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.

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.

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

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

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

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

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

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