Shifting our View of Games

I would like to take a moment to step back from reviews on current technology related issues.  A friend stayed with us this weekend and the topic of games came up.  We met in my MA program, and she is certainly one of the brightest people I know, always favoring books in favor of media. She has an interesting aversion to games, particularly of the video sort. I had to ask, what contributed to her exceptionally negative perception?

She recited anecdotes of boys she knew who would waste their lives away in front of the TV screen, always vying for the latest console.  Sometimes this obsession would continue to the point of causing failed grades and divorces.  I could not deny that at times this is what happens.  But in support of my entire research interests and passion for the idea of migrating learning to the technological field, I had to spend some time contemplating this issue.

I believe what this comes to is an issue of context. We have spent so long separating games from learning.  Children were raised believing that games can only be accessed after learning is done, after lessons are learned.  TV time is rewarded after school and homework and then taken away when grades fall.  Children learn the game is something to be mitigated by authority and relish in the freedom to enjoy themselves when that authority is relinquished in adulthood, causing grown people to often neglect responsibilities and relationships in favor of the ever-denied video game.

So here I propose that one of the first steps as a culture that we need to take in creating serious games and working toward the implementation of learning through technology is to reframe our interpretation of games.  They should no longer be so harshly separated from learning and intellectual goals.  We have some positive aspects in this direction as it is, and parents would do well to focus on the tools currently available. I am talking about those grade level supplemental computer games that children can play and practice vocabulary, memorization, and math at their current school grade level.


Additionally some games marketed solely for entertainment are adding elements of intellect.  A thought recently occurred to me about the promising effect of games such as Assassin's creed, where developers brought together researchers to help contribute to the factual story line.  It's fascinating after having studied abroad in Rome and staying for a weekend in Florence to see the city accurately come alive and to walk the same streets (virtually) in medieval times.  The game also provides options throughout the game at given checkpoints to read bios on the characters incorporated into the game's story who truly existed and places you visit of historical importance including the Medici family, the duomo, and even an explanation about the role of doctors during the time period including commentary on their unique masks.

I believe that in creating an environment for children to experience that games do not conflict with learning, but contribute to it, the two worlds will cease to be at odds.  By encouraging reading, history, math and science into the games they are already playing we can create a world where games are simply another viable option toward an end beneficial to both child and parent.