1. CCT300 – Labs Videogames as New Media Week 2

2. Game studies: Definition: The discipline that studies games, their design, their players and their role they play in society and culture more broadly. Espen J. (2001) Espen J. (2001) CCT300 - Week 2 2

3. Game studies: Initially in studies of History and Anthropology. i.e. what games did the Iroquois practice… A need to study video games as a separate field began during the gaming explosion in 1980s. CCT300 - Week 2 3

4. Approaches to gaming: Social approach: What do games do to people? Humanities approach: What meanings are made through the use of games? Industry and engineering approach: How to make games better/more engaging? CCT300 - Week 2 4

5. Social sciences approach: Social sciences “what do games do to people?” Using surveys, control laboratory experiments They ask: “Are games a cause for violence?” Remember Social Learning Theory? CCT300 - Week 2 5

6. Why are computer games different? Interactivity through: Creative involvement (player’s luck, skill, social skill and creativity). Social skills are needed/or must be developed. CCT300 - Week 2 6

7. A positive approach: Another question asked is: “How can we use games for educational purposes?” CCT300 - Week 2 7

8. “Games are widely used as educational tools, not just for pilots, soldiers and surgeons, but also in schools and businesses…. Games require players to construct hypotheses, solve problems, develop strategies, learn the rules of the in-game world through trial and error. Gamers must also be able to juggle several different tasks, evaluate risks and make quick decisions…. Playing games is, thus, an ideal form of preparation for the workplace of the 21st century, as some forward-thinking firms are already starting to realise.” – The Economist, August 4, 2005

9. “By and large, computer and video games have been ignored by educators. When educators have discussed games, they have focused on the social consequences of game play, of game play, ignoring important educational potentials of gaming.” ignoring important educational potentials of gaming.” - Kurt Squire, MIT

10. Some research on the use of video games in education A UK study concluded that simulation and adventure games - such as Sim City and RollerCoaster Tycoon, where players create societies or build theme parks, developed children's strategic thinking and planning skills. (BBC News, March 2002) Researchers found that doctors who spent at least three hours a week playing video games made about 37 percent fewer mistakes in laparoscopic surgery and performed the task 27 percent faster than their counterparts who did not play video games. (MSNBC News, April 2004) A detailed literature review on video games and learning can be found here: http://www.futurelab.org.uk/research/lit_reviews.htm

11. Discourse on games/vr & education… Positives Games can teach/train valuable cognitive and fine motor skills Games can be used to practice teamwork/cooperation (eg. Military training) Online games can be a positive social experience Games can reinforce certain world views Negatives Games can reinforce certain world views! E.g. Violence, Sexism, Racism, Heterosexism AddictionEscapismIsolation Anti-Social behaviour

12. Potential problems with using video games in education Negative perception of video games as ‘just toys’, perpetuating negative ideas and as a waste of time Need to strike a balance between learning and ‘fun’ Hardware divide (graphics cards, internet connections) Skills divide (technology is constructed as a masculine domain, slower typists may not be able to keep up with discussions)

13. Debate: The ICCIT has devised a committee conforming of research staff, faculty, administration and students to advice on the use of video games in the curriculum. Put yourselves in groups of 4-5 and take an either positive or negative stance: http://wiki.media- culture.org.au/index.php/Computer_Games_-_Education http://wiki.media- culture.org.au/index.php/Computer_Games_-_Education http://www.socialstudiescentral.com/?q=content/video- games-education http://www.socialstudiescentral.com/?q=content/video- games-education CCT300 - Week 2 13

14. Conclusions Video games, simulations and virtual reality are in their infancy As technology advances further, we will have more opportunities and ways to use it for teaching and learning Unstructured environments and structured environments can serve different teaching/learning purposes Video games should be valued and perceived as a technology/medium that can go far beyond its entertainment roots

15. Sources: Lane, Beth (2007). Media Studies Definitions Mass Media Terms and Concepts for Lessons and Discussion. Retrived online at Lane, Beth (2007). Media Studies Definitions Mass Media Terms and Concepts for Lessons and Discussion. Retrived online at http://teaching-media- literacy.suite101.com/article.cfm/media_studieshttp://teaching-media- literacy.suite101.com/article.cfm/media_studies Curran, James, and Michael Gurevitch. 2000. Mass Media and Society. A Hodder Arnold Publication. Kuchera, Ben (2007). PTC throws down gauntlet, argues for video game legislation. Ars Technica. Retrived online at http://arstechnica.com/gaming/news/2008/01/ptc-throws-down-gauntlet- argues-for-video-game-legislation.ars http://arstechnica.com/gaming/news/2008/01/ptc-throws-down-gauntlet- argues-for-video-game-legislation.ars http://arstechnica.com/gaming/news/2008/01/ptc-throws-down-gauntlet- argues-for-video-game-legislation.ars Aarseth, Espen J. (1997). Cybertext: Perspectives on Ergodic Literature. Johns Hopkins University Press. ISBN 0-8018-5579-9 0-8018-5579-9. CCT300 - Week 2 15