Bibliographic Gaming

Shameless plug #1, blogging about my other blogging posts. Okay, this is the first and only time (maybe) that I'll link to a blog post on another site. I just joined the blog last week. And since I haven't mentioned it here yet so it's fair game. I'm happy to be bringing my ideas to a wider audience. Check it out.

Okay, this is the last post on the Federation of American Scientists report. Milking three posts out of it is enough. But really, when government scientists tell us that games are good and can be helpful in education (neither of which should be shocking) we should take heed.

"Educational games potential for teaching higher-order skills under appreciated"

While I believe this is true, I think that there is hope. Although it is hard to assess higher learning skills, games can help. The assessment is built into the game. It is not a grade, it is progressing to the next level or completing a quest. It is different from the mold, and harder to report to administrators - but it is possible. If a student of mine completed all the steps in the game/quest/assignment and was able to explain the path they took it can easily be mapped to traditional standards. I did just this with my website evaluation lesson (I'll post the lesson soon).

The report also states that there are few clear outcomes for educational games. I do not agree with this. As a parent and an educator it is very possible to determine the outcomes for most games. The challenge is that it requires the parent/teacher to play the game. I've rambled off a list of skills that our son is working on as he plays DS. With knowledge of the game and knowledge of outcomes, mapping them is not complicated.

"Train teachers to support game-based learning"

Welcome. Let's work together, along with a growing community to do just that. Librarians, we are teachers. You all know that. Games and gaming strategies is one way that we can improve our teaching, engage our students, and have some fun along the way. I'm glad that the government agrees.

I started talking about this report last week, and now that my comp exam is over and my brain is back, I'll finish up with a few other thoughts on the findings and recommendations the report had.

The report suggests that the game industry modify commerical games to target specific learning goals. Some individual teachers are doing this already. They are modding existing computer games (Never Winter Nights for PC is one example) to create lessons out of them. Many existing PC games come with a toolset or some game/level design functions. These could be used to create lessons through games. The challenge with this model is the time involved. Teachers that like games would spend the time to create, but others who like the idea but don't know how need something that is more 'plug and play.' The internet and online learning communities could help distribute what others are already creating. There needs to be enough of a business incentive for game companies to modify existing games, and state and regional educational systems could provide that incentive.

The report suggests the game industry look for new markets like after school programs. There is a discussion going on this week (see my post on Bibliographic Gaming for more) about pathways to games and one of the speakers is from a large after school program. If our students are playing games at home and in after school programs, and learning as they enjoy the game, how can a traditional classroom keep their interest. Marc Prensky talks more about this in his book "Don't Bother Me Mom - I'm Learning." We as educators, need to be aware of these influences and passions and work to apply them within our classrooms.

The report also contains recommendations for schools and instrutional uses, but that's for later.

It's official. I'm posted the blog onto a growing wiki of other academic librarian blogs. Research Quest is now out there for a wider audience. It's also a little more pressure to keep up. Check out some other blogs at:
http://www.academicblogs.net/wiki/index.php/University_Librarians

If you are new here, feel free to dig around in the back posts. All the posts from 2006 are focused on Research Quest's mission. But the posts from 2005 about random personal stuff. I originally started this blog as a personal blog, but changed the focus in the summer of 2006 as I focused my own research. The 2005 posts are not really library related, but the give a feel for who I am as a person. They are the prequel posts, nothing too damning though. I'm okay with providing the extra window into my life... it should provide a context for who I am and what I say. In the interest of full disclosure, I did delete a few posts dealing with Star Wars and Fantasy Football. Although Fantasy Football is the librarian's sport... but more on that another time.

Here's the official wiki entry for "Research Quest" if you haven't seen it yet:

Research Quest provides information, suggestions and commentary on using video games and game strategies in information literacy and education. Research Quest also monitors academic literature and news from the video game industry and fan base for new educational applications.

Video games require the player to fill in the information gap in order to progress. The research process is the same. The end result is known, whether it is to win the game or save the world or write the paper or complete the project. What paths the game/research takes along the way is unknown, this is the information gap. Research Quest is designed to help draw those parallels and help students learn.

Research Quest is created and maintained by Paul Waelchli, a librarian at a small Midwest liberal arts college and lifelong gamer.

Some mainstream media coverage on the Federation's report on education & video games.

Videogames in the Classroom? - Newsweek Education - MSNBC.com: "“When you show a child a traditional educational game, they’ll roll their eyes,” says Kay Howell, a coauthor of the study. “But I don’t think they roll their eyes because it’s learning; I think it’s because there’s such a huge and obvious gap in quality compared to what they play at home.” "

I love that quote. That is where most educational games go wrong. Powerpoint Jeporady and quiz games miss the mark of really USING games to teach. Don't get me wrong, quiz games are good for mixing up review activities and as assessment/evaluation. But there is more that we can use games and games strategies for. It's what games do and what they ask us to do that is useful, not just hiding learning in something "fun."

Okay so when I said I would post again "“later tonight"” two days ago I was referring an old druid calendar. Sorry. I’m wrapped up in studying (read: CRAMMING) this week for my comprehensive exam on Saturday. But I did start looking through the powerpoint summary, it'’s a lot easier to read eating lunch than the full 40+ page report. I did put together a few comments and ideas last night before I went to bed and since they still look good in the light of day...

The list below should be no surprise to any one reading some of the literature on gaming strategies in education, but the report is giving it broader coverage. The comments on each feature identified by the report are mine.

1. Clear learning goals: What every educator strives for. What are the students walking out with? What do I want them to know? In planning any lesson/instruction session it is important to know what the goals/objectives are.

2. Practice opportunities: Homework. We teach and want to give students the chance to practice those skills and demonstrate understanding and mastery. If only homework would be as fun or at least as captivating as games, or at least that's the complaint typically heard. Education research into gaming strategies is trying to do just that…

3. Monitor progress, provide continual feedback: Sounds like assessment and evaluation to me. What level are you on? What'’s your score? Did you find that item? Switch "level"” with "“chapter"” and these all could be reference questions.

4. Move player to higher challenges: Upper division courses, sequenced classes, even moving students from popular magazines to scholarly journals does this. Players are used to having the challenge increase in later levels in games, but not always in education. In a game they value the process (playing) and the end product enough to keep going when the challenge increases. The amount of value (or lack of) placed on the process and product in education is an important discussion for another time, but one that is necessary in relating gaming strategies to education.

5. Encourage inquiry and questions: How many times have you stood at the front of a class waiting for someone to ask a question, or answer one. How can we bring the same type of probing inquiry and exploration from games into library instruction? Research is all about probing, but unlike a game, it is usually seen as a hurdle and hassle in reaching the end boss (or final draft).

6. Contextual bridging: We are always looking for “real life” applications of the concepts that we are teaching. Why evaluating sources is important in your daily life? I'’m always working on showing applications of what we are doing and how it is relevant. Games continually do this. In a game, you learn a new skill or get a new item and a new area is accessible to you. There is a direct application of that skill that entices the player to try it out.

7. Time on task: Anyone that'’s seen that stats that show students rarely move beyond the first page in Google or EBSCO know that a little more time (combined with some of that inquiry in #5) would do everyone a lot of good.

8. Motivation: Need I say more…

9. Scaffolding: A favorite educational theory of mine that I'’ve gone back to time and again in my Library Science program and in my daily work. Educators build on previous experience and knowledge and introduce new material that expands the existing understanding.

10. Personalization: Not a huge learning concept, but the ability for a student to control their own pace and growth is beneficial for students learning and testing new concepts. Like anything, when the user feels ownership they are more invested. Ever encourage a student to pick a topic that they are interested in? Personalization.

11. Infinitely patient medium: If only databases and their "“time out"” limits would be as patient.

Combine patience with the motivation (#8) to practice (#2) and you have a pretty successful student who continues to challenge(#4) themselves and explore (#5) new ideas. Sounds good doesn't it… Stick around.

Summit on Educational Games

Here is the direct link to the report from the Federation of American Scientists. Later tonight I'll start (1 of 4 posts) some of my thoughts, comments and applications to the findings.

Lots of good info that fits nicely into the mission of this site: using games and gaming strategies to help students learn and research.

EDIT: Okay, thinking about this idea for the past few days I've started to realize who my audience is. This column idea was first thought of as directed at gamers and would allow me to get practice writing before doing something for educators and librarians. But really, why would should a gamer care? They already care about games. I'm out to get others (educators) interested in using games and gaming strategies not those already emersed in those experiences.
I think the column is still a good idea, but I need to adjust it for the correct audience. Oh, and getting people to read it would be a good thing too.

*****
It's 2:00 am and I'm up kicking around ideas and can't sleep. Here's a column proposal that I've been thinking about for the past few days... thoughts?

The "Rotting" Brain (suggested title, but open to ideas)

Ever feel the need to defend gaming to others? Have you heard the not so subtle "Oh" or "Huh" comments in a social setting? Whether or not you care is a separate question, but for those times that you want video games to raise above entertainment, The "Rotting" Brain is here to help.

There is a growing body of literature about the positive impact video games and gaming, but much of it is authored by scholars and researchers. The "Rotting" Brain is a column written by a life long gamer and researcher analyzing the positive aspects of our passion.

The "Rotting" Brain column analyzes what video games are teaching us. As far back as playing Moon Lander on the Commodore VIC-20, video games had something to teach. Throughout each generation of consoles, video games not only evolved in graphics and gameplay, but in the content of what they teach. The "Rotting" Brain looks at what games have taught us over the years and what they are teaching us today. The column discusses the scope of the current video game research and expands the current audience. The column discusses the positive educational aspects of gaming both through reviewing the current studies and through personal reflection. The "Rotting" Brain also refutes the impact of current video game studies with negative findings. Video games develop the mind, not rot it, and The "Rotting" Brain is here to show how.

I've been meaning to post this for a while, but it is hard to keep posting when I'm only talking to myself. I do enough talking to myself. Typing to myself only reminded me of how little I'm doing. But that's not entirely true... during the first eight weeks of our semester myself and the 3 other instruction librarians taught 148 information literacy sessions. I lead or assisted in 49 of the 148 sessions, or about 1/3. So that and 2 small kids has contributed to my lack of posts.

But really it's the talking to myself part, that just gets me. I relaunched this blog in the summer as a place to collect and sharpen my ideas. It sounded great, but really it means I think my ideas are important enough to write about. Now I believe that regardless of how important they are, just writing them is the start. I am also working on getting my name out in both gaming and education gaming blogsphere (I think that's the first time I wrote that buzz word, hopefully the last). The effort of getting my name out there, and maybe even some writings, means I've got to keep up the home front.

And so, as of November 1st, I will be blogging 5 times a week. Sounds good- yes, optimistic - certainly. But in order to follow through I'm setting forth this schedule:

Monday: Notes on Current Readings
Tuesday: Video Game Reflections
Wednesday: News Updates & Commentaries
Thursday: Game Strategy Applications
Friday: Analysis & Commentary on Current Research
Saturday: News Updates & Commentaries (yes that's 6 times a week... optimism right)

There it is. Laying down the person gauntlet. Until 11-1 though I'll still be sporadic since I'm finishing up a second master's degree.

It’s been almost a month since my last post. And I could throw out a lot of reasons why I’ve delayed getting back: 1) getting ready for fall semester; 2) creating a website; 3) watching 4 seasons of the Sopranos; 4) just damn tired. Really the biggest reason is a dark cloud that’s hug over me for the last month. My last post was done during the days after the death of my Godson. 12 years old. 12 years old. It has hit me hard.

My last interaction with him was a phone call with him where we spent time talking about gaming strategies for a RTS Star Wars game. We talked about managing resources, splitting units, and tactics for swarming the opposition. It was a wonderful conversation. An equalizer. It didn’t matter what our age or our relationship, we were able to talk about this common bond in detail. We were friends and I miss him.

Heck just getting a 12 year old to talk about resource management in order to produce a variety of units, military tactics and agriculture options is a good thing. And that is exactly what Steven Johnson talks about in his book, “Everything Bad is Good for You.” The cognitive forecasting and planning that is required for success is a good thing. Johnson calls it “telescoping.” It’s the ability and necessity to plan multiple moves ahead and plan for alternative routes. This is one of the many reasons, gaming is good.

Luke could forecast out a variety of possibilities while playing the CPU or others online. He learned strategies for success through experimentation, multi tasked and monitored various action points and anticipated all of them. The cognitive level of this play helped create a wonderful person full of love and excitement, who was always looking for ways to stay interested in school.

Both Prensky and Johnson talk about why current students are bored and turned off with traditional educational practices. And really give the previous paragraph, who could blame them. Our job, MY job is to help find ways to connect these students to the content and get and keep them interested.

My time with Luke told me a lot of lessons about faith, love, family, and education. Thanks Luke. There’s other places to talk about the grief, guilt, faith and love feelings lingering. But I hope that with these discussions and actions I can help shift the education prespective.

“ultimately all about filling in that information gap (p.30).”

As I librarian, this is what I spend most of my days doing. I help students fill in their information gaps. The have an assignment and need some information to complete it. The extent of information needed varies, but the need remains constant. The downside is that students are much more eager to explore a game than they are to explore an assignment.

“Filling in that information gap” is what the research process is all about. You know the end result: win the game, beat the boss, save the world/ or write the paper, complete the project. You may know the start, but what paths your game/research takes along the way is unknown. Some sources lead you to others; prioritize results/quests; evaluate information/characters to trust. Place those tasks in a game and people are interested, lay it out as an assignment/paper and well you know the results.

I think there is some work within those parallels… more on that tomorrow.

“tyranny of the morality play.” P.13

Every medium has gone through this. In the 1970’s, the violence in Bonnie & Clyde touched off a debate about violence in Hollywood. In the late 80’s and early 90’s, N.W.A. and Ice-T’s Body Count kicked off another debate about violence in lyrics. Even crusading lawyer, Jack Thompson, got started on the national moral stage with his fighting 2 Live Crew and Body Count’s “Cop Killer.” And now violent movies and games are accepted as part of a larger body of work in each medium, and neither medium is judged solely on it’s controversies. So I guess video games get their turn.

But Johnson argues that it is not the morality, or lack of, that make video games valuable. It is the cognitive effect they have on the players. So much time and effort is spent discussing the content, that little time is given to the context. The act of thinking, planning, and playing is valuable. Some of the content is most certainly not suited for all ages (that is why the ESRB exists and rates each game), but the skills the games can teach provide the foundation for learning. Yes we as parents, educators and the public need to be aware of the ratings and the content but we should not eradicate them and cast them off as meaningless wastes of time.

Video games thrive on “seeking” as Johnson states (p.37). There are many layers of activity (both on screen and in brain) going on as a player moves through a game and that “seeking” is what keeps players playing. What’s next? What’s needed? How do I move forward, complete this goal? Johnson states that video games are “ultimately all about filling in that information gap (p.30).”

Judge voids new law on video games

I missed this ruling while I was on vacation. The video game law that my old employer, the State of MN, passed was over turned.

The ruling follows the previous rulings mentioned in my posts and is not a surprised based on that case law.

Through the analysis of social informatics and the three key segments of design, uses, and consequences, video games have the potential to create positive value in each. The various designs of video games provide a range of stimulating experiences that provide positive value. The uses, whether escapist entertainment, social interaction, mental release or education, all contain positive value to the player and culture as a whole. The consequences provide both potential positive and negative affects and require further research to conclusively there is a completely positive or negative consequence to video games.

An economic analysis provides video games contain economic value on multiple levels. There is clearly a market value to the information provided and the artistic expression contained within video games. The billions of dollars spent by consumers world wide on the industry, provide concrete evidence of their market value. Video games also have increased economic value as primary goods. The positive information learned from experiencing video games should be classified as a primary good since the skills help lead to a successful and rational life. This evidence for a primary good is offset by the potential of the video game information to do harm, which results in an irrational life.

Taken together there is strong evidence that video games do contain both artistic and intellectual value. Because video games are determined to have value, there is no support to treat and regulate video games any different than any other established media, art or information. If negative consequences can be directly and conclusively proven then there may be a negative value and provide justification for separate treatment under the law. But until that time, the current regulation legislation will continue to fail under constitutional scrutiny.

The framework analysis established a recognized value to video games that does not require and should not allow separate regulation through the legal or social system. The recommended method to control the violent content without infringing on others access or expression is to use the parental controls built into modern video game systems. Computers already have control software available. By November all the new consoles, Xbox 360, Playstation 3, and Nintendo Wii all contain technology that allows parents to password protect games so ones with unsuitable ratings will not load (Lowenstein, 2006).

Finally, since the analysis framework recognized the positive artistic and intellectual value of video games, libraries should not hesitate to add them to their collections. Libraries believe in the collection, preservation and free access of ideas and expressions. This analysis shows video games are just that.

I'm back in town and finished Steven Johnson's book, I'll post my thoughts on that soon. But in the meantime (while I unpack and mow the grass), here's my analysis of video games based on social informatics:

Under a social informatics framework, it is possible to analyze video games through the design, uses and consequences. Specific attention is given to the people, hardware, software, techniques/game-play and cultural structure of the games and the players.

Design: The design of video games software ranges in content appropriate for users ages 3 and older. The ESRB has ratings designed to describe games for 3-6 year olds, 6, 10, 13, 17 and 18 years old and above (Vance, 2006). Video games are designed in a variety of different genres to appeal to various constituencies. There are sports games (Tiger Woods from EA; Mario Tennis from Nintendo), action games (like the previously mention Grand Theft Auto), educational games (Oregon Trail), flight (Microsoft Flight Simulator), life simulators (The Sims), fighting (Mortal Kombat ), puzzle (Tetris) and a variety of other games designs (Buckleitner, 2006). The editor of Children’s Technology Review, Buckleitner (2006), stated in his testimony to the House of Representatives that there “there has never been a better time to pick up a controller and to play (¶5).” This variety of software creates value for the people engaged in and interested to engage in playing video games. The software design is a strength for the players and a strength for the industry since it allows a wide range of expressions and experiences.

Without this variety of design, many players would not find meaningful experiences with the games themselves and the people they are playing with. Many games are playable online with players from across the globe. This multi-player design creates common shared experiences for players from varied cultural background within the United States and around the world. Some multi-player games (World of Warcraft) are designed to encourage player groups (guilds) to form and experience the game together. This specific example creates value and utilizes all components of socio-technical systems (Kling, 1999). The people playing are interacting with the hardware running the software/game using the group experience game-play design technique to advance through the game and by doing so create their own in game sub-culture.

Uses: The courts cited that playing video game software that contain violent game-play elements may serve as an outlet for other violent expression (ESA v. Granholm, 2006). If this is the case then, violent games provide value under a social informatics framework for both the person playing and the cultural structure as a whole.

Consequences: The design of the game-play, in the variety of games mentioned above , includes a wide variety of elements that result in positive consequences. Author/researcher Marc Prensky (2006) claims that kids are learning from video games, and learning more than within traditional educational settings. Although the claim of more than traditional educational settings may be a lofty goal he does site specific skills. Players are learning logic, reasoning, prediction, math, team building, and responsibility from games across genres (Prensky, 2006). While only some of these are skills taught in school, all are qualities society and culture gives value to. Many of these games, from “E” to “M” rated, contain open ended game design that allow a player to explore a game world, interact with other characters and deal with confrontation in a variety of ways (Price, 2006). Games that utilize an open ended design often set up puzzles or tasks for the player to complete in order to move forward. One example of this is the adventure game series by Nintendo, The Legend of Zelda. The game-play challenges from these types of software create what Steven Johnson (2005) calls telescoping. “This skill lies in focusing on immediate problems while still maintaining a long-distance view (Johnson, 2005, p.54).” This skill creates value under social informatics for both the player and the culture as a whole. The planning, multi-tasking, organization skills created through this game-play is a positive consequence.

While these are positive consequences of video games, under social informatics analysis there are other negative consequences as well. The consequences for the players and culture through violent video game software and game-play are well documented by the advocates of video game regulation, as stated earlier. The increased aggressive brain activity and the reaction training that violent games and media create negative consequences on those experiencing the games and those interacting with them later (ESA v. Blagojevich, 2005; ESA v. Granholm, 2006). The consequences are valid and important under social informatics since the technology and the interaction with it play a role in impacting society and the culture as a whole. If violent video games are creating negative consequences while other games are creating positive consequences the value of each type of game may not be equal and additional evidence should be considered.

Other studies on the consequences of video games directly challenge the findings of Dr. Anderson or Dr. Kronenberger in the ESA v. Blagojevich case. The court found that the tests of Dr. Anderson failed to show that video games ever caused a to directly commit a violent act or even increased the level of overall violence in society (ESA v. Granholm, 2006). Dr. Nusbaum, from the University of Chicago, challenged those consequences stating that are multiple behaviors that could show the same results (ESA v. Blagojevich, 2005). These challenges to the negative consequence of both the person/player and the society/culture suggest that the negative consequences are not direct. There research of Dr. Kronenberger does show negative effects of violent media, and under a social informatics framework violent media in general would have a negative value for both the person and the culture.

Given the current state of research on video games the consequences to both the person and the culture are mixed. Video games can provide the value that Prensky and Johnson discussed, but the violent aspect of some games can lead to the results described by Anderson and Kronenberger.

I'm heading out on vacation, and bringing Steven Johnson's "Everything Bad is Good for You" book about the educational nature of pop culture (including video games). So I should have some posts when I return on the first of the month.

I've been out for a while working on my summer class. Sorry. But I've just finished a detailed research and analysis project on the value of video games. I'll post segments on here to share my thoughts with you. Here is my summary of the current legal challenges of video game regluation:

Legal Regulations

As a result of the concern expressed over the content and potential effects of that content, cities and states passed legislation to regulate the sale of violent video games. Both the cities of Indianapolis and St. Louis passed video game regulation which the courts struck down (Smith, 2006). Judge Posner stated in the Indianapolis case that shielding children up to the age of 18 from violence would not allow them to be equipped to handle the outside world (Lowenstein, 2006). Within the last year, the courts in Illinois, California, and Michigan struck down regulations that attempted to limit and penalized the sale of “M” rated video games to those under 17 (Smith, 2006). These court decisions on video game regulation focused on both the freedom of expression, as provided within the First Amendment, and the equal protection clause of the Fourteenth Amendment. The Sixth Circuit court ruled in the cases of James v. Meow Media, that video games fell under the protection of the First Amendment in cases of liability. The court in the Michigan case ruled that video games are creative expressions of free speech covered under the First Amendment (ESA v. Granholm, 2006). Each of the regulations restricted violent video games, but not other media and this violated the Equal Protection Clause in the Fourteenth Amendment (ESA v. Granholm, 2006). Isolating the regulation to violent video games and not other violent media contradicts rights established by the Constitution (ESA v. Blagojevich, 2005). The court ruled that the California regulation was unconstitutional since the definition was too vague and would limit the free expression of creators (Video Software Dealers Association v. Schwarzenegger, 2005). The courts have consistently ruled that setting video games apart from other media is unconstitutional and the current regulations violate the First Amendment. The only video game regulation that has stood up to constitutional scrutiny is a Maryland law that regulates the sale of games with explicit sexual content, and thus treats them like any other media with explicit sexual content.

In spite of these rulings, the state legislatures of Minnesota, Louisiana and Oklahoma all passed laws this year that regulate and penalize retailers for the sale of violent games to those under 17. The Entertainment Software Association (ESA) and others in the industry have filed lawsuit in each of these states. Video game software president Ted Price filed a statement with the United States District Court of the Middle District of Louisiana, in the case of ESA vs. Foti. He stated Louisiana law that limits the sale of games does not clearly define what “a morbid interest in violence” is. Due to various definitions and extents of game-play it would be extremely difficult to create games that would fit all definitions (Price, 2006). The Senate and the House of Representatives held hearings on violent video game regulation this March and June respectively. The challenges to regulation at the federal level involve both the established violations of free speech rights, but also the enforcement of a ratings system (ESRB) that is independent and not government mandated (Smith, 2006).

Up next: Social Informatics Analysis

It's never to early to start gaming... He found my "earmuffins" this morning and sat down for practice. The interaction with the game is what he enjoys. Storytelling, prediction, logic, colors, shapes, numbers, words are all concepts learned through the limited experience gaming. Just think of the possiblities.

Tonight I started reading "Don't Bother me Mom - I'm Learning" by Marc Prensky. And I'm already engaged and eager to continue. In it Prensky sets out the claim that kids are learning from video games and learning more than within traditional educational settings.

"frustrated by the wide gap between their exhilarating experiences playing games and their slow-paced lessons in school."

This is a key for improving how we design, plan, and teach to our students. Not all lessons need to be "games" but there are principles that we can learn from games and the interaction with them that can and should be applied to education.

Over the coming weeks, I'll continue to summarize some key points within Prensky's text and share my own thoughts on what he conclusions mean for how we should teach.

Prensky, M. (2006). Don't Bother Me Mom - I'm Learning! Paragon House: St.Paul.

Recently on a rainy afternoon, I was playing video games with my 3 year old son. On this day I had a surprising realization - 3D space is intuitive.

My son and I "played" Mario 64 prior to this date with me controlling the analog stick and Carter jumping. And because Carter had trouble running and jumping (and the size of the N64 controller provided a slight handicap) I thought we would go back in time. Back in time to the simpler game design created in 2D worlds. He and I tried to play Super Mario Bros. 1 & 3, classics with straightforward control schemes. At least they were straightforward to me since I grew up in the era of 2D gaming during the 3rd and 4th generations.

Run left. Push left. Run right. Push right. Simple, yes. Basic, yes. Intuitive, no. Carter was challenged to understand why that's all he could do. Navigating in a 3D space is a reflection of life. Carter moves the analog stick and Mario runs in the same directions Carter does. The artificial barriers created by technology no longer exist.

Life is 3D, gaming is 3D. Regardless of what world we play in, we play in 3D. And that opens up doors for us as educators...

Like The Fat Boys, 1988, I'm coming back. I tossed around the idea of starting my blog back up at the 1 year anniversary, but that came and went and I was in the hospital with Carter (that will be another post). Then this week, I gave a speech to the English Honors Society here on campus, Simga Tau Delta. I was there guest speaker and had a free hand to talk.

My speech was on different forms of literary expression, one of which was video games. I had a overwhelming positive reaction from both the faculty and students present. I decided to continue to peruse this avenue of study needed an outlet to express and organize my thoughts. Thus, my blog was reborn.

I'll still have some posts about my family and life, but the focus of the blog will be video games as research expressions and educational tools.

Stick around, join in and let's see where this takes us...