The article “Open- Ended Video Games: A Model for Developing Learning for the Interactive Age” by Kurt Squire explores the use of video games in a teaching and learning environment. The chapter in review provides a theoretical framework that incorporates open- ended or “sandbox” games (as they are sometimes referred to in the article) “to recruit diverse interests, creative problem solving, and productive acts…, or using games as tools for modeling…” (Squire, 167). The chapter discusses studies of gamers “in the wild” as Squire writes, in school, after school in activities specifically designed for learning. The chapter concludes with an investigation on how games could be used to develop “players’ productive (italics author’s) literacies, their ability to use digital technologies to produce both meanings and tangible artifacts” (Squire, 168).
The author began by discussing previous studies. With these, the games were “targeted” or designed for a specific purpose. One was a game he developed (along with some MIT physists and a team of MIT researchers) called “Supercharged!” which was designed to give students a better conceptual understanding of physics by essentially making them think like a charged particle. The author’s studies with this game proved that students did come away with a better conceptual understanding of physics. After the initial studies, the author and fellow researchers experimented with the game in a variety of contexts ranging from MIT courses to middle schools and that the game was effective for two types of students: those who were struggling with the textbook definition of the concepts and secondary school students who were disenchanted with school. The group with the highest success rate was in the first group and with students who previously had not taken science experiments seriously and “goofed off” instead. The conclusion of the studies showed that the game was very good at making students think in a certain way about physics but did not give the students any tools in applying the concepts in the real world. In short, although the game was deemed a success, it demonstrated little potential in leading students to pursue a science- related career. The author goes to explain several other studies involving “targeted” games but such are out of the scope of this review. Now on to the main focus of the chapter: Open- ended simulation games.
The two main open- ended games explored by the author is “Grand Theft Auto: San Andres” (abbreviated as “GTA: SA” in by the author and will be done so in this review) and the “Civilization” series. The objectives are as follows: explore how open- ended games work in order to design learning objectives based on their characteristics, and link research and theory so that learning environments can be produced. The main argument the author is presenting is that these games like “Civilization” allow players to ultimately develop new identities.
The “GTA: SA” study focused on a twelve year old African American youth, Hovi, from a low income neighborhood who was fond of playing the game “GTA: SA.” Throughout the interview, Hovi talked about how the game sparked his interest in hip hop music and automotive designs. Hovi also talked about using cheats and how they enabled him to pursue these interests without the restriction placed by the game itself. However though, the author noticed that when Hovi was with his friends, his answers changed. He would talk about driving recklessly and “capping” people and would swap stories with his friends about doing so in the game. Neither Hovi nor his friends really showed any interest in discussing race or violence. After the study with Hovi was completed, the author then went to gamers (all of whom were fans of the “GTA: SA” game) from a white, working class neighborhood and interviewed them on the game. The goal here was to see if the perceptions of race and violence were affected at all by backgrounds. When asked about the violence, the players did show some concern that perhaps someone out there who is playing the game could in fact become violent. But they showed the greatest concern about racial depictions in the game. They commented on how stereotypical the main character is (an African American in LA who was recently released from jail, joining a gang) on this particular game as well as earlier “Grand Theft Auto” games. Ultimately though, they saw the game as a competition. The third group interviewed comprised of all high school age African Americans from a working poor neighborhood. Interestingly, the researchers found that this group was even less concerned about race and violence in the game but more so in their neighborhood and remarked on how unrealistic the violence is in the game. They also commented on how easy it was in the game for blacks to be able to buy a house and accumulate wealth whereas in the real world, that simply is not the case. But they did like how the game portrayed racial tensions. The researchers found that because of “GTA: SA”, participants from all 3 groups were able to critique the current socioeconomic order in the United States.
The next section (and I think more interesting and definitely worthy of further study) of the chapter is on the game, “Civilization.” In this game, players build their own civilizations and lead them, from 4000 BC to present day. Players utilize natural resources; build up infrastructure, conduct trade and diplomacy, making decisions (i.e.” guns v. butter”), and wage war. While all the students approached the game with different attitudes and interests, most did become actively engaged with the game in one way or another. For instance, the researchers observed one girl playing the game that started out as a pacifist and simply wanted to nurture her civilization but yet as she learned more about economics and geography, she found herself having to engage in war more often. Also, the researchers found that the middle school aged girls became very talented political negotiators whose knowledge surpassed both the teachers and the researchers. However though, there were two items that both interested and concerned me. One was that the majority of the students after playing the game still felt that the Native Americans were pacifists and that the Europeans were “evil.” This erroneous view needs to be addressed some other way besides the game. Secondly, and this could have been underscored by the statements on US foreign policy read by the students, but it seemed to me that the students were coming away with the idea that the US was a colonial power, just like Britain and France. This in itself is a very controversial view and it might be beneficial for the students at this level to be provided with some more neutral and more analysis so that they can decide for themselves rather than being fed one point of view. My concern is that their academic growth could be stifled if this issue is not resolved. However though, the research does show that players were thinking critically as a result of playing this game. For years, educational experts and parents alike have been calling for more critical thinking at the K- 12 level so this could potentially be a very strong selling point to parents, teachers, and school administrators.
The third study in the chapter deals with Apolyton University. This unique university is run by students for students. Here, players enter a curriculum based on the game “Civilization” and take courses based on certain aspects of the game (e.g. in the example on pg. 186, there is course called “Give Peace a Chance” where players are forbidden to engage in war) and students are expected to discuss their progress. The university is open to anyone regardless of age or credentials. Usually players enter as advanced users and then begin by “playing” with the game (e.g. experimenting with cavalry upgrades) and in some courses, players change entire rule systems or eliminate one aspect such as maintaining a standing military. Overall, the learning system at Apolyton is designed around both transmitting and learning information. The courses are designed to test a particular area or having a player experience a particular thing. After two years though, “Civilization” had literally been modified to “perfection” and there were no new avenues to pursue. While a few of the students were hired by Firaxis as scenario designers (no doubt thanks to their experience gained at Apolyton), most bided their time until the next version of “Civilization” came out.
My feelings to the Apolyton study are lukewarm. While the players at Apolyton did a good thing by working out the “bugs” in “Civilization”, I think it was mostly a waste of time simply because the players did not receive any college credit (at least none was mentioned in the article) and acquired a skill set that applies to a very specialized field.
In the summer of 2005, the author et. al. designed some afterschool clubs designed around the principles from Apolyton and “Civilization.” It was hoped that students would design and experience “their own set of collective intelligence” (Squire, 188). During the process, students would learn world history by experiencing historical scenarios during the game. Also, it was hoped that students would develop problem solving and creative thinking skills. Most students were fifth or sixth graders, African Americans from poor backgrounds and little technological background. Most deplored school. However, by the summer, all students could locate ancient civilizations on a map, name important historical military units and could argue about the growth of cities in particular geographic areas. Students also devised strategies and played with other adults and kids online.
By fall, every student had developed an interest in history and gaming strategy. Some even began contemplating careers as game designers and one created a scenario on the Gulf War after researching the various aspects of that time in history. The student’s end goal at the time of the writing was to become a senator.
Thanks in no part to the efforts of Apolyton University; these students who had previously been apathetic towards school came full circle. While game- based learning environments still need to be researched more, I think it is something that can really revolutionize schools. As I was reading this, I was thinking back to my experiences as kid playing “Ages of Empires” and how it sparked an intense interest in the Middle Ages that I have to this day. My brother, my sister and I thanks to that game, could, like subjects in the studies, name important historical military units, weapons and forms technology from the different times of the Middle Ages, used strategies, etc. In short, there is a lot of potential for a game- based learning environment but there several hurdles that need to be passed. One obviously is adequate research but the other which could be the most challenging would be to get it adopted once researchers figure out the best ways to incorporate it into a classroom. There will probably be lots of blowback from parents and teachers alike because it is a new concept. Then of course, there will be the issue of funding which in the current budget climate has become the center of attention. But all in all, there is much potential, especially in the realm of social studies, for a game based curriculum.
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