50 Education and Health Vol. 20 No. 3, 2002
Videogame technology brings new challenges to the education arena.
Relationships between playing violent electronic games and negative behaviors and emotions may never be proven to be causal by the strictest standard of“ beyond a reasonable doubt,” but many believe that we have already reached the still-compelling level of“ clear and convincing evidence.”
Finally, most parents would probably support the use of videogames if they were sure they helped their children learn about school subjects. There are several elements which the teacher, parent, or facilitator should evaluate when choosing a health promoting / educational or helping videogame( adapted from Funk 29).
� Educational or therapeutic objective. The objective of the game should be clear. Professional helpers and developers should have a known goal in mind for the players of the game. The outcomes they are seeking should be clear to the teacher and to the player
� Type of game. There are many types of activity content: games, puzzles, mazes, play, fantasy / adventure, simulations, and simulation games. Some games require physical skill and strategy, while others are games of chance. Some videogames are board or adventure game, while others involve simulation involving real events or fantasy. No evidence supports a greater therapeutic or educational effect in either situation
� Required level and nature of involvement. The evaluator should assess whether the videogame player is passive or active. In some games, the computer plays the game while the participant watches the results. In computer-moderated games, the computer provides the environment for the game to occur and presents decisions or questions to the player at key points during the game. The computer then reveals the consequences of the decisions made by the player
� Information and rules. Some games allow the player to have a range of knowledge and information about past experiences with the game. Others provide minimal amounts of information to the player. Part of the strategy may involve the player’ s response to this lack of information. Rules and player participation in setting rules may vary among games
� The role of luck. Some games are driven by chance.
It is assumed that the greater the influence of chance in the working of the game, the less educational and therapeutic in nature. However, some players prefer games of chance over games of strategy
� Difficulty. Some games allow the player to choose the difficulty level. Others adjust difficulty level based on the progression of the player. This approach allows the game to become progressively more interesting as it becomes more challenging
� Competition. Many games build in competition. Some players are attracted by competition. Teachers may wish to examine if the competition is presented in such a way that all can win and that one does not win at the expense of all others
� Duration. Some games have very short duration, while others may go on at length. Making of user rewards, personal challenges, or changes in color or graphical surroundings to maintain interest some games can hold player interest for long periods of time
� Participant age and characteristics. Computerized games have been developed for a range of ages. It assumes that the participant can understand the rules of the game and has the skill level to accomplish the motor aspects of playing the game. Some games allow for modification of text to meet the needs of poorly sighted players
� Number of players. Some videogames are solitary in nature. Others pit players against each other or the computer. Solitary games may meet the needs of those who find group work difficult
� Facilitator’ s role. In some videogames, the teacher or facilitator merely observes. In others, the facilitator may be an important part of the game format
� Setting. Fully prepare staff to integrate these games into the curriculum. Without proper acceptance, the games may be used primarily as a game or toy rather than as a therapeutic or educational tool
Videogame technology brings new challenges to the education arena. Videogames represent one technique that may be available to the classroom teacher. Care should be taken that enthusiastic use of this technique does not displace other more effective techniques. Video and computer-based games may possess advantages not present in other learning strategies. For example, the ability to choose different solutions to a difficult problem and then see the
Education and Health
In the next issue: Young People in 2001 Young people tell us what they do at home, at school and with their friends