then measuring the increase or decrease in his crop yield. Why would you expect his crop yield to increase after he’s been given this new communication technology?

A better tool for increasing crop yield would be a tractor, which could plow more than his horse. But, the radio — the highest available technology at the time — would be considered a failure because it did not directly result in higher crop yield.

The farmer would have received timely news and weather reports which perhaps would have indirectly affected his yield. Also, the farmer and his family would have been exposed to an increase in entertainment, experiencing the latest from New York and LA. This cultural acclimation would be accompanied by a wider appreciation of world and national events, which would have had no effect on farming but would have benefited the farmer and his family nonetheless, albeit indirectly. Perhaps the farmer would learn something useful from an agricultural program, but again, looking for a direct increase in crop yield completely misses the point.

Ultimately, computers at home or in one-to-one programs should never be expected to increase academic scores, just as a farmer’s radio shouldn’t be expected to directly increase his crop yield. Home computer functions simply do not correlate well to traditional test taking. But computers do have value in several other areas, in the creative programs and games they run, and the communications capabilities they offer to students. But discerning whether an experimental group earns higher test scores than the control group is simply measuring the wrong thing.

References:
Stross, R. (2010, July 10). Computers at home: Educational hope vs. teenage reality. The New York Times, p. BU3.

Vigdor, J. L, & Ladd, H. F. (2010, June). Scaling the digital divide: Home computer technology and student achievement. National Bureau of Economic Research. [Online.] Available: http://www.nber.org/papers/w16078

Toddlers Embrace iPhone Gaming Apps

A popular story in The New York Times recently details how iPhones are becoming the new favorite toys for preschoolers.

But just as adults have a hard time putting down their iPhones, so the device is now the Toy of Choice — akin to a treasured stuffed animal — for many 1-, 2- and 3-year-olds. It’s a phenomenon that is attracting the attention and concern of some childhood development specialists.

Toddlers are eschewing books and more mundane toys for the interactivity offered by the smartphone. Sometimes, parents let their kids watch favorite shows on YouTube with the phone. Other times, they are downloading age-appropriate games that develop literacy skills or sing popular songs in several languages.

The American Academy of Pediatrics finds itself scrambling to keep up with the new technology:

Dr. Gwenn Schurgin O’Keeffe, a pediatrician who is a member of the academy’s council of communications and media, said the group is continually reassessing its guidelines to address new forms of “screen time.”

“We always try to throw in the latest technology, but the cellphone industry is becoming so complex that we always come back to the table and wonder should we have a specific guideline for cellphones,” she said. But, she added, “At the moment, we seem to feel it’s the same as TV.”

These experts generally frown on the new-fangled ways of learning. Portable and interactive gaming devices such as the iPhone are discouraged for the younger set. Yet, experts remain ambivalent about the new methods of interactivity.

Kathy Hirsh-Pasek, a psychology professor at Temple University  who specializes in early language development, sides with the Don’ts. Research shows that children learn best through active engagement that helps them adapt, she said, and interacting with a screen doesn’t qualify.

Still, Dr. Hirsh-Pasek, struck on a recent visit to New York City by how many parents were handing over their iPhones to their little children in the subway, said she understands the impulse. “This is a magical phone,” she said. “I must admit I’m addicted to this phone.”

New ways of learning keep being invented. The old ways remain fashionable with older educators. But the new ways gain popularity with everybody else for a reason. They are interactive and fascinating to old and young alike.

And for parents who don’t want to surrender their iPhones for extended periods of time to their youngsters, they can simply buy an iPod Touch, which runs the same apps but doesn’t make phone calls. It’s probably a good gift to get this Christmas season for any child, 2 to adult.

Free Graph Paper with 95 Graphs Grids and Games

There were times in college I needed a sheet of graph paper, and wished I could just print out a copy in Word and be on my way. I finally ended up making my own, and thus added to a wide collection of cut and paste resources.

Such material is especially prevalent among teachers the world over, and Paul Edelman has created a successful site for sharing it all. TeachersPayTeachers is the former NYC public school teacher’s site, and it was recently profiled in a New York Times article, which is where I found out about it.

Intrigued with Mr. Edelman’s successful site, I gathered several cut and paste items and assembled them into a document entitled “95 Graphs Grids and Games.”

The doc is divided into four sections. Section One is devoted to graphs and graph paper, and offers 30 selections that can be printed or shown on an interactive whiteboard. Section Two features number grids, including multiplication tables up to 15×15 and several number lines. Section Three centers on language arts, and features alphabet grids and writing lines. If you need some lined paper you can simply print out one of four full page selections and let kids write away.

Finally, Section Four is for games, and I included several that teachers can print out or use in other applications. Traditional checkerboards and/or chess boards are included, along with simpler fare like Tic-Tac-Toe templates. Three Soduko templates are included: those for traditional Soduko, Hyper Soduko, and Six Way Soduko. The three modifiable Soduko templates can be edited in Word.

Finally, two samples of the medieval board game Nine Men’s Morris are included, a small playing board and a full page version. Nine Men’s Morris was a popular board game in the Middle Ages, and rivals checkers in its simplicity, style, and strategy. Unfortunately, Nine Men’s Morris faded in popularity while Checkers remained widely played. There are several variants for Nine Men’s Morris, including Eleven and Twelve Men’s Morris, Six Men’s Morris, Three Men’s Morris, and Achi, which is an African variant. I offer board layouts for each. Finally, I included a code-substitution game of my own design that students can use to create their own secret  codes.

Offered as a free preview for 95 Graphs Grids and Games: one of my favorite full page graphs, “Graph Paper 16.” So, even if you aren’t interested in shelling out $3.00 for the whole 72 page document, you can grab a great graphing paper template gratis.

Study: Internet Socializing Important for Teen Development

The MacArthur Foundation released a study indicating teens’ online socialization skills are nurtured and developed through exposure to social sites and other online places where socializing may occur such as in massively multiple online role playing games (MMORPGs). On the other hand, the study found teens are not using Internet resources to their full potential for scholastic purposes. But, teens do engage heavily in “peer-based, self-directed learning online” in topics that interest them.

The study lasted three years, included 800 subjects, and 5000 hours observation of online behavior. The research was led by Mizuko Ito over at UC Irvine. The New York Times reported on the study here. The executive summary can be found here.

References:
Lewin, T. (2008, November 18). Teenagers’ internet socializing not a bad thing. The New York Times. [Online]. Retrieved November 23, 2008 from: http://www.nytimes.com/2008/11/20/us/20internet.html?_r=2&partner=rss&emc=rss&pagewanted=all

Rise of the Giant Simulators

Imagine an old style simulation designed to train newly hired air traffic controllers. The students gather in a large room, in the center of which is a model airport made of plywood. Different students grab toy planes and begin “flying” them around the room by holding them out at different heights and walking in circles around the airport. Students take turns playing air traffic contoller, shouting out altitude and speed instructions to the airplanes. Occasionally, a plane is ordered to land at the airport. When mistakes are made, the planes “crash,” and students start over again.

Sounds very 20th Century, doesn’t it? Hold your breath: air traffic contollers are still trained that way in 2008. But, things are starting to change as the technology for giant electronic simulators, essentially videogames played out on room-sized screens, matures.

We last discussed the technology back in November, when looking at the ship simulator used by the Texas Maritime Academy over at Texas A&M – Galveston. All manner of ships can be programmed for students to pilot into the world’s major harbors, using seven 15 foot screens and tilting floors to help provide the full pitching deck experience during virtual storms.

Now, Matthew Wald at The New York Times brings us an article on the giant air traffic control simulators used by the Federal Aviation Administration Academy in Oklahoma City.

The sophisticated video games are meant to address a serious real-world problem: Nearly two-thirds of the agency’s 15,000 air traffic controllers will no longer be working by 2017 when they reach the mandatory retirement age of 56. … As a result, the agency now must hire and train some 1,700 controllers a year for the next decade, a task the Government Accountability Office described as a major challenge. Experts say that having a high proportion of trainees and rookies in towers and radar rooms may reduce safety. To meet the challenges, the agency is turning to electronic tower simulators, which one instructor described as “a big Xbox.”

Wald reports administrators hope to shave 20-60% training time using the big video games. Six simulators run 18 hours/day training students, though Wald states the old style simulations are still used. When virtual planes crash, though, the resulting fireball lighting up the monitors makes a much more visceral visual impact.

The article concludes with an interesting summation of the videogames used to screen candidates. The games gauge how well a candidate can multitask and deal with distractions. A battery of tests are used, too, requiring mental math computation. Remember those word problems in grade school requiring you to compute the rates and times of two different cars, trains, or airplanes leaving different cities? Well, you get the picture. Finally, students “are also given a hyperactive version of Pac-Man to play in their spare time. The idea is to keep students’ skills sharp, instructors say, and hone their ability to watch several targets at a time.”

References:
Wald, M. L. (2008, October 7). For air traffic trainees, games with a serious purpose. The New York Times. [Online.] Retrieved: October 16, 2008 from http://www.nytimes.com/2008/10/08/us/08controller.html?pagewanted=1&_r=2&sq=serious%20game&st=cse&scp=1

Games Boom Despite Food & Fuel Costs

Today is the release date for the fourth installment in the Grand Theft Auto titles, otherwise known as GTA IV. This highly popular, sex and violence saturated series has generated plenty of publicity (mostly negative) for its publisher, Rockstar Games. Some interesting factoids can be gleaned from an article in the New York Times by Matt Richtel.

Richtel focuses on several college students and twenty-somethings who profess to barely have enough money to eat each month, but are more than willing to shell out $60 for GTA IV (or $90 for the collectors’ edition). Sales of five million copies are expected in coming days.

The so-called addictive nature of games is also brought up, with quotes from the only academic in the article:

“When gamers are in it, it’s like a druglike state. It feels so good,” said Jennifer Aaker, a professor at the Haas School of Business at the University of California at Berkeley. She said players face constant challenges and receive instant feedback, a superstimulating artificial environment.

Not only is the play experience emotional, but the purchase is emotional, too, Professor Aaker said. Players want to be the first to buy the game and master it, sweeping aside the matter of affordability.

“The last thing that comes to mind is: ‘Can I afford it?’ That question isn’t even on the radar,” Professor Aaker said. “The question is: How fast can I buy it?”

Not mentioned, but clearly related to the popularity of the series is its wide-open world approach, wherein players are not required to follow any set rules or instructions. Instead, players can simply do what they want in the environment. Such approaches are also popular in MMORPGs such as World of Warcraft.

Another interesting tidbit Richtel referenced in the article is the fact the gaming industry is booming despite hardships felt elsewhere such as rising food and fuel costs. Sales of consoles and titles are up across the board; GameStop excels while other retailers suffer.

References:
Richtel, M. (2008, April 29). For gamers, the craving won’t quit. New York Times. [Online.] Available: http://www.nytimes.com/2008/04/29/technology/29game.html?

Viacom Embraces Casual Gaming

Why would kids want to watch Dora the Explorer when they could actually BE Dora the Explorer? Such questions ensnare Viacom, owner of Nickelodeon and MTV networks. The company plans to spend $100 million on casual games, according to this NY Times story.

Grunwald Associates is indicated in the article as noting in a study that young folks engage in TV and their related websites simultaneously. Several other interesting statistics are published in the article, such as:

The N, Nickelodeon’s teenage network, has dozens of games for children aged 12 to 17. Slightly younger players are directed to Nick.com, which drew an average of 7.9 million visitors in February and is expected to add 185 games this year. The youngest players of all are welcome on the sites of Nick Jr. and Noggin, where games are meant to be played by children “on the laps of their moms,” Ms. [MTV Networks’ Nickelodeon Kids and Family group President Cyma] Zarghami said.

This same company owns Neopets, the Shockwave gaming site, and the Nick.com arcade. Many interesting factoids and tidbits for researchers are found in this article, and it’s well worth the read.

References:
Stelter, B. (2008, March 18). Online games by the hundreds, with tie-ins. The New York Times. [Online.] Retrieved March 17, 2008 from: http://www.nytimes.com/2008/03/18/business/media/18adco.html?_
r=1&ex=1363492800&en=78d59ce77ce71d4b&ei=5088&partner=
rssnyt&emc=rss&oref=slogin

Amy Jussel, HASTAC, and MIT Press’ Open Access Books in the MacArthur Series

I was familiar with Amy Jussel’s excellent Shaping Youth blog, because she linked to a post of mine on exergaming a while back. Recently, Jussel shook some corporate trees by taking Target to task for some suggestive advertising. Target essentially brushed her off since she’s “just” a blogger, which resulted in a firestorm of criticism from the blogosphere (ouch, bad PR … and negative posts last forever in cyberspace). The New York Times took up her story, resulting in even more bad PR for Target.

Anyway, I was perusing Jussel’s blog when I discovered an entry in which she mentioned the MacArthur Foundation’s new book series with MIT Press. Her entry linked to HASTAC.org, which stands for Humanities, Arts, Science, and Technology Advanced Collaboratory.

The MacArthur Foundation Series on Digital Media and Learning is available through MIT Press in paper format. However, thanks to the foundation’s funding, MIT Press is offering the texts in digital format free. Of most likely interest to readers of this blog will be, The Ecology of Games. Here is the TOC:

Foreword
Mizuko Ito, Cathy Davidson, Henry Jenkins, Carol Lee, Michael Eisenberg, Joanne Weiss
The Ecology of Games: Connecting Youth, Games, and Learning: vii–ix.

Toward an Ecology of Gaming
Katie Salen
The Ecology of Games: Connecting Youth, Games, and Learning: 1–17.

Part I: Learning Ecologies

Learning and Games
James Paul Gee
The Ecology of Games: Connecting Youth, Games, and Learning: 21–40.

In-Game, In-Room, In-World: Reconnecting Video Game Play to the Rest of Kids’ Lives
Reed Stevens, Tom Satwicz, Laurie McCarthy
The Ecology of Games: Connecting Youth, Games, and Learning: 41–66.

E Is for Everyone: The Case for Inclusive Game Design
Amit Pitaru
The Ecology of Games: Connecting Youth, Games, and Learning: 67–86.

Part II: Hidden Agendas

Education vs. Entertainment: A Cultural History of Children’s Software
Mizuko Ito
The Ecology of Games: Connecting Youth, Games, and Learning: 89–116.

The Rhetoric of Video Games
Ian Bogost
The Ecology of Games: Connecting Youth, Games, and Learning: 117–139.

The Power of Play: The Portrayal and Performance of Race in Video Games
Anna Everett, S. Craig Watkins
The Ecology of Games: Connecting Youth, Games, and Learning: 141–164.

Part III: Gaming Literacies

Open-Ended Video Games: A Model for Developing Learning for the Interactive Age
Kurt Squire
The Ecology of Games: Connecting Youth, Games, and Learning: 167–198.

Why I Love Bees: A Case Study in Collective Intelligence Gaming
Jane McGonigal
The Ecology of Games: Connecting Youth, Games, and Learning: 199–227.

Education Unleashed: Participatory Culture, Education, and Innovation in Second Life
Cory Ondrejka
The Ecology of Games: Connecting Youth, Games, and Learning: 229–251.

Why Johnny Can’t Fly: Treating Games as a Form of Youth Media Within a Youth Development Framework
Barry Joseph
The Ecology of Games: Connecting Youth, Games, and Learning: 253–266.

Glossary
The Ecology of Games: Connecting Youth, Games, and Learning: 267–273.

Games Index
The Ecology of Games: Connecting Youth, Games, and Learning: 275–278.

Facebook Adds to Appeal with Zynga Game Network

There has been buzz before about the similarities of social networks and MMO videogames. Both involve interactive screen time. Both involve use of the Internet, cooperation, and social activities. Both have also been criticized for overuse and for a variety of public ailments.

So it comes as little surprise that social sites have taken steps to integrate videogames in an effort to provide members more reasons to stay online and spend time with one another. Brad Stone has a nice article in The New York Times this week on the efforts of the Zynga Game Network to create online games for Facebook. Facebook opened up its network to developers to create third party apps, to much success (the recent award “Blog of the Week” for this blog is linked to one such app, TopNetPix).

The games are simple and traditional, such as Texas hold ’em poker, blackjack, and Boggle. Members can play with their friends, and invite others to the game. Developers keep ad revenue, so both Facebook and Zynga profit from the increased interactivity on the site from videogames. Here’s the money quote:

“People already love to play casual games,” said Fred Wilson, a partner at the venture capital firm Union Square Ventures, which led a $10 million round of financing in Zynga. “But when you take a casual game and stick it inside a social network, it becomes way more exciting. This is like pouring gasoline on fire.”

The interactive nature of games and the idea of injecting a little fun into an activity appeals to serious game makers. I can see the notion of a team inside a virtual interactive environment (VIE) engaging in a game to help solve a learning objective as a viable possibility. At its simplest levels, math can be easily game-ified, or taught within the context of other games. For instance, a learner in a VIE could engage in a virtual card game and be taught the odds of drawing to a flush versus drawing to a straight. Likewise vocabulary building, spelling, and other lower level reading skills are all easily incorporated in videogames.

One such game that might have some small educational appeal on Facebook, Scrabulous, is under legal assault by Hasbro, owner of Scrabble.

References:
Associated Press. (2008, January 17). Makers of Scrabble target Facebook version of game. The Wall Street Journal, p.B4.

Stone, B. (2008, January 15). More than games, a net to snare social networkers. The New York Times. [Online.] Available: http://www.nytimes.com/2008/01/15/technology/15facebook.htm