Spark

Just started reading an excellent book called, Spark: The revolutionary new science of exercise and the brain, by John Ratey, MD. Ratey is widely known for his work in the treatment of ADHD having co-author the bestseller, Driven to Distraction. Not surprisingly, Ratey's work in the field of ADHD highlighted a direct correlation between exercise and decreased ADHD symptoms, a mind-brain connection. Spark takes that notion a step further and asserts that physical activity does not just promote good health, rather it is essential to optimal brain function. In other words, Ratey, through some pretty compelling studies, contends that one must prepare the brain to learn through rigorous exercise. Can you hear all the coaches and teachers saying "amen" in unison?!?! Well, juxtapose Ratey's theories with Tony's Dickerson's research with e-learning and there are interesting correlations. For instance, Dickerson's gaming interface is based on 'traditional' neuro-cognitive studies. Nothing earth shattering! However, Dickerson's ability to harness the acquisition of data points through the game interface is indeed revolutionary. As Dr. Dickerson alluded to in his presentation, it appears that the use of his technology will improve performance in math and English over a control group. Further, it appears that this technology is particularly effective when used by "gifted students." We do not know, or more succinctly, Tony is not willing to tell us, the detailed results of his study, but quantifiable evidence which shows how individuals learn has far reaching potential in education and beyond. Imagine combining Ratey's work with Dickerson's and the possibilities are even more exciting.

To do is to learn:

Dewey (1938) expressed the belief that "all genuine education comes through experience."


"In our work, we have undertaken a design trajectory that conscientiously involves the development of an educational game with an explicit pro-social agenda. We have worked to develop the context of participation such that players are indeed compelled, if not required, to critically reflect on their participation and the world around them." --Sasha Barab--

There is a real paradox of learning in Runescape. What do I mean by that? Well, Runescape definitely is a 'good game." A good game as like James Gee defines it is not too hard, not too easy or, as my son James likes to say, a good game takes two years to play." Runescape definitely has that feature. The game begins with a trip to Tutorial Island where the player learns the 'essentials' of playing Runescape: skill acquisition such as chopping wood, mining; map skills, the economy of the game; and how to interact with NPC (non-player characters). Once a player has equipped themselves with the necessary skills they are free to play , an essential component of the " play before competence theory." In that way, Runescape mirrors Dewey's learning is doing model. However, as I have played the game over the last 10 weeks I am struck by some of the things I am learning, both positive and negative.

First, I do believe that the game promotes some 'real world skills' such as collaboration, executive skills, and logic and reasoning. Most notably, the linear nature of "leveling", the ability to move up in status, through the performance of various "quests" is probably Runescape's defining educational feature. The narrative is compelling enough to foster a deep sense of engagement; random events and mini-quest--both scaffolding exercises to promote skill acquisition --also to help foster deep cognitive engagement and stimulate further game play.

However, if one believes "all genuine education comes through experience" than one also has to assume that there is both pro-social and anti-social learning going on in Runescape. Specifically, as an adult and a parent, I worry that by nature Runescape is a game predicated on deception. Now I don't want to sound alarmists, as by nature this game is about dragons, wizards, imps, and knights; however, I do worry that to succeed in this game one has to lie, cheat, kill, pick-pocket, scam, lure, and deceive. Moreover, the demographic, while supposedly 13 years and older, is, in fact, 13 years and younger. Jagex Inc. markets the game to this age-group as evidenced by this advertisement in Scholastic Books Inc. The narrative of Runescape is "aged-down" for eight year olds in this Runescape secrets book. It knowingly is marketing to very demographic that it states, " is not mature enough for the content." In my presentation to the class, I talked about some of the more unsavory elements of the game such as luring (killing players for their possessions) as well as scamming(tricking low-level members). Barry pointed out in class that we were not playing these games to establish whether they were good games or bad; instead, we were trying to assess whether they fostered learning or not. I have to agree with the sentiments of one of my classmates when he stated that it is really impossible to separate the "good" learning form the "bad" learning. In other words, if Runescape teaches pro-social skills then it also must teach anti-social skills as well. I just don't think that the adolescent brain can filter the good from the bad. I think this quite from Kerouac's On the Road captures the essence of Runescape:

"I was beginning to get the bug like Dean. He was simply a youth tremendously excited with life, and though he was a con-man, he was only conning because he wanted so much to live and to get involved with people who would otherwise pay no attention to him."
- Jack Kerouac, On the Road, Ch. 1



Critique of Runescape: Tom's Games

Runscape Economy

"The people who make big budget commercial games have unwittingly discovered a great experimental tool," he said. They build these places; they make up some kind of lore about orcs and dragons and elves, and people go in and play the different roles. Meanwhile, indirectly, they have put in markets, governance structures, opportunities to communicate with others and create societies, groups, guilds and larger corporations of people."

• Edward Castronov, University of Indiana
• Arden: Game of Shakespeare
• Synthetic Worlds

The Runescape economy is complex:

• The Grand Exchange Market Watch is a guide and information resource for you to track prices and other information for items traded on the Grand Exchange within the RuneScape

• The RuneScape economy bears many similarities to economies in the real world. While general and specialty shop prices depend largely on the number of items in stock, player prices are influenced by many factors other than supply and demand. Real world economies behave differently from RuneScape's in some respects, however, particularly because of the limited time many have to play the game.

  There are several currencies in RuneScape; most currencies, however, are used in trading between non-player characters and players in certain areas. Therefore, coins will be treated as the exclusive currency for player-to-player trading in this guide.

  In general, there are several categories of item that players may obtain. Quest items and other untradable items are not covered here, as they have little to no impact on the player economy. Four main item categories, commodities, consumables, finished items, and discontinued items, will be discussed in detail in this guide.

• Coins (also known as gold, gold pieces, or gp) are the most common form of currency in RuneScape. They can be used to represent the value of virtually every single item in the game, as well as various services offered throughout.
• Money Making Guide
  

• General guides
• Jagex
• Events
• Adventurers' Tales
• Trivia

Jagex offers these guidelines to help maintain a balanced life and get the most out of playing RuneScape:

Take a break from the computer.

Exercise at least once a week

Remember, it is just a game.

When eating, take a break from the computer.

Don't ignore your real life friends, meet up with them on a regular basis

Work and studies matters: don't let playing a game stop you from doing well in your studies or at work.

Remember parents that it is up to you to help your child maintain a healthy balance so that your child can benefit from all the educational and entertaining aspect of RuneScape.


Educational Benefits of playing Runescape:

Ethical Entrapment

Yesterday's discussion with Sasha Barab really "sparked" a veritable flood of ideas and reactions to the idea of game design as a political or ethical statement. I found myself reflecting on this notion that designers are, very much like a writer, poet, movie director, or songwriter, bringing their own value system to the games they design. What ethical problem(s) they choose (or not choose) to address are subjective and a part of the game. Therefore, it is imperative to consider the origins or genesis of particular games as they relate to learning. Barab cited Herz, 1997, as saying most games are created by "multinational companies which are trying to appease the shareholders not the gods." Therefore, games like Grand Theft Auto and ManHunt 2, both controversial games from a pedagogical perspective, are about making money as opposed to learning. Barab's Atlantis Quest and Dede's River City are both examples of games which target a "directed" form of learning. In other words, each designer has national standards in, for instance, science which they want students to acquire as a result of playing their game. However, while Dede is more apolitical, Barab's design is decidedly political. He firmly believes that Virtual Worlds as learning tools are only powerful unless the knowledge acquired is "transfered" to the Real World. In fact, Barab's personal philosophy regarding good teaching and learning involves, in essence, Gardner's theory of multiple intelligences. Specifically, as a result of No Child Left Behind, the movement in education is toward equipping every child with the same set of tools or learning objectives. Barab believes " society's virtuous commitment to aiding all students in attaining the same objectives may actually inhibit, rather than promote, human development." Ponder that notion for a moment: Is it possible for us to acquire the same knowledge, the same ideas, the same passions equally?!? Of course, not. Yet, I agree with Barab that we often stifle learning as people suppress their own perspectives and adopt societal perspectives. Barab views his role as this: " My task as an educator, friend, colleague, and fellow human being is not to "tell" or "socialize" others into some shared perspective, but rather to foster a passion for unique passions." Some might argue this is semantics, but there is a message here. By developing games like Atlantis Quest, Barab is creating a virtual world with a socio-scientific narrative. That is students are learning about hard science, but they are also learning about the ethical implications when science is applied to the real world. Barab calls this creating a situated learning environment or ethical playground, a world where students can use trial and error to investigate the implications of decision-making. These "ethical entrapments" force kids to consider and connect the narrative within in the game to the narratives going on in their community, their state, their country, their hemisphere. Further, it raises awareness that if we "act locally, think globally" we can offer examples of how students can directly impact the world around them through their own actions. A powerful message, indeed

Ethical Entanglement:

Woman is killed in a church for her Gp's (gold pieces). Then goes to alter to earn prayer points for increased health.

Barah: Our designs and the social agendas they carry:

Creative Interlude

Two videos on media. One on the progression from games to virtual worlds. The other on cyberbullying. Enjoy!

DD to Virtual Worlds:


Sticks and Stones:

Jagex: Branding vs. Gaming

Jagex Inc. introduced a new genre of games called Fun Orb to its wildly successful MMORG creation Runescape last month. Targeted at the "casual gamer" demographic, Jagex hopes to corner the market on older gamers who want a rich, in depth gaming experience, but don't have the time to dedicate hours on end in pursuit of that goal. This announcement is a major step forward for Jagex Inc. as it expands its presence in the gaming world. The Fun Orb launch hopes to capture the fastest growing segment of the gaming world, the adult market. Currently 32% of adults play video games. Jagex Inc. plans on harnessing this influential demographic.

Article:

FunOrb Video on Zergwatch : Internet Gaming Video

“Each game, you can really spend time playing, if that’s what you want to do. We want to give players the ability to just dip in on a five minute lunch break. But if they have two or three hours, they’ll also find plenty of things to do that will be great fun. We’re looking at the sort of game that five, six or seven years ago, they would have been putting in a box and selling on retail shelves. With the new technology, we can deliver this through the browser. Easily, there are 10 to 15 hours worth of solid gameplay really aimed more at the hardcore gaming market. We also like to think there’s something for everybody.”

To cheat or not to cheat?!?

In progress...


I recently began the interview process for our gamer paper. The two subjects in question where my eight-year-old son, James, and his buddy, Mitchell. Both are avid players of Runescape and their "gamer" skill-set relative to mine is like comparing the reading level of a first grader to that of a college student. We are, in short, many, many levels apart. However, we do share some of the same motivations for playing the game. Namely, we are interested in increasing our status to gain entry to more challenging levels of the game. James and Mitchell understand the principals of good games. That is they understand what motivates players to play so called good games. When questioned what makes a good game they gave the following response:

James: "A good game takes two years to finish...it can't be easy or it gets boring."

Mitchell: "Yeah, good games, like Runescape are challenging but they are also easy enough to gain status points..like through quests and acquiring skills."

James:" ... a good game is not too hard and not too easy..."

There it is in a nutshell. These two eight year-olds somehow intrinsically know what researchers are now discovering: good games both challenge, scaffold, and stretch players. But what happens when you are stuck...when you don't know where to go for answers? Interestingly, James and Mitchell gave some insight. According to them, once you have exhausted possibilities within the game, talked to friends both on-line and off-line, you head to the "cheat sites" as a last resort. Cheat sites?!?! That sounds as it is counter to good learning. Looking for an easy answer, a quick fix. When I asked them if they felt like "cheat sites were...well, cheating," they responded:

James: "It is something you do when you need help. I don't like to use it because then I don't figure things out for myself."

Mithcell: " You don't want to do it all of the time... if you do you are only trying to gain status not learn."

Media Literacy

What does it mean to tell a story in the 21st century?

Howard Gardner, Harvard's MI guru, recently wrote an article about media and literary. The following quote resonated with me:

"The other is the book's special genius for allowing readers to enter a private world for hours or even days at a time. Many of us enjoyed long summer days or solitary train rides when we first discovered an author who spoke directly to us."

"But whatever our digital future brings, we need to overcome the perils of dualistic thinking, the notion that what lies ahead is either a utopia or a dystopia. If we're going to make sense of what's happening with literacy in our culture, we need to be able to triangulate: to bear in mind our needs and desires, the media as they once were and currently are, and the media as they're continually transforming." (Washington Post)

Gardener's argument is dead on. We need to be flexible, harness the power of the technology and media, and shape its direction. IPods, computers, blogs, etc. are not going to go away. We as a culture need to embrace the power of technology or it's negative elements will comsume us.