Video%20Games,%20Virtual%20Environments%20

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Video Games,Virtual EnvironmentsHigher
Education

• Joanna S. Robinson
• www.JoannaSRobinson.com
• SOCC38H3 Gender Higher Education
• University of Toronto, Scarborough, November 12th
  2006

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Why talk about video games higher education?

• The isolated teenage male gamer is a myth

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• 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

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• 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,
• ignoring important educational potentials of
  gaming.
• - Kurt Squire, MIT

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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.o
  rg.uk/research/lit_reviews.htm

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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
• Addiction
• Escapism
• Isolation
• Anti-Social behaviour

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A Feminist Perspective

• Girls and women can benefit from becoming
  comfortable with video games, as they are
  introductory to the sphere of technology
• Technology is constructed as for men
• We are living in a time where technological
  proficiency and having the confidence to try new
  technologies are important skills
• Online multiplayer games afford online
  social/virtual communities which can give girls
  and women social support and connectedness
• Girls and women can explore experiences in online
  multiplayer games that may not be available or
  are less available to them in the real world
  this can be empowering and effect their everyday
  life ideas about themselves
• Games are an ideal environment for collaborative
  learning and team work (feminist pedagogy)

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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)

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Why use video games in higher education?

• Makes learning more fun, a motivator
• Artefact that reflects culture (basis for
  discussion and analysis)
• Simulations
• Virtual classrooms (distance learning etc)

(De Aguilera Méndiz, 2003)
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Video games/vr education examples

• Sonics Schoolhouse
• CSI
• Trauma Center
• SimSuite
• Virtusphere
• New Media Consortium in Second Life
• The Grad Student Colony in Second Life

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CSI Video Game Series

• PC Xbox, several titles in series
• Player is a trainee crime scene investigator
• Learns how to analyze crime scenes and use
  various tools and methods to identify the killer

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Trauma Center Video Game

• Video game made by Nintendo
• Players care for patients and can carry out
  various operations and treatments
• Teen target market
• Game designed for entertainment, not teaching

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SimSuite Medical Simulation Environment

• The SimSuite Education System incorporates
  state-of-the-art interactive simulation
  technology that provides hands on reality
  without risks to patients.
• Computer program linked to a simulated operation
  room and patient
• Currently in use in the US

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The VirtuSphere

• The VirtuSphere system consists of a large
  hollow sphere that sits on top of a base that
  allows the sphere to rotate 360 degrees.
• Wearing a wireless, head-mounted display, users
  can step inside the sphere to fully interact in
  immersive virtual environments.
• VirtuSphere is marketed to target customers
  including- Military, law enforcement, homeland
  security agencies and first responders (for
  simulated training exercises)- The electronic
  gaming industry (as the ultimate setting for
  immersive gaming)- Health clubs and athlete
  training- Education and museums- Architects,
  real estate professionals and others who can use
  virtual walk throughs as a powerful way to
  present plans

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The New Media Consortiumin Second Life

• The New Media Consortium (NMC) is an
  international not-for-profit consortium of nearly
  200 leading colleges, universities, museums,
  corporations, and other learning-focused
  organizations dedicated to the exploration and
  use of new media and new technologies.
• NMC has a campus in Second Life (a VR environment
  program), where members can hold classes, have
  meetings and conduct experiments/research

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The Second LifeGrad Student Colony

• (First Life) Graduate students meet regularly to
  discuss their research
• They collaborate, share ideas and resources and
  have guest speakers

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• More images of Second Life Education
• GNWCs Virtual Centre for Digital Media in Second
  Life

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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

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For thinking about on the blogDesign an
Educational Game

• Assume you have plenty of in your game
  production budget!
• In your game design team, come up with the
  following
• General Game concept
• Game type Single/Multiplayer/Massively
  Multiplayer, PC/Console/Mobile
• Game Objectives What do you do in this game
  (short term goals)? What are you working towards
  in this game (long term goals)?
• Inclusive Game design How will you make the
  game accessible to a diverse audience? (Think
  about gender, race, sexuality, literacy,
  technical skills, different types of learners)
• Benefits - How will the game aid in
  teaching/learning? What skills will it help
  players to learn/practice?

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Further thoughts for discussionVideo Games in
your class?

• How would you feel if you had video games/VR in
  your classes?
• How do you think it could fit into/add to your
  classes?
• What might games/VR be able to provide you that
  is not available/easily done otherwise?
• What might be some potential constraints/obstacles
  ?

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Thankyou

• Contact info
• Joanna S. Robinson
• MA Candidate in Popular Culture
• Brock University
• Joanna.Robinson_at_BrockU.ca
• www.JoannaSRobinson.com