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The Paper
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| A Senior Project by
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Steven Lee |
 Fifty percent of Americans enjoy video games. Just last year two hundred and forty eight million games sold, summing up the gaming industry to over seven billion dollars. Clearly, video games play a huge role in American lifestyle. Of these people, many view games as just an entertaining pastime, blind to the many benefits gaming provides to the human potential. Many even criticize gaming, condemning it and linking it to violent behavior; however, this is not the case. Video games benefit people-for example, many of today's top surgeons express gratitude to video games for sharpening their skills. Although we may not realize it, many of today's video games present players with activities that exercise physical and mental attributes. Video games present players with problematic instances that help exercise the mind, high pace action that test reflex, and use of controls that sharpen coordination. Although many view video games as a source of entertainment, these games can teach players physical and mental skills beneficial in life.
The structure of games makes them the perfect tool for learning. The main reasons that make games good for learning are that they are enjoyable and they are a self-motivating force. As stated in Adams' book Simulation Games: An Approach to Learning: “A game is a particular kind of play. Play is an activity which is pleasurable; it is light, uninvolved, uncompelled” (Adams 2). In general, people love to play, to be occupied by something pleasurable. Gaming provides that pleasure and inadvertently can teach players. This pleasure encourages the player to strive harder and play more, to achieve the end of the game. “Games are like play except that they usually have an end, a payoff. They involve suspense, because the player who wins the payoff and manner of winning it is undetermined” (Adams 3). Games provide a problematic situation that a player must solve, resulting in a reward at the end. Players strive to achieve this
award and play harder in order to achieve it. This longing to achieve the goal in a game is the perfect motivation for the player to keep trying harder. “Simulation games are self-motivating they are ideally suited to motivating students” (Adams 7). Clearly, gaming gives players proper motivation to continue and achieve goals that can be applied to real life. Players learn skills passively through the use of gaming.
One may argue that there are widely played games out there that are not fit to teach. However, this is not the case. “Good computer and video games are complex, challenging, and long; they can take 50 or more hours to finish. If a game cannot be learned well, then it will fail to sell well, and the company that makes is in danger of going broke” (Gee). This is the main reason why all widely played games exercise player’s minds. Games that do not exercise the mind, do not challenge the player, and in turn, do not sell well. “Shortening and dumbing down games is not an option, since avid players do not want short and easy games” (Gee). This forces companies to create games that incorporate good learning principles. Game designers build on other game’s success and through a sort of a “Darwinian Process” good games come to show better learning principles. (Gee) Also, people may argue that the things children are learning in such games are not beneficial. This is not true. “The benefit of a video game is not that you learn the video game; it is that you learn the mental skills with which you are learning the video game, and those skills are good for learning anything” (Claridge). This is apparent in many games. Many of the skills learned are translated into genres of games. Each game has a different structure and contains skills that players can translate and apply to real world processes. Through this process, games that are widely played will always encourage learning.
Many parents assume video games are a bad influence. They blame violence and bad behavior on gaming. Conversely, this is not the case. Video games provide an escape or alternative for many people. “Suppose a child is for some reason unhappy with his situation – his home life or school or whatever – and he has very few creative outlets. Playing video games is such a good thing in this respect, that if he finds it, and finds other avenues blocked off, he may devote all his attention to it” (Claridge). The child can escape in this world and find satisfaction in oneself by playing games. Children direct their stress, anger, and sorrow on gaming rather than the world or even themselves. Playing a game is an amazing experience. When involved in the game, players usually forget about real life issues and are calmed. Linking gaming to outside violence and improper behavior only hurts the child further. This is because when a child plays a game, the child feels satisfaction and acceptance. (Gee). They find that if they can achieve such success in the gaming world, then they could apply it in the outside world. When parents blame their child’s bad behavior and violence on gaming, they are taking away the joy in that child’s life. This leads to violent outbreaks, bad behavior, or even more severe complications such as drugs and alcohol. “The thing to do is to let him out, not to steal his last remaining source of joy and learning” (Claridge). Parents that blame their child’s attitude and violent behavior on gaming only fail to realize the true problem of their child. Gaming is the only alternative for a child in such a situation. Gaming provides a remedy or sort of medicine to any unhappy situation a person is in. Instead of blaming games for such things and taking them away from their children parents should “be thankful that there is still something good in the child's life, to tide him over” (Claridge).
The virtual world that a player inhabits is much like a subject area in schooling. Games can relate to subjects. Suppose the subject Biology was a game. The student must learn biology and partake in activities through learning the subject. Similarly, in games, players must learn the game and then partake in activities through learning the game. “Just as what you learn when you learn to play a good video game is how to play the game, so too, what you learn when you learn biology should be how to play that game” (Gee). Also, there are sub classes that the player or student can take up. In a fantasy game a player could take the Knight profession, much like in the Biology study; a student can study to become a field biologist. This applies to all subjects of schooling. Moreover, the player must master the subject or game and take a sort of examination in the end. This end examination is a difficult end task that puts all of the skills that the player or student learned to the test. In games this “examination” is usually a boss. In school, this “examination” is an academic test. (Gee). The similarities between gaming and schooling are undeniable. The only difference is that gaming is enjoyable while schooling too many is not. Through this point of view, we can see that gaming is much like schooling. The structure of video games is very similar to the way the human mind works. (Claridge) When people are faced with decisions, they draw a mental simulation of the different alternatives and situations in their mind. For example as a person who must organize a wedding: “you can move around as a character in the mental simulation as yourself, imaging your role in the wedding, or you can ‘play’ other characters at the wedding (e.g., the minister), imaging what it is like to be that person” (Gee). The mind is a simulator. People can role play a profession or simulate the way a room will look before applying it to the real world. This is very similar to how games work. Players role play a variety of classes or professions based on the game. The player can experience the profession modifies certain aspects of the game. “They often come with editors or other sorts of software with which the player can make changes to the game world or even
build a new game world. The player can make a new landscape, a new set of buildings,
or new characters” (Gee). Players can build new worlds and set new objectives that challenge each other based on the experiences learned through playing the initial game.
The structure of many simulation games today exercises mental skills. They provide a whole world that a player can escape in. Players must learn this world, and make choices based on what they learn. “Simulation games reflect man’s physical environment … dictated by nature. The choices and decisions of the players must be made on the bases of how they think real things interact” (Adams 5). One of the modern genres of simulations Adams speaks about are MMORPGs, or massive multiplayer online role playing games. Massive multiplayer online role playing games puts the user into a massive simulated world with unlimited challenges. The player must set a goal for his or herself and strive to achieve it. In these worlds, the player can choose from a broad range of skills and professions. Players must then learn the game world and manage their character. (Gee). Also in these games, currency exists, much like the real world. The player must outthink other players and play the economy in order to attain wealth. With wealth, a player can attain better itemization and fame. Players achieve the “win” state by “gaining a certain level of economic and social advancement” (Adams). Also, these games encourage the formation of communities in the forms of guilds or clans. With a wide variety of classes in MMORPGs, players must share common knowledge of other classes and form groups in order to progress. Some of the current MMORPG’s today include Everquest, City of Heroes, Guild Wars, and World of Warcraft. For example in World of Warcraft, a group may include the Mage, Warrior, Priest, Hunter, and Druid. (Gee). Each specific class has unique abilities that complement other classes. Instances in the game where it would be impossible to overcome become possible since each class benefits the other. The players team up in order to take certain objectives such as a large scale boss. Through this, these games encourage teamwork and cooperation with others in order to progress. In these communities, players from diverse backgrounds share ideas and learn from one another. This promotes teamwork in the outside world. Massive online games are not the only games that exercise the mind.
Another genre of games that helps the mind grow is real time strategy. These types of games usually put the player in the command over a vast number of units. Players must establish a city or base and gain currency through resources. The player must then train or build certain units that they must command. Each unit or building has a specific cost to build. This forces players to manage an economy and consider trade offs. The users then must micromanage their units efficiently. (Gee). These games usually pit the player against another player or computer that must do the same thing. The player with better leadership and superior strategy is the victor. One of the more successful examples of a real time strategy game is Rise of Nations. In this game, players can choose from large array of races, each with their unique strengths and weaknesses. The player must face up to seven opponents, either other humans or an advanced computer in real time. This forces the user to micromanage and makes decision under a large deal of pressure. (Gee). Basically, strategy games are more enhanced versions of chess. These types of games enhance the user's thought process and leadership skills. Putting players in a real time situation, in which victory depends on actions taken. This applies to many world situations in which one must lead a team to victory. Players must make quick decisions and adjust their action according to their opponent. Also, these games may pit multiple teams of players over others, therefore encouraging teamwork. Players exercise their mind through these types of games.
There are also many games that help develop response and precision. According to Doctor James Rosser, “Surgeons who play video games three hours a week have thirty percent fewer errors and accomplish tasks twenty-seven percent faster” (Rey). This is because many genre of games practice coordination and reflexes. Fast past action games force the player to make split second decisions against the odds. The genre of this type of game includes many shooters where players must defeat the opposing faction. One shooter, F.E.A.R., envelops the
player in an eerie environment with monsters that attempt to overwhelm the player through surprise attacks. Players must learn to ease their emotions and respond to sudden attacks in a calm manner and fire at their enemy with the utmost accuracy. (Gee) This type of game tests player reflexes and control in shocking confrontations. Also, team based shooters such as Counter-Strike encourages team coordination and efficiency. Players much work as a team to take down the enemy and watch each other’s backs. These skills can easily come in handy for a profession such as a surgeon where one must stay calm and precisely operate on a patient.
On the other hand, some games include special controllers that increase reflex, coordination, and control. Recently, a researcher named Walter Greenleaf displayed this by applying gaming technology to hand rehabilitation. Greenleaf displayed a method in which “patients wear a special sensor-laden glove and control a video game by doing exercises. In the
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classic game Asteroids, rotating the wrist moves a spaceship left and right, while making a fist fires cannons.” (Rey). There are many types of games include specialized controllers that train the player. For example, in Dance Dance Revolution, the player is presented a mat with four directional arrows placed on it. On the screen, four stationary arrows are present. When the game begins, the player selects a song. Arrows begin to scroll up from the bottom of the screen, overlapping the stationary arrows. The player must hit the corresponding arrow on the platform. Players begin with simple arrow combinations and with practice, enter more difficult combinations. This game promotes physical health by sharpening player’s reflexes and speed.
Video games are the perfect tool for learning. They emphasize all the main elements of learning. Games are self-motivating and challenging to the player and utilize all the necessary skills present in schooling. There is a vast array of genres of games to fit every person’s needs. Because gaming is tailored to the way the human mind thinks, they are the perfect tool to improve mental skills. Gaming is an alternative to improper activities and can reduce anger and stress. Professionals use gaming to improve physical reflexes and coordination. Clearly, video games are tailored to teach players and, although we may not realize it, many of today’s games inadvertently teach players physical and mental skill beneficial to life. The amount of people playing video games is growing every day and soon the majority of the population will enjoy these games. Works Cited:
Adams, Dennis. Simulation Games: An Approach to Learning. Belmont: Wadsworth Publishing
Company. 1973.
Anderson, Joan and Wilkins, Robin. Getting Unplugged. New York: John Wiley & Sons.
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Fitz-Claridge, Sarah. “Video Games: A Unique Educational Environment” Children Seriously.
http://www.takingchildrenseriously.com/video_games_a_unique_educational
Fleming, Dan. Powerplay: Toys as Popular Culture. New York: Manchester University Press.
1996.
Gee, J. P. "Initiatives/Papers: games and Professional Practice Simulations." Academic
Advanced Distributed Learning Co-Lab,
http://www.academiccolab.org/initiatives/papers.html
Goldstein, Jeffery. "Effects of Electronic Games on Children." Electronic game J. Goldstein.
http://www.senate.gov/~commerce/hearings/0321gol.pdf. October 15, 2005.
Lewis, George. "Researchers tout positive effects of video games." MSNBC Online.
http://www.msnbc.msn.com/id/7912743/. October 14, 2005.
Lee, Mickey. "Effects of Video Game Violence on Prosocial and Antisocial Behaviors." Journal
of Young Investigators.
http://www.jyi.org/volumes/volume11/issue2/articles/lee.html. October 15, 2005.
Megarry, Jacquetta. Perspectives on Academic Gaming & Simulation 4. New York: Nichols
Publishing Company. 1979
Megarry, Jacquetta. Perspectives on Academic Gaming & Simulation 1&2. New York: Nichols
Publishing Company. 1978
Weizenbaum, Joseph. Computer Power and Human Reason. San Francisco: W.H. Freeman and
Company. 1976.
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