WoW: Blinded with Science

In his article How Videogames Blind Us With Science (yes, I stole his title), Wired Magazine contributor Clive Thompson discusses research by Constance Steinkuehler and Sean Duncan at the University of Wisconsin-Madison into the flow of conversation between World of Warcraft (WoW) players and how it may contribute to learning. He writes:

"What did they find? Only a minority of the postings were "banter" or idle chat. In contrast, a majority -- 86 percent -- were aimed specifically at analyzing the hidden ruleset of games.

More than half the gamers used "systems-based reasoning" -- analyzing the game as a complex, dynamic system. And one-tenth actually constructed specific models to explain the behavior of a monster or situation; they would often use their model to generate predictions. Meanwhile, one-quarter of the commentors would build on someone else's previous argument, and another quarter would issue rebuttals of previous arguments and models.

These are all hallmarks of scientific thought. Indeed, the conversations often had the precise flow of a scientific salon, or even a journal series: Someone would pose a question -- like what sort of potions a high-class priest ought to carry around, or how to defeat a particular monster -- and another would post a reply, offering data and facts gathered from their own observations. Others would jump into the fray, disputing the theory, refining it, offering other facts. Eventually, once everyone was convinced the theory was supported by the data, the discussion would peter out. ...

"At one point, Steinkuehler met up with one of the kids who'd built [an] Excel model to crack the boss. "Do you realize that what you're doing is the essence of science?" she asked.

He smiled at her. "Dude, I'm not doing science," he replied. "I'm just cheating the game!"

For what it's worth, Wolfie and Xavier believe it was cheating as well.

Ed Week Profiles a Homeschooling Gamer--Positively!

I don't know if this is a sign of the apocalypse or not, but Education Week, which bills itself as the "American Education News Site of Record," has just published an article about Blake Peebles, a 16yo homeschooler who left high school to become a professional gamer. Although they referred to him as "home tutored" rather than home schooled, the article actually pays little attention to his education:

"Mike and Hunter [Blake's parents] do not believe in one-size-fits-all parenting.

That is not to say that it was an easy decision for them to let Blake leave school last September. They would have preferred that he stay in high school with his brother. But he bugged them until they let him quit.

"We couldn't take the complaining anymore," says Hunter. "He always told me that he thought school was a waste of time."

Blake never gravitated toward sports or drama or any of the other traditional school-based activities. Just gaming.

So they made a deal. Blake could leave school but would have to be tutored at home. In one respect, the arrangement is similar to what parents of gifted child athletes and actors have done for years."

I'm not sure how this fits into Education Week's mandate as "education news site of record" but I think it's a breath of fresh air.

Turning Halo 3 into School

I have been accused of turning everything into school. That is part of my job as a homeschooling mom--interpreting what the boys do in terms of school so Dad and the virtual charter we work with understand it. Halo 3 was released today, so the boys finished their lessons early enough to get busy with the other 118,000 people currently online.

On one of the screens, there was a global map light up to show where everyone was playing. The half the US from the Central Time Zone east was completely lit. So I asked the boys why there was relatively little activity west of here. It didn't take them long to figure out school is still in session in the Mountain and Pacific time zones.

We saw few players in continental Europe (where it's getting pretty late) but three hot spots right in the Baghdad/Kuwait area. Our men and women in uniform working out with Master Chief? That's my guess, although I haven't found any news reports about it. Our soldiers in Iraq did get to try out the Halo 3 Beta last Christmas, so I wouldn't be surprised if they got their own shipments of the game.

It just goes to show that even a video game like Halo can become a lesson in map-reading, and the boys didn't even notice! LOL

World of Time Suck

Yes, my boys have been initiated into the World of Warcraft phenomenon. Nearly every morning, I come downstairs to find Xavier playing (apparently he's a Level 49, which means he's good.) Wolfie has several IRL friends who also play, so they get together online and go on quests and stuff. Sometimes one of them, I'll call him Dr. Evil, would come over and sit on the computer in the livingroom playing with Wolfie, who is on the computer in the diningroom. (Not quite as sad as Klaus and his friend sitting not five feet away from each other and talking over AIM.)

Yes, there's lot of fighting, but it's a good game, increasingly difficult/ stimulating, and cooperative, in that you need to recruit other players (actual other people!) to help you achieve most of your quests. With the new expansion pack there's an even larger world to explore. No, I don't play. I couldn't care less about virtual worlds. I'm Stan's mom in the South Park episode Make Love, Not Warcraft. "Stan's about to be killed online!" his dad yells and mom replies, "So?"

[By the way, that episode of South Park is quite awesome, but the best part was that Xavier was online playing WoW while watching the episode--which makes fun of the gamers--and he wasn't the only one. Ironic, no?]

We've had a couple incidents where we've had to restrict access to this game but for the most part, they're allowed to play as much as they want outside of school hours, so long as turns are shared equitably and they get some exercise during the day. So they play a lot. An irritating amount, actually. And I'm quite sure they don't realize just how much time they're spending online, hence World of Time Suck.

There are some who would insist they're addicted to this game. Bollocks. Yes, they spend an awful lot of time doing it. Yes, it's the first thing they think of to do when they're bored. But they're not addicted. I've not seen one incidence of shakes, obsessive thoughts or any other signs of addiction. If anything they suffer from a lack of good ideas on how to spend their time.

Eventually they'll move on to something else. Wolfie has already expressed interest in something called Age of Mythology, which promises to teach him something about mythology in addition to strategy and killing dwarves.

A Kid's Eye View of Capitalism

The Playstation III was released at 12:01 am yesterday morning. According to our local paper, people started waiting in line at Wal-Mart on Sunday night. I know by Tuesday there was a long line of very cold people in tents outside of Best Buy. We've been in this situation before, when Klaus spent 12 hours in line waiting for the Xbox 360 to be released last year, so I can't be too critical of the many college students waiting days for the PS3. Particularly since most of the people I saw interviewed in line said they were waiting for one to resell. Last year, the $400 and $600 Xboxes were re-selling for thousands of dollars.

Wolfie and Xavier thought waiting days was excessive, particularly for a game console they don't think is going to live up to the hype. Then we checked how much these boxes were selling for on eBay. Many sold in the $2,000-2,500 range, but some were ending between the $4-5,000. One auction ended with a "buy it now" price of $9,000!

It makes an excellent lesson in supply and demand. Our boys were astonished someone would pay that much extra just to have it now without waiting in line personally. But after DH figured that the seller who made $5300 on his console earned about $100/hour (assuming he waited 48 hours), the boys were suitably impressed. An excellent real-life example of the concepts of "value-added" and entrepreneurship.

Another lesson comes at Sony's expense--literally. These premiums paid to entrepreneurs aren't going back to the gaming giant. Also, Sony is apparently taking a loss of several hundred dollars on every console it sells. Traditionally, consoles are sold at a loss by all game makers, not just Sony, according to CNet. Companies make up the loss by selling games at a premium. Now we know why the new games are $60 a pop!

The Future of Education is...Video Games?

According to Mark Saltzman in USA Today, video games can be a force for good. He writes:

"Video games are not just about reaching high scores or blowing off steam after a long day at work or school. The $10 billion interactive entertainment industry is also finding that games can be a tool for good — from healing your mind and body to solving world problems.

The latest positive pursuits in games range from burning calories and fighting cancer to tackling the Israeli-Palestinian conflict."

This is cool, because it shows that people are beginning to catch on to the amazing possibilities for teaching history and social sciences (or propagandizing, depending on how you look at it) that video games represent. Just imagine how much students will retain from an hour immersed in the 14th century, working on an open-ended quest set by the teacher. Most of what I know about westward migration in the 19th century is based on an hour or so playing Oregon Trail (at a Univax terminal during a gifted summer camp program at our local university, which makes me prehistoric).

I just love the idea of dramatizing the Arab-Israeli conflict. Yes, it's a multisided story and whomever developed the game gets to spin things their way, but the same can be said about textbooks. By the way, Peacemaker, the game in question, sure looks like it has a pro-Israeli spin.

Programs like Food Force can harness the power of all those creative little brains, too. Perhaps some teen out there has a better idea for food distribution in combat zones? Now he or she can get "on the ground," so to speak, see what obstacles really exist, and figure out ways around them. Cool, huh?

No Child Left Offline

Is there a better way to spend all the NCLB money the government is currently funnelling to testing companies? A recent study published by the American Psychological Association (APA) Online suggests that putting a computer and free Internet service in the home increases GPA and reading test scores for low income students:

"Does Internet use affect children's academic outcomes?
A considerable body of research has examined the effects of computer use on academic outcomes. However, reviews of this literature typically conclude that the results are inconclusive (e.g., NSF Report, 2001; Roschelle, Pea, Hoadley, Gordon, & Means, 2000; Subrahmanyam et al., 2000). Although benefits of computer use have been observed, they typically depend on a variety of factors (e.g., subject matter). The only cognitive outcome for which benefits have been consistently observed is visual-spatial skills. Computer gaming contributes to visual-spatial skills, at least when these skills are assessed immediately following the computer activity (Subrahmanyam, Greenfield, Kraut, & Gross, 2001).

In the HomeNetToo project we obtained children's grade point averages (GPAs) and scores on standardized tests of reading and math. We then examined whether Internet use during the preceding time period predicted these academic outcomes. It did. Children who used the Internet more showed greater gains in GPA and reading test scores -- but not math test scores -- than did children who used it less (Jackson, von Eye, Biocca, Barbatsis, Zhao, & Fitzgerald, 2003a). Latent linear growth curve analysis supported the conclusion that Internet use leads to improvements in academic performance.

There are important caveats in interpreting these findings. First, HomeNetToo children were performing below average at the start of the project. Mean GPA was about 2.0, and mean percentile ranks on standardized tests of reading and math were about 30%. Whether similar benefits of Internet use will obtain for children performing at or above average is a question for future research. Second, the gains we observed, though statistically significant, were modest in magnitude. Mean GPAs and standardized test scores were still below average at the end of the project. However, even modest gains are encouraging, particularly in light of the fact that HomeNetToo children were not required to use the Internet in order for their families to participate in the project.

Why might using the Internet lead to improvements in GPAs and reading test scores? One explanation lies in how HomeNetToo children used the Internet. Recall that Internet use was primarily Web use, not e-mail use or use of other communication tools. The Web is primarily text. Thus, more time on the Web means more time spent reading, which may explain the increase in GPAs, which depend heavily on reading skills, and in standardized tests scores in reading."