This research examined relationships between children’s information technology (IT) use and their creativity. Four types of information technology were considered: computer use, Internet use, videogame playing and cell phone use. A multidimensional measure of creativity was developed based on Torrance’s (1987, 1995) test of creative thinking. Participants were 491 12-year olds; 53% were female, 34% were African American and 66% were Caucasian American. Results indicated that videogame playing predicted of all measures of creativity. Regardless of gender or race, greater videogame playing was associated with greater creativity. Type of videogame (e.g., violent, interpersonal) was unrelated to videogame effects on creativity. Gender but not race differences were obtained in the amount and type of videogame playing, but not in creativity. Implications of the findings for future research to test the causal relationship between videogame playing and creativity and to identify mediator and moderator variables are discussed.

The paper can be downloaded here. The MSU press release is here. The paper is in press, and will be published in an upcoming issue of Computers in Human Behavior.

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Meanwhile, A. Scott Cunningham, an assistant professor of economics over at Baylor, along with Benjamin Engelstätter at the Zentrum für Europäische Wirtschaftsforschung (Center for European Economic Research) and Michael R. Ward at University of Texas Arlington, released a working paper on the Social Science Research Network entitled “Understanding the Effects of Violent Video Games on Violent Crime.”

Researchers have long been able to measure physiological arousal in participants engaging in violent media. This physiological measurement is seen regardless of the media. Violent TV shows, movies, music, and videogames will elicit the measured arousal as study after study has shown. But, more tenuous are assertions this arousal leads to violence elsewhere once participants are away from the media. This study seeks to empirically link violent videogame sales with decreases in reports of violence. Here is the abstract:

Psychological studies invariably find a positive relationship between violent video game play and aggression. However, these studies cannot account for either aggressive effects of alternative activities video game playing substitutes for or the possible selection of relatively violent people into playing violent video games. That is, they lack external validity. We investigate the relationship between the prevalence of violent video games and violent crimes. Our results are consistent with two opposing effects. First, they support the behavioral effects as in the psychological studies. Second, they suggest a larger voluntary incapacitation effect in which playing either violent or non-violent games decrease crimes. Overall, violent video games lead to decreases in violent crime.

The paper can be accessed here. Some good articles discussing it in the media are here and here.

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Finally, work on videogames to assist children in coping with medical problems continues in earnest. A recent example involves the University of Utah’s Engineering Arts and Entertainment (EAE) program, which brings in students from the school’s Dept. of Film and Media Arts and School of Computing to design interactive entertainment. Together with physical therapists and councilors, EAE students created a series of videogames designed to help children stricken with cancer. The unnamed minigames written for the PlayStation3 are currently being beta tested by patients in the pediatric ward at the Primary Children’s Medical Center in Salt Lake City, with possible retail release in the near future. Articles on the games can be found here and here.

We broke into small groups to focus on games for middle school science, middle school social studies, and early childhood. I was in the social studies group, admirably led by Bill Tally at CCT, where among other things he is the PI for evaluation studies of Mission US, a history game focusing on revolutionary America.

One of the challenges of history games we mulled over is the question of game mechanics. As I’ve opined elsewhere, good game mechanics involve key learning elements. The classic example is traditional dominoes, which requires players to count by fives in order to succeed, making it a great game for teaching basic arithmetic to children.

In history games, though, the primary learning dynamic often takes place through text. Narrative action is thus often the key mechanic in which learning takes place. This led to much discussion regarding the problem of compelling game play, with fascinating insights from participants such as Bert Snow, lead designer and VP at Muzzy Lane, and Tracy Fullerton over at USC’s School of Cinematic Arts.

Conferences such as this one are important in bringing together multiple perspectives. Knowledge and understanding gleaned from these discussions further preparations for research and development of future educational games. My thanks to all the good people at CCT who made this conference possible.

David Kelly, blogging at Misadventures in Learning, notes design elements in Angry Birds spark positive influences for skill acquisition. Players can jump right in with little to no learning curve, follow multiple paths to success, and are offered incentives toward productivity. Its initial platform design assists in simple productivity as well:

One of the reasons Angry Birds is as successful as it is is its accessibility.  Unlike console video games, Angry Birds was designed for mobile devices. It has no tether restricting where it can be played and was in fact designed for mobile phones, a device many people have with them throughout the day.

In addition, the level structure of Angry Birds is packaged in small chunks.  An attempt at a level can be completed in less than 30 seconds.  It’s the perfect design for mobility.

Pertti Saariluoma, Editor-in-Chief of Human Technology, noted the games’ designers professed they have no idea why the game is successful. Indeed, Saariluoma notes, good game and software design often is intuitive rather than proscribed.

Market research firm AYTM.com offered up a handy infographic showing demographics and other data from the game. Interesting nuggets include: a total of 53% of players use the free version with the majority occasionally feeling “addicted” while playing. The firm noted Michael Chorost’s article in Psychology Today listing the “addictive” elements of the game. These include simplicity, reward, and realistically simulated physics. Dr. Chorost speculates a dopamine burst may be released, making the gaming experience a pleasurable one for players. As far as using Angry Birds in the classroom, Dan MacIsaac over at SUNY-Buffalo State notes that Google returns over a million hits for “physics teaching Angry Birds.”

Mobile apps in general are receiving scrutiny from researchers, and Angry Birds is often mentioned since it’s the most popular game. Matthias Böhmer over at the German Research Center for Artificial Intelligence, Brent Hecht, a PhD. student at Northwestern, and their colleagues released a large scale study of mobile app use at Mobile HCI 2011 in Stockholm. They found users spend about an hour a day on their phones, but only about a minute at a time with mobile apps. News apps were found to be more popular in the morning, while gaming apps are more popular in the evening:

Weather checking is, not surprisingly, largely a morning activity, as is the checking of one’s calendar. On the other hand, users’ desire to fling Angry Birds at pigs is absent in the morning, and only picks up in the early afternoon and into the evening. Kindle usage behavior is even more focused in the late evening.

Angry Birds and other popular mobile games will probably continue receiving attention from researchers, with efforts likely to include discerning design details that can be adapted to more educational endeavors, as well as a continued commitment to incorporating the game itself into academics. Research always lags pop culture. By the time several thorough studies of Angry Birds are published, if any ever are, the game will likely have faded in popularity and been replaced by the next new thing.

Another thought: it reminded me of Cub Scout and Boy Scout days, diligently working toward merit badges. Nowadays, it seems videogame accomplishments are the new merit badges.

It some ways, that’s probably a good thing.

I recently learned the electronic version is available now. So, if you have a Kindle, or a Kindle app installed on your phone or computer, you can download the book right now from Amazon.

In a recent article in The New York Times, an old online game called Ambermush is credited with launching the careers of at least a dozen writers. Amber is the name of a classic fantasy series by Roger Zelazny. In the books, reality originates at Amber, and all permutations and variations on reality in the multiverse spread out from there. In Ambermush, an online game discontinued in 2009, players wrote scenarios and engaged in group writing fantasy exercises loosely based on the series.

Jim Butcher is the best selling author of the Dresden Files series of fantasy novels. He credits Amber with improving his writing.

With no graphics, Amber was a world made of words. For aspiring writers, as Mr. Butcher was back then, that was very enticing.

He recalled the old writers’ adage that “you’ve got to write your million words” of bad prose “before you’re writing good stuff, and I once estimated that I was writing 5,000 words a day, mushing,” he said. “We were all practicing storytelling every day.”

… Mr. Butcher is not the only author to come out of the Amber community: by some estimates, a dozen or more of the hundreds of former players have gone on to become published authors. Playing Amber then was like attending a writers’ colony, but without the brie and posturing.

The game served as a learning community, a practice area for aspiring writers, a sandbox where they could flex their creative muscles, and a place for honest (sometimes brutal) criticism. Beyond that, friendships formed in-game led to lasting social networks outside the game, as like-minded people scaled the publishing mountain in the real world.

It may be hard to quantify, but there’s little doubt Ambermush was a successful educational game for future bestselling authors.

References:
Schwartz, J. (2011, September 24). A game that honed the skills of writers. The New York Times, C1.

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SITE 2012 is the 23rd annual conference of the Society for Information Technology and Teacher Education. Join with 1,200+ colleagues from over 50 countries in Austin, Texas!

This society represents individual teacher educators and affiliated organizations of teacher educators in all disciplines, who are interested in the creation and dissemination of knowledge about the use of information technology in teacher education and faculty/staff development. SITE is a society of AACE.

Attendees can participate virtually; there is a new call for virtual presentations. A new topic this year for teachers and school leaders is Teaching with Technology: Engaging Students Through 21st Century Learning. Games & Simulations remains a popular topic strand.

Here is the Call for Participation. Deadline is Oct. 21.

Such tedious work often requires human cognitive abilities, and combined efforts seem to flourish within a gaming environment. The online game used is called Foldit, and Firas Khatib and Frank DiMaio over at University of Washington’s Dept. of Biochemistry along with several others published a paper in Nature detailing the effort, entitled Crystal structure of a monomeric retroviral protease solved by protein folding game players. Here is their abstract:

Following the failure of a wide range of attempts to solve the crystal structure of M-PMV retroviral protease by molecular replacement, we challenged players of the protein folding game Foldit to produce accurate models of the protein. Remarkably, Foldit players were able to generate models of sufficient quality for successful molecular replacement and subsequent structure determination. The refined structure provides new insights for the design of antiretroviral drugs.

The game looks quite interesting, and by playing you might help make a significant contribution to science.

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“To a wargamer,” writes Greg Costikyan in the just published collection Tabletop: Analog Game Design, “wargames are not abstract, time-wasting pastimes, like other games, but representative of the real. . . . You can learn something from wargames; indeed, in some ways you can learn more from wargames than from reading history”

I agree. Gee has been telling us for most of the last decade that we can learn from games.

Kirschenbaum went to the recent Connections wargaming conference. He says wargaming has a rich history:

Indeed, the Connections conference advertised itself as being held on the 200^th anniversary of the “invention” of wargaming. What can this mean, with games like Chess and Go dating back to antiquity? In the early 1800s, the Prussian staff officer Georg von Reisswitz formally introduced his Kriegsspiel, a game played by laying metal bars across maps to mark troop dispositions (derived from a set his father had made up) to his fellow officers. “This is not a game! This is training for war!” one general is said to have exclaimed. (The authoritative account of the origins and development of Kriegsspiel is to be found in Peter Perla’s excellent The Art of Wargaming.)

One of the key elements of beneficial learning players obtain by engaging in these games is not so much historical knowledge, but rather decision making skills. When faced with limited resources, for instance, in times of high crisis such as war, what are the best decisions a leader can make? Better yet, what are the best skills a leader can acquire so that he or she can make the best critical decisions when previously unforeseen circumstances arise? It is within this context that wargames provide a beneficial sandbox.

Most of the action seems to involve sitting around a table and talking (sometimes colloquially referred to as BOGSAT, “Bunch of Guys [and Girls] Sitting Around a Table” by those in the know). Such games, which are staged not only by the Pentagon but also by corporate consulting firms like Booz Allen Hamilton, can be about response to a global pandemic or an interruption in the supply chain for a manufacturing process as well as military operations and contingencies. Wargaming, increasingly, is a term as likely to be encountered in a business leadership seminar as inside a Beltway think tank.

The article hardly qualifies as a blog post. It is more along the lines of something one would read in The Atlantic. It’s a very interesting perspective and well worth the read.

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