The Wave of the Future?The typical college student plays an estimated 1.8 hours a day of video games (Prensky, 2001b ). Understandably, educators want a piece of that!
- The US military uses computer war games for training for everything from high-level international command coordination to using a weapon (see AP, 2003 and Prensky, 2001b ).
- New companies are springing up to provide educational games for businesses for subjects ranging from technical training and sexual harassment awareness. For examples, check out:
- Universities are just beginning to exploit this niche, partly because of the considerable expense of developing video games (Foreman, 2003 ).
Educational Digital-Learning Projects
- North Dakota State University's World Wide Web Instructional Committee (more info) is developing interactive online games for geology (Geology Explorer: Planet Oit Information (more info) and biology (Virtual Cell (more info) ). These games are accessible to the public.
- The Education Arcade (more info) The games described on these sites are highly developed prototypes, mostly for engineering courses.
- A coalition including Harvard and George Mason is developing MUVEES, Multi-User Virtual Environment Experiential Simulators, which uses museum multimedia to create a virtual world where students can learn cooperatively online.
- Gravel (more info) is another college-educational video-game research and development group, part of the New Media Institute at the University of Minnesota. Their proposal gives some estimates of how much it costs to produce a video game, even with deep educational discounts.
Some of the biggest challenges in designing a video game involve the graphical environment, but tools for this part of a game are already partly developed in the form of virtual field trips and visualization software (Drummond, 2003 ).
Challenges for Educators Creating Video Games
Video-game designers and academic geologists are the products of intensive but very different training.
- Academics are used to lecturing and writing, presenting material in words, and taking things step by step.
- But video games are about pictures, especially animated ones, and letting the player decide in what order to perform tasks (Prensky, 2001a ).
- Additionally, good graphic artists, animators, and programmers will be essential for producing good video games. This is not a task for academics to handle alone.
The expenses are mostly for software and the time of professionals, not really for hardware.
- Animation software is available to educators at a deep discount, but a commercial-grade video game will still cost university consortia millions to make.
- Do educational video games need to be as visually spectacular as commercial ones? Probably not, but an "engine", the part of the software that makes a game interactive, flexible, and easy to use, is still quite expensive to design.
For Further Reading
Soapbox, an online forum, organized a panel with experts including Marc Prensky,and Chris Dede (from the MUVEES project) to discuss What Can Education Learn from the Video Game Industry?.