Category: Uncategorized

CELDA 2009

Dr. Dirk Ifenthaler
Institut für Erziehungswissenschaft, Department of Educational Science
Albert-Ludwigs-Universität Freiburg, D-79085 Freiburg
Fon: +49-761-203-2453 | Fax: +49-761-203-2458
www.ezw.uni-freiburg.de | mailto: ifenthaler at ezw.uni-freiburg.de

                          IADIS International Conference on
             Cognition and Exploratory Learning in Digital Age (CELDA 2009)
                     November 20 - 22, 2009 - Rome, Italy
                              (http://www.celda-conf.org/)

     Endorsed by the Japanese Society of Information and Systems in
Education

* Keynote Speakers (confirmed):
Professor David Jonassen, University of Missouri Columbia, USA
Professor Fred Paas, Open University of the Netherlands, The Netherlands

* Invited Speaker (confirmed):
Dr. Carmen Taran, REXI Media, USA

* Tutorial Speaker (confirmed):
Professor Fred Paas, Open University of the Netherlands, The Netherlands

* Conference background and goals
The IADIS CELDA 2009 conference aims to address the main issues
concerned with evolving learning processes and supporting pedagogies and
applications in the digital age. There have been advances in both
cognitive psychology and computing that have affected the educational
arena. The convergence of these two disciplines is increasing at a fast
pace and affecting academia and professional practice in many ways.
Paradigms such as just-in-time learning, constructivism,
student-centered learning and collaborative approaches have emerged and
are being supported by technological advancements such as simulations,
virtual reality and multi-agents systems. These developments have
created both opportunities and areas of serious concerns. This
conference aims to cover both technological as well as pedagogical
issues related to these developments. Main tracks have been identified.
However innovative contributions that do not easily fit into these areas
will also be considered as long as they are directly related to the
overall theme of the conference – cognition and exploratory learning in
the digital age.

* Format of the Conference
The conference will comprise of invited talks and oral presentations for
discussion-oriented papers. The proceedings of the conference will be
published in the form of a book and CD-ROM.

Authors of the best published papers in the CELDA 2009 proceedings will
be invited to publish extended versions of their papers in a special
issue of an international journal.

* Types of submissions
Full papers, Short Papers and Reflection papers. All submissions will go
through a double-blind refereeing process with at least two
international experts.

* Topics of interest include, but are not limited to the following areas:
- Acquisition of expertise
- Assessing progress of learning in complex domains
- Assessment of exploratory learning approaches
- Assessment of exploratory technologies
- Cognition in education
- Collaborative learning
- Educational psychology
- Exploratory technologies (such as simulations, VR, i-TV and so on)
- Just-in-time and Learning-on-Demand
- Learner Communities and Peer-Support
- Learning Communities & Web Service Technologies
- Pedagogical Issues Related with Learning Objects
- Learning Paradigms in Academia
- Learning Paradigms in Corporate Sector
- Life-long Learning
- Student-Centered Learning
- Technology and mental models
- Technology, learning and expertise
- Virtual University

* Important Dates:
- Submission Deadline: 24 July 2009
- Notification to Authors: 4 September 2009
- Final Camera-Ready Submission and Early Registration: Until 25
September 2009
- Late Registration: After 25 September 2009
- Conference: Rome, Italy, 20 to 22 November 2009

* Conference Location
The conference will be held in Rome, Italy.

* Secretariat
IADIS Secretariat - IADIS INTERNATIONAL CONFERENCE CELDA 2009
Rua Sao Sebastiao da Pedreira, 100, 3
1050-209 Lisbon, Portugal
E-mail: secretariat@celda-conf.org
Web site: http://www.celda-conf.org/

* Program Committee

Conference Co-Chairs
Pedro Isaias, Universidade Aberta (Portuguese Open University), Portugal
Dirk Ifenthaler, Albert-Ludwigs-Universität Freiburg, Germany

Program Co-Chairs
Kinshuk, Athabasca University, Canada
Demetrios G Sampson, University of Piraeus, Greece
J. Michael Spector, University of Georgia, USA

Committee Members: please see http://www.celda-conf.org/committees.asp
for updated list.

* Co-located Conference:
Please also check the co-located events Applied Computing 2009
(http://www.computing-conf.org/) - 19-21 November 2009 and WWW/Internet
2009 (http://www.internet-conf.org/) - 19-22 November 2009.

* Registered participants in the CELDA conference may attend the Applied
Computing and WWW/Internet conferences’ sessions free of charge.


Playing to Learn about Space and Physics

Karl Kapp points out a MMOG in development designed to introduce players to basic physics education. Lunar Quest puts players on the “moon” and encourages them to work together making it suitable for human life. The University of Central Florida has a hand in the project, and it has funding from the National Science Foundation. It looks very promising.

I recently uncovered another game that was designed to teach youngsters about space. MoonBaseOne is a free to download sci-fi adventure game originally created as a summer camp teaching tool. It was released last year. Development details are kept here.

The Top 10 Most Influential Educational Video Games from the 1980s

People who grew up playing videogames are influenced by them, especially when designing games of their own. Those who played through the 1980s are reaching their professional prime, and the games they played in school are worth examining. Here we’ll take a look at what I consider to be the top ten most influential educational games from the 1980s.

The Eighties were an exciting time for video games, as graphics and computing power increased to the point where games started to become visually appealing and interactive. Educational games from that decade in particular taught teachers, parents, students, and designers things that are still influencing titles today.

Thanks to the wonders of the web, the original versions of these games are often available online, and there are discs and ports to other platforms floating around as well. Playing the original versions, while nostalgic, also helps remind us what made these games important. Some things they taught us were good (learning can be fun when presented properly). Some things, not so good (skill and drill only gets you so far, even in a game). Read on for a trip down memory lane, a discussion of each game’s significance, and some locations to try out versions for free.

1. The Oregon Trail

Released: The Oregon Trail came out in 1985 for the Apple II from Brøderbund. Earlier versions were produced by the Minnesota Educational Computing Consortium (MECC).

Significance: Showed us resource management could be a fun and thoughtful element within an educational video game, with a strong dollop of historical context to boot.

Commentary: First developed in the 1970s by student teacher Don Rawitsch, the game probably stretched the boundaries of good taste in some ways, perhaps making it all the more intriguing to school children. Some of the elements bordered on the scatological (“You have dysentery!”). The hunting mini-game was popular with boys, introducing video game shoot-em-ups on school computers; those were more innocent times. But teachers in the 1980s were happy to put all those Apple II and IIe computers to good use engaging students. Even better, kids actually picked up a pedagogical point or two.

A good review, and a link to the original disc image and an Apple IIe emulator are available over at classicgaming.gamespy.com. A web version requiring merely a browser plugin is available at virtualapple.org. An online version called Westward Trail is available here.

2. Where in the World is Carmen Sandiego?

Released: The original Carmen Sandiego title also came out in 1985 for the Apple II from Brøderbund; 1985 was a good year for the company.

Significance
: Showed us a boring school topic (geography) could be presented in an interesting way within the videogame medium.

Commentary: According to Wikipedia, Gary Carlston, who helped found Brøderbund, was personally committed to making geography fun and spearheaded efforts to develop the game. Indeed, almanacs were never so cool as students followed the trail of a master thief across the world. Subsequent titles focused on the United States, Europe, and even the space-time continuum. The Carmen Sandiego games were lauded for their educational content, and found their way into classrooms everywhere. For a while, The Learning Company kept up a free online version based on the TV series. Alas, those wishing to play down memory lane for free will have to check the abandoned software sites. As of this writing, the 1991 DOS version is available for download here.

3. SimCity

Released: One of the two first games released by Maxis, in 1989.

Significance
: Showed us that games without a clear way to win can still be fun, educational, and time consuming.

Commentary
: The first smash hit from legendary game designer Will Wright, and one of the first for the Maxis software company, SimCity was destined for greatness. Legend has it the project was turned down by all the big gaming companies, including Brøderbund, when Wright pitched it on account of the game’s objectives were ill defined. How they must rue the day now, as the Sim line of titles has sold in the multi-million copy range for years. The game spearheaded a wide variety of complex computer social simulations featuring variable manipulations for education, business, and entertainment.

Users have long been able to play Classic SimCity online. Earlier this year, the original code was released as open source so it could be loaded on the XO, better known as the “$100 Laptop,” as part of the One Laptop Per Child initiative. The open source version uses the name Micropolis, Wright’s original name for the program.

4. Reader Rabbit

Released: The first title in the Reader Rabbit series was released by The Learning Company in 1989.

Significance: Showed us that computer games could be effectively used in early education introducing toddlers to language arts.

Commentary: Reader Rabbit is a household name in educational software, and the series remains active. Reader Rabbit became one of the early educational gaming series that capitalized on name brand awareness. Many innovators in the edutainment genre followed the Reader Rabbit formula of placing educational content for young players in a fun and interactive environment. Among the more notable: titles in the JumpStart series.

The first edition of Reader Rabbit featured word games designed to introduce letters and sounds to children. Subsequent titles rapidly increased in complexity. It’s hard to find the original online, but for those interested in sampling the look and feel of the series, Riverdeep offers a trial download of the Learning to Read with Phonics version here.

5. Math Blaster

Released: The first title in the Math Blaster series was released by Davidson in 1987.

Significance: Demonstrated how basic math worksheets could be fun when delivered within a videogaming environment.

Commentary: Math Blaster is yet another household name in edutainment with versions still being released under the brand. Brian Crecente over at Kotaku noted a version for the Nintendo DS is to be ported over later this year. One item of interest is the notion of interspersing math problems within a pure gaming environment. I remember playing a version requiring the proper answering of basic equations in order to load up on ammo for the space “blasting” game. This particular type of edutainment has been criticized as the “chocolate covered broccoli” approach to educational gaming, notably by Justin Peters in Slate among others. In other words, it couches the boring, educationally valuable stuff (math worksheets, in this case) within a fun gaming environment. In that regard, many serious game designers today often try other approaches, such as integrating pedagogy directly in the game play. Finding a free online copy to play is tough, but a 2 hour free trial of a recent version is available from DemoNews.com.

6. Mavis Beacon Teaches Typing
Released: Software Toolworks released the first version of Mavis Beacon in 1987.

Significance: Showed us computer skills could be effectively drilled through playful software.

Commentary: I was in an electronics store in College Station in the late ’80s, near the software section. A couple of elementary teachers walked in, and one of them saw the Mavis Beacon Teaches Typing box on the shelf.

“Look! It’s Mavis Beacon,” she said, a note of wonder in her voice.

The other one said, “Mavis! What are you doing now!?”

They stood and stared for a while, gushing in their praise for Ms. Beacon. After they left, I wandered over and inspected the box. On impulse, I bought it and brought it home. Someday I’ll have to write about the house I lived in while attending Texas A&M. Up to eight guys lived there at any given time; most were engineering or ag science students. We had a BBS set up on a separate phone line, and spent a lot of time on TAMU mainframes. It was a terrific introduction to educational computing, and PCs were still young back then. To show you what nerds my roommates and I were, all of us took turns on Mavis Beacon to see who could type the fastest, a competition that lasted all semester.

Alas, little did the elementary teachers from so long ago know, nor I, nor my roommates, but Mavis Beacon was a marketing nom de guerre. It turns out the picture of the smiling Mavis was that of a model, and like Betty Crocker she was a persona created to sell products. Regardless, the product was a good one, and it has helped countless people improve their typing down through the years. Version 17 of the venerable program is available for trial download here.

7. Lemonade Stand
Released: Created by Bobb Jamison from the Minnesota Educational Computing Consortium (MECC) in 1973; coded for the Apple II by Charlie Kellner in 1979. Copies were included with Apple computers sold throughout the Eighties.

Significance
: Showed us that potentially complex and hard to understand concepts like economic theory could be simply and effectively illustrated in a video game.

Commentary
: MECC was one of the great success stories of early educational computing, and Lemonade Stand is perhaps their most famous program after The Oregon Trail. A holdover from the 1970s, a version of Lemonade Stand was included with Apple II machines into the Eighties. Countless school children fired it up and were introduced to economic theory through playing the game. A web version (one among many) is available here.

The game was a “practical simulation,” combining economic theory with simple concepts kids understand (i.e., a lemonade stand). It showed that with judicious decisions, positive outcomes were possible even with variables outside the player’s control (like the weather). The concept has not died, and there are later versions like Lemonade Empire, Hot Dog Stand, and others which follow the same concept.

8. Number Munchers
Released: The DOS version was released in 1988 by MECC.

Significance: Showed basic skill and drill for math could be much more fun on a video screen than on paper.

Commentary: NumberMunchers was the first title in MECC’s muncher series, followed by WordMunchers and others. Vaguely resembling PacMan, players rushed to find correct numbers to the problem onscreen before getting “eaten” by troggles, a process which forced quick mental calculations. It continues to prove exceptionally popular, both among those remembering it from their school days to new adherents recently discovering the game. Online versions abound, but the most important one is over at numbermunchers.org. The actual game can be freely downloaded from PC Magazine here.

9. Zork
Released: 1980, Infocom’s first game.

Significance
: Showed that interactive fiction was a compelling medium.

Commentary
: To anyone who played it, the opening lines from Zork are immortal: “You are standing in an open field west of a white house, with a boarded front door. There is a small mailbox here.”
Was it educational? Indirectly. The game certainly made players read and think, exercises which parents and teachers have harangued youngsters about for years. I played an early version of this game thanks to a fun loving uncle who had access to his office’s mainframe after hours. I think the game was an eye-opener as to what could be done with narrative text and programming. It inspired legions of imitators, but was quickly made obsolete by such graphical games as Wizardry and Ultima I. Infocom’s fate was tied to the ascension of graphical computing as well, as it was bought out by Activision and faded from prominence before the end of the decade. There are still versions of all games in the Zork series floating around online, and its predecessor Adventure. Java versions of Infocom titles as of this writing are available here.

10. Windows Solitaire
Released: Developed in 1989 by Microsoft intern Wes Cherry. Included in Windows 3.0 and every Windows version since 1990.

Significance: Eased the transition to a mouse-based GUI for millions of computer users. Showed us games can have an enormous impact on business computing skills.

Commentary: Before 1990, early versions of Microsoft Windows were nothing more than fancy menu systems, presenting a list of programs to choose when starting the computer. I recall reading PC Magazine when Windows 3.0 was introduced, telling us that finally here was a version of Windows worth getting, so I did. Like many others firing up Windows 3.0 the first time, I noticed the Games folder, and quickly tried out Windows Solitaire. The brilliance behind placing this game within Windows was the fact most DOS users grew up on keyboard commands and shortcuts. Despite the proliferation of menu systems, most computers booted to the C prompt, requiring a typed command to start programs. Windows 3.0 not only used the mouse, it required the mouse for navigation. After a few rounds with Windows Solitaire, even the most diehard keyboard shortcut user who had used the same key combinations since the days of WordStar, became proficient with clicking, dragging and dropping with a mouse. In some ways, Windows Solitaire became the most successful educational video game of all time.

Windows Solitaire is still available for free in Vista. The Media Center Solitaire Power Toy for XP is available from Microsoft here.

Honorable Mention: M.U.L.E.
Released
: 1983 from Ozark Softscape via Electronic Arts, originally for Atari products.

Significance: Showed developers how to do multi-player action. Inspired many future programmers.

Commentary: Lazarus Long was a character developed by science fiction author Robert Heinlein as a time travelling fellow who could not, would not die. In Time Enough for Love, readers found Long on a frontier planet, where old fashioned technology was used until colonists could become self sufficient. The book provided an interesting dichotomy between space ships bringing in supplies and colonists using farm animals to settle the new world. Among the many derivative works from Heinlein’s writings (the Starship Troopers board game and movie, for instance), came M.U.L.E., an early multi-player video game. M.U.L.E. stands for Multiple Use Labor Element, and is named after the animals used in Heinlein’s book. The game focuses on supply and demand economics, and allows players to take turns exploiting resources on a recently colonized planet (the planet’s name is Irata in the game, or Atari spelled backwards).

One of the nice things about writing a blog is feedback from readers, and with any top ten list somebody may feel an important item is left out. Keri Mogret commented to suggest M.U.L.E. should be included as an influential educational game from the 1980s, and I heartily agree, resulting in the addition here of M.U.L.E. to the original top ten.

This particular game was something I’d heard about and later read about, but never had the pleasure of playing. (Yes, I read all of Heinlein’s books, but never played the games. Sorry. I did see the Starship Troopers board game at a relative’s house, ca. 1980, and looked at it but didn’t play.)

Via emulators, M.U.L.E. can be downloaded nowadays from several sources. Here’s one good site, and here’s a great fan site. Subtrade is reportedly the best clone of M.U.L.E., and by some accounts is actually better than the original game.

Honorable Mention: Rocky’s Boots
Released
: 1982 by The Learning Company for various platforms; authored by Warren Robinett and Leslie Grimm.

Significance: Showed us a graphical game engine was viable for educational gaming.

Commentary: Rocky’s Boots and its sequel, Robot Odyssey (based on the same gaming engine) were puzzle games requiring players to think their way through solutions. The object of the game involved kicking different shapes off a conveyer belt for points. The concept of using computer graphics in a game designed to make children think was somewhat revolutionary at the time, and Rocky’s Boots won several awards. Here’s a quote from an abstract for a paper in 1984:

Rocky’s Boots (RB), an educational game developed for use with Apple computers, is widely considered to be one of the most imaginative and engaging pieces of educational software currently available. RB presents an introduction to the logical concepts of AND, OR, and NOT. Players incorporate these concepts into arguments which are modeled as “machines.”

Coauthor Warren Robinett keeps a page devoted to the game here, including a disc image that can be played with an Apple II emulator.

CFP: Submissions Sought for Book on Serious Game Design

Dr. Janis Cannon-Bowers and Dr. Clint Bowers over at UCF are putting together a new chapter book on educational videogames, and sent out a call on the Serious Games listserv:

CALL FOR CHAPTERS
Proposals Submission Deadline: 9/5/2008
Full Chapters Due: 2/28/2009

Serious Game Design and Development:
Technologies for Training and Learning
A book edited by Dr. Janis Cannon-Bowers & Dr. Clint Bowers
University of Central Florida

Purpose and Goals of the Book
The use of gaming approaches for more serious purposes is not a new phenomenon. Teachers have used board games, memory games, and others in classrooms for decades. However, the advent of video gaming technologies created a host of opportunities for people to use the immersive, interactive, environments provided by such technology to deliver pedagogical content in a simulated environment that is thought to engender deeper learning in a more entertaining environment.

The use of video games for serious purposes was largely fostered by the US military, which saw the low-fidelity simulation abilities of these platforms as a low-cost way to deliver training. Buoyed by successes in this market, developers have expanded their activities to a whole range of serious applications, including K-12 education, advertising, and social change, to name a few. The increasing use of these games has now drawn the interest of various disciplines within the scientific community, who seek to understand the nature of effective games and to provide guidance for how best to harness the power of gaming technology to successfully accomplish the more serious goal.

At this point, several serious games have been fielded, with varying levels of success. Many of these games have not been formally evaluated, while others have been, but the results have not been published. Conversely, scientists are beginning to report results about effective game elements, but there is not a clear conduit to get these results to the developers who could most use them.

Our goal, therefore, is to create a volume that seeks to “bridge the gap” between development and science. Specifically, we will approach leaders in the game development community to share their successes and the area where they could benefit from scientific guidance. Similarly, we will invite prominent scientists to describe their current findings and to provide their input on the future of the field.

Recommended topics include, but are not limited to, the following:
Serious Games in K-12 Education
Serious Games in Postsecondary Education
Serious Games in Business and Industry
Serious Games in Training
Serious Games and Health
Serious Games as Social Tools
Research in Serious Games
Serious Games in the Military
Serious Games and Communication

Submission Procedure
Researchers and practitioners are invited to submit on or before September 5, 2008, a 2-3 page chapter proposal clearly explaining the mission and concerns of his or her proposed chapter. Authors of accepted proposals will be notified by November 30, 2008 about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by February 28, 2009. All submitted chapters will be reviewed on a double-blind review basis. This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), publisher of the “Information Science Reference” (formerly Idea Group Reference) and “Medical Information Science Reference” imprints. For additional information regarding the publisher, please visit http://www.igi-global.com/.

Inquiries and submissions can be forwarded electronically (Word document) or by mail to:

Dr. Clint Bowers
Department of Psychology
University of Central Florida
Orlando, FL 32801

sgbook at me.com

Did Oppenheimer Influence Bauerlein’s Dumbest Generation?

My friend and colleague Tim Holt, the Director of Instructional Technology for the El Paso school district, dropped me a note last month about an article in the London Daily Mail asserting technology, specifically violent videogames, causes brain damage (or at least significantly alters brain functions). Tim wraps things up the issue nicely in his post here.

I wrote back saying it sounded alarmist, and reminded me of a new book called The Dumbest Generation by Emory University English professor Mark Bauerlein. The full title is The Dumbest Generation: How the Digital Age Stupefies Young Americans and Jeopardizes Our Future (Or, Don’t Trust Anyone Under 30). Tim went out and scored an interview with Dr. Bauerlein, which he posted on the podcast side of his blog here. Bauerlein says (among other things) that students are inundated with distractions from consoles, computers, and other digital errata.

It seems every so often an author comes out and criticizes technology in the classroom. This draws up a beehive of discussion. I can think of two (somewhat) recent examples. Stanford professor Larry Cuban’s book, Underused and Oversold: Computers in the Classroom is one, and The Flickering Mind: The False Promise of Technology in the Classroom and How Learning Can Be Saved by journalist Todd Oppenheimer.

The big difference between Bauerlein’s efforts and those of Oppenheimer and Cuban is that videogames are part of the mix now. Interestingly, Bauerlein reviewed Oppenheimer’s book back in 2004 here. Hmmm. I read Oppenheimer’s book, and found it to be mostly a documentation of technology failures in public schools, sourced mainly from articles in eSchoolNews. Could it be that Oppenheimer’s negativity influenced Dr. Bauerlein’s current work?

E-Learn 2008 Deadline Approaching

The coordinators of E-Learn 2008 in Las Vegas, Nevada have re-issued a call for papers. Deadline is April 29. Read more here.

Tagged: What I Believe

Tim Holt over at the Intended Consequences blog tagged me a while back with the “This I Believe” theme for educational technology. This is a good exercise, because it’s important for all of us in the education business to sit down and think for a minute as to why we’re doing all the stuff we’re doing. I can’t do as good a job at this as Tim has, but I’ll give it a shot:

- I believe that computers and related technology are not necessary for students to learn in school, but they make certain things easier for both students and teachers (if they know what they’re doing), and often add a higher level of interest and excitement for the students.

- I believe that education at its most basic level is communication; that education cannot take place without communication. In that regard, any technology/device that enhances or propels communication can (and probably will) be appropriated by stakeholders for educational purposes.

- The most intriguing form of educational technology to me is the instructional videogame. I believe that placing learning objectives within a gaming environment can open venues for students, including recalcitrant ones, otherwise unavailable. As such, educational gaming offers a nifty tool for teachers in the encouragement of their students toward attaining certain objectives, including some not easily assessed on standardized exams.

- I believe there is no one “cure-all” or panacea for teachers to get their students to obtain higher test scores. Any company offering such is selling a fake bill of goods. What does lead to higher test scores includes good teaching by the teachers and good studying by the students. To wit: the technology or software or program is not necessarily what causes higher scores directly; rather, it is the teacher and the students using the product that results in higher scores. With that in mind, I firmly believe educational technology can and often does play a significant role in this process, and many products can help teachers and students in attaining those scores.

- Finally, I have learned a bit about educational research in the pursuit of my doctorate. I think the majority of debate regarding research would disappear if those arguing understood the basics of research and its implications. To wit: researchers in the social sciences can never “prove” anything, only add to the body of research supporting one conclusion or another. In that regard, the “soft sciences” are weaker than the “hard sciences,” but the notion behind understanding research precludes accepting any statement without question. This can be a good thing or a bad thing, depending on the educator. So, anyone who claims research “proves” a component of educational technology is beneficial in some way (or, conversely, detrimental) should be considered suspect. What one should say is, research supports the use of a particular technology (or does not support it). Nothing is ever “proven” in the social sciences.

Site of the Week with TopNetPix

I’m honored that this blog has been chosen by the editors at TopNetPix as one of their blogs of the week on their Facebook app and website.

Educational Games Research was selected as a
Blog of the Week
January 2nd, 2008

“(Virtual) Classroom” Picked Up By ICFAI University Press

As I’ve said on previous occasions, educational gaming crosses over into other fields, primarily serious games and virtual worlds. Last year I wrote a paper on the use of virtual worlds for classroom education, titled The (Virtual) Classroom of Tomorrow. This article was first published in TechEdge, the journal for the Texas Computer Education Association. It is available in PDF format over on EduQuery.com.

The article has been chosen for inclusion in a reference book from the Institute of Chartered Financial Analysts of India University Press. The working title for the book is Virtual Reality – Real Applications. Publication is slated for later this year.

Internet & Video Game "Addictions"

Came across an interesting article today about Internet addiction in China, and what authorities there are doing about it. The story, by Ariana Eunjung Cha, originally ran in the Washington Post and discussed a treatment center for young people “addicted” to the Internet. Of course video games were mentioned, thanks to the explosion in popularity of MMORPGs. One patient said he spent up to 15 hours a day in online computer games before receiving treatment at the center. Treatments were harsh, with extensive time devoted to discussions concerning why excessive computer use is wrong. Cha begins the article describing how a patient is awakened early in the morning by a soldier screaming, “This is for your own good!” Four patients escaped by taxi one time and made it to the train station before soldiers detained them and brought them back.

When I hear discussion about “Internet addiction” or “video game addiction,” I have to wonder if these are true addictions in the traditional sense. When I think of addictions, I think of chemical addictions. A video game “addiction” seems a temporary obsession with a pleasant pastime. Internet “addiction” may be more than temporary, since the Internet opens up a vast variety of pursuits. One can spend months on end doing many things online. But, is this really an addiction requiring treatment, or is it just an obsession that can be overcome by the individual without intervention? For instance, in the 1950s, concern centered on children becoming “addicted” to comic books. But was this a true addiction, or just strong childhood enjoyment that eventually trails off when children move to other pursuits or learn self-constraint on their own?

Such distinctions become important when discussing educational video games. If a naysayer paints with a broad brush, and makes aspersions toward the “addictive nature of video games,” promoting their educational benefits becomes that much more difficult.

In the meantime, the Asian approach appears to be heavy-handed. Cha writes that China, South Korea, Thailand, and Vietnam are taking steps to limit youth access to Internet cafes, and to limit their time in online games.

American attempts at regulating game use among youth have focused more on preventing young people from buying violent games. This approach seems off the mark, too, since there is zero control over the game once it leaves stores. Thus, children will continue to play all kinds of games across the ratings spectrum since the games will be installed in homes, not stores. Eric Bangeman over at Ars Technica today writes in an article entitled, “States Wising Up? Video Game Bills Drop Like Flies,” that Mississippi, Utah, and Indiana are ceding the fight for state legislative efforts to restrict the sale of certain titles to minors. This follows legal defeats on constitutional grounds. Also, the Entertainment Software Association (ESA) has been winning attorneys fees from the states when they lose in court, which quickly adds up. Put it all together, according to Bangeman, and states are quietly giving up the whole regulation idea.

We’ll see what happens, but I have an idea where this will lead. No one worries about addiction to comic books anymore.

 

References

Bangeman, E. (2007, February 23). States wising up? Video game bills drop like flies. Ars Technica. [Online.] Available:

http://arstechnica.com/news.ars/post/20070223-8915.html

Cha, A.E. (2007, February 22). In China, stern treatment for young internet ‘addicts’. Washington Post, A01.