Game+ Bike = GameBike?

Image source: http://www.robbinssports.com/sporting-goods-store/fitness-and-exercise-exercise-bikes-c-24_272.html
The news titled as “Gamers get off the couch and onto bikes” reports an interesting pilot study at University of Victoria. The researchers invited 27 “couch-potato males” to play on a “GameBike” connected to a Playstation 2 for six weeks. Each week, the participants play for half an hour three times. The GameBikeis described as “a bike set up to be a video game controller” (see the image on the top).

The researchers found that the participants’ heart rate during 30 minutes of the GameBike ride was higher than the target heart rate. This finding was attributed to the participants’ involvement in playing the games. After six weeks, the participants’ fitness was improved and their affective attitude turned to be very positive. The researchers asserted that affective attitude or enjoyment was a predictor of one’s willingness to exercise. “Dance Dance Revolution and Nintendo Wii games” are another two kinds of physically interactive games mentioned by the researchers. At the end, it is said the retail price of the CatEye GameBike without any gaming systems is $400. The Website is www.gamebike.com.

I checked another Web, Robbins Sports, on which the image above is found. The Cateeye GameBike sold there is $1,467.97. It is much more expensive than the price mentioned in the news. Maybe the model is different.

It is amazing to integrate video games in sports. I played Wii in my friend’s house and some kind of dance machine before. It is really fun. But, it is the first time that I know the GameBike. I have read some materials before saying parents complain that video games keep children sitting for a long time. Thanks to the physically interactive games, playing video games is no longer a sedentary activity and taking exercise is never drudgery any more. What a great innovation!

Note: One piece of news about video games and children’s health:
“Adding Activity to Video Games Fights Obesity, Study Shows”

The Sims 2 and Modding

Image source: http://en.wikipedia.org/wiki/The_Sims_2

“The Sims 2 in foreign language classroom” is a subpage in “Language learning with New media and Video Games,” which “seeks to present many of the latest theories in game studies and new media literacies alongside theories of language learning.” In the homepage, starting with television-facilitating foreign language education in India, the author explores “remix culture” in foreign language teaching/learning. Described as a trend in youth culture, remix culture is a phenomenon of media recreation by “extracting component pieces” from others’. In the world of video game, there is a special term, “modding.” Moreover, Web 2.0, Mashups and transmedia storytelling are included in elaboration on remix culture. The homepage contains very rich and dense information. However, with too many in-text links rather than a clear layout, the homepage is somewhat difficult to read. To comprehend all the information on the Web, it will take longer time.

Today, my analysis focuses on the video game, The Sims 2 presented on this Web. As the title indicates, “The Sims 2 in foreign language classroom” demonstrates several learning activities created for the foreign language classroom where The Sims 2 is implemented. The Sims 2 is depicted as “an open-ended ‘virtual doll house.’” First, students can use video recording tool to record interactions between characters in the game. Second, students write a narration based on what the characters think about and say. Third, two kinds of activities are constructed respectively to satisfy the students who are not interested in technology and those who enjoy using technology. For the first group of students, they read the script to the class. For the second group of students, they create their audio recordings of the characters’ dialogs and thoughts. Later, they combine their audio files with video and upload their work to a certain community for others’ feedback. It is stated that students can learn vocabulary and practice reading by playing the game or “the modded version of the game.” To enhance students’ writing and speaking, some other activities are also suggested other than the modding activity. For example, students can write about or verbally describe an imaginary family and household.

Also, there is a Q & A section about using The Sims 2 to teach foreign languages. There are some frequently asked questions, including technical inquiries and teaching strategies. The three points listed below are most interesting to me:

1)Strength of The Sims 2: There are no “prescribed goal or directions.” The teacher can use the games “as an authoring tools” to construct learning activities. Students can extend their gaming experience depending on their own learning interests.
2)Language skills: As mentioned above, the modding activity involves students learning vocabulary and reading while they are playing. The teacher needs to create follow-up activities to facilitate students’ listening, speaking, and writing.

3)Gender issue: Not all video games cater to male students. For example, more females than males play The Sims 2.

I’m deeply impressed by the “modding” activity exemplified there. Beyond simply playing pre-designed video games, modding embraces video gamers’ creativity and broadens their language learning opportunities. According to the Web, it seems that The Sims 2 is very popular in some classrooms where German is taught as a foreign language for adults. My question is what the concerns would be if the modding is introduced in K-12 classrooms.

What are the barriers ahead of our teaching innovations?

Rice, J. W. (2007). New media resistance: Barriers to implementation of computer video games in the classroom. Journal of Educational Multimedia and Hypermedia, 16(3), 249-261.
(This article can be located in UF online library)

Ben has introduced John Rice’s blogsite about video games. I read a few articles about gaming by Rice before. One of his articles, “Assessing higher order thinking in video games”(Rice, 2007) is very impressive, especially there is a well-designed rubric we can use in evaluating video games. What I read this week is Rice’s another article, which I have put in my folder but never had a chance to read before.

At the very beginning, Rice (2007) clarifies the term he uses in this article is “computer video game,” which extends Gredler’s (1996) definition of “games to computing environments” (p.250). Actually, the term “computer video game” also appears in the abstract of his higher order thinking article and he does not explain the term there. Due to the overlapping between video games and computer games, most researchers use these the two terms interchangeably. The term Rice uses is more inclusive.

This article presents a qualitative review of several papers on implementing computer video games in the classrooms. The focus of the article is to identify “elements and/or characteristics of educational video games that hindered their usefulness or otherwise dissuaded stakeholders in adopting the video game elements for classroom implementation” (Rice, 2007, p.251). Based on the literature, Rice finds six barriers:

1)Negative perceptions among educators: This is about the “legitimacy” of video games. Negative perceptions towards video games hamper accepting games in the classroom. Rice (2007) mentions two kinds of negative reactions to video games. First, many educators who lack exposure to modern virtual interactive environments (VIEs) may take games as mere lower cognitive arcade-style games. Second, people may associate games with “violence foster”.
2)Unsophisticated graphics: Compared with commercial games, educational games’ graphics need to be improved. Otherwise, students’ enthusiasms will fade soon.
3)Inadequate computing hardware: Advanced video games require newer hardware, which usually poses challenges to schools.
4)Time constraints of class periods: Short class periods in school hinder effective implementation of video games in class.
5)Lack of affordances: Lack of affordances in the video game environment impedes player’s engagement and diminishes opportunities for interactions between players and gaming environments.
6)Lack of alignment to standards: The teacher who adopts the game in the classroom must “be able to adapt it to his or her specific state and local standards rather than seeking to adapt the standards to the product” (Rice, 2007, p.257).

Except the barrier of affordances, all the other barriers are easy to understand. I have come across the notion of “affordance” before when I read something about multimedia and multimodal reading. In this article, Rice (2007) states that affordance theory proposed by Gibson (1977) is to describe “the relationship between an entity and its environment” (Rice, 2007, p.256). Wikipedia defines an affordance as “a quality an object, or an environment, that allows an individual to perform an action.” When it comes to video games, I think affordances mean the quality of games that stimulates players’ actions. Rice (2007) asserts that “the current level of software sophistication is insufficient for highly advanced affordances” (p.256). This implies a problem in game design. If more real life affordances are created in games, “opportunities for simulated experience” (Rice, 2007, p.256) will be maximized.

On the basis of barrier analysis, Rice (2007) states some implications and poses questions for further research. While exploring the potential of video game implementation in teaching and learning, we definitely need to examine the barriers ahead of us on the way for innovative teaching. Rice (2007) suggests informal learning environments such as after school and summer programs provide “better times for engaging in rich cognitive VIEs” (p.255). Indeed, I believe the current stage of research on gaming should consider informal learning environments, which may help to open access to later research in formal learning sites.


References

Gibson, J. J. (1977). The theory of affordances. In R. Shaw & J. Bransford (Eds.), Perceiving, acting, and knowing: Toward an ecological psychology (pp. 67-82). Hillsdale, NJ: Lawrence Erlbaum Associates.

Gredler, M. E. (1996). Educational games and simulations: A technology in search of a (research) paradigm. In D. Johnassen (Ed.), Handbook of Research for Educational Communications and Technology (pp. 521-540). New York: Simon & Schuster Macmillan.

Rice, J. W. (2007). Assessing higher order thinking in video games. Journal of Technology and Teacher Education, 15(1), 87-100.

Evaluation of video games for language learners

deHaan, J. (2003). Learning Language through Video Games: A Theoretical Framework, an Evaluation of Game Genres and Questions for Future Research. Retrieved March 10, 2008, from http://jobfunctions.bnet.com/whitepaper.aspx?docid=127390.

We have discussed about what kinds of video games are most appropriate for language learners. deHaan’s (2003) analysis in the article is very detailed.

deHaan (2003) exemplifies some video games to explore language learning opportunities in sports video games (e.g. Power Pro Baseball 6), virtual pet games (e.g. Monster Rancher, Seaman), role playing games (e.g. Final Fantasy, Metal Gear Solid, resident Evil(Biohazard) and simulation games (e.g. The Sims). According to deHaan’s evaluation, a breakdown of each genre of video games is offered below:

Sports video games e.g. Power Pro Baseball 6.
1) Aural language linked to actions and textual information
2) The function of “pause” available
3) Repetitive language integrated in a closed system
4) Language learners can decode the language in listening and reading.
5) Language learners have time to decode the language.
6) Language learners have more opportunities to acquire language in repetitions.

Virtual pet games: e.g. Seaman
1) Motivating nature & encouraging responsible repetition of language application to “real life”
2) Highly motivating flash card system
3) When compared with sports games, virtual pet games: a) the learner is bestowed with responsibility for their language choice; b) the language is more applicable to “real life”
The virtual pet game, Seaman gets deHaan’s highest recommendation for its versatility in language learning.

Simulation games: e.g. The Sims
1) Semantic context similar to real life facilitates understanding
2) Language gained in games can be applied in real world
3) The player can decode linguistic items at his/her own pace.
4) Simulation games are best for beginning language learners to learn verbs and imperative (command) forms.
The Sims is a well-known simulation games in learning. deHaan underscores the simulation games’ connections to real life, which will prepare students for “real social life.” In Purushotma’s (2005) research, the MMOG version of The Sims is also recommended for there are chances for second language learns to cooperate with native speakers in playing the online game.

Role playing games e.g. Final Fantasy, Metal Gear Solid, Resident Evil
1) Strengths
a. Contain the most language of any video game genre
b. conversations presented textually/aurally
c. on-screen commands and items
d. in-game notes, signs, computer screens, books and character diaries
2) Weaknesses
a. Hard to decode for non-advanced language learners & decodable language not applicable to the “real world”
b. No interaction: No function of pause or repeat conversations or cinematic cut-scenes
3) Compared with Seaman
a. Little or no physical interaction from the player
b. No substantial semantic context
c. Little or no comprehensible context in some conversations (e.g. happenings not shown on-screen)
d. Little the player’s conscious input into a conversation
Advanced language learners may take more advantage of RPGs because players cannot control the unrepeated language, so the efficacy of RPG in language learning is still limited. However, deHaan further adds some exceptions in RPGs (e.g. Operator’s Side, DekaVoice), which invite players to have more vocal interactions with the characters. It will be useful to all levels of language learners.
Since there is a lack of video games which are especially designed for language learners, it is very hard to find an all-around game to satisfy language learners’ needs in all four basic skills. Researchers in this field make efforts to dig the potentials of commercial games, which will serve language learners. So, in considering a game for language learners, there should be a stress in a certain aspect. For example, as many researchers find The Sims is a good choice for vocabulary acquisition. Hopefully, with more calls for using games in learning, there will be an engaging game well designed for language learners.

Reference
Purushotma, R. (2005). Commentary: You're not studying, you're just... Language Learning & Technology, 9(1), 80-96.

Sonic the Hedgehog is like The Odyssey?

This news "Teacher uses video games in English class"is about an eighth-grade English teacher’s creative teaching. He uses video games in the classroom. There is a video clip about the news on the right.

The students think playing the game is just like reading because there are plots and settings and they need to pay attention to a lot of elements in games. They are not just playing. They are reading and writing. The students sometimes just pause to write the details. It is very interesting that the teacher mentioned one student said Sonic the Hedgehog was like The Odyssey, because “Sonic has to get home just like Odyssey.” Obviously, the teacher was very happy that the student could make association between the game and the literature. Connections between playing and learning like this should be what we really want to make when games are introduced in learning. Again, this is an example that the feature of narrative in games can be applied to learning reading.

It should be noted that playing games is not equal to the reading class. Actually, it is just a part of the students’ learning experience. They still read other materials. Two problems of using games in the classroom are exposed: limited equipments and resistance at first.

At the end of the news, it says “Younger teachers have grown up with the games and want to find ways to use them to achieve state standards.” Undoubtedly, innovations are imperative when traditional classrooms encounter creative teachers.

Using games in classroom reading

The title page of "Games in the classroom"

In Slideshare, there are a lot of interesting slides related to video games in education. You can just type in the key words like “video games” and a bunch of PowerPoint materials will pop up. “Games in the classroom” is one of the examples.

In this PPT, the author, Dubbels demonstrates how video games can be used in the classroom to create literacy learning opportunities for students. From the subtitle, I think it is about a study on using video games to teach reading for 6th, 8th, and 12th graders. Because this is just a PPT, Dubbels just put very brief information and sketchy description of his study. Later, I figured out that this research is like a qualitative study. He worked with five students while using video games in teaching reading. There is no further information about the participants and the game(s) he used.

According to the slides, plot diagram and expository text embedded in video games are useful in teaching reading. Though Dubbels does not use the word “narrative,” I believe plot diagram refers to the feature of narrative in video games. Actually, narrative is an issue that many computer games theorists have approached from different perspectives (Carr, 2006). In discussing narrative in games, Carr (2006) takes the computer RPG Baldur’s Gate as an example, saying “in Baldur’s Gate, storytelling is part of the game, but the game is not limited to a narrative” (p. 31). Narrative in gaming is not a new topic but its potential in teaching reading still needs more empirical studies to test. By contrast, expository text in gaming is not often mentioned by researchers. But, as Dubbels observes, games have many expository elements. For instance, I think many instructions in gaming can be used as expository reading materials. In this study, the students are involved in story retelling and journal writing to reflect their literacy experience in gaming.

In the slides, Dubbels also briefly reflects the gap between adolescents’ school reading and out-of-school reading, digital divide, literacy engagement, agency, and multiple literaices. All the information is valuable for those who are interested in enhancing literacy through gaming. Nevertheless, because it is a PPT not a research article, there is no research result, analysis and further discussion.

Of the very limited literature on gaming and language learning, especially empirical studies, there is a lack of exploration on reading and writing. If this study by Dubbels has turned to be a research paper, it would be very informational for our further research. Dubbels does not mention the study was on L1 or L2 reading. I assume it was used for native English speakers in reading. However, the implications will still be insightful for L2 reading research if there is a complete research article. Hopefully, I will find Dubbels’ article if he has made one research article based on the data reflected in the slides.

Reference
Carr, D. (2006). Games and narrative. In D. Carr, D. Buckingham, A. Burn & G. Schott (Eds.), Computer games: Text, narrative and play. Malden, MA: Polity Press.

ECGBL: Call for papers

My advisor emailed me some information about a conference. I guess you may be interested in it...

2nd European Conference on Games Based Learning (ECGBL) is calling for papers. But the due date is ver close, Mar.27. If you have already had something at hand, why not have a try? :-)

When video games enter the ESL classroom

Article Review:

Cruz, J. Q. (2007). Video games and the ESL classroom. The Internet TESL Journal, XIII (3).

This is one of the very few articles about the use of games in the language classroom. Based on his experience of using video games in the ESL class room, Cruz’s article is practice-oriented towards creating learning activities to supplement video games in class. According to Cruz (2007), playing role playing games (RPG) exposes the player to “long hours of in-game dialogue” and “heavy amounts of written text” (p.1). He points out simply playing games cannot produce bilingualism and it is very necessary for the teacher to design activities to involve students in talking about their gaming experience. Several practical activities are suggested, including learning elements of literature and diverse cultures in games, writing journals, analyzing characters, giving oral presentations, and even integrating games in tests.

At the end of the article, Cruz (2007) briefly argues that video games should not bear too much of the blame for violent events. As he notes, some games such as Grand Theft Auto might have had some negative influence. In the meanwhile, a lot of TV programs are also very violent. Instead of mere fear and repulsion of video games, more efforts are needed to view games objectively and scientifically. It is implied that we should select “right” games for students’ learning just as we need to judge appropriateness of TV programs for students.

The most important point raised in this article is that video games are not sufficient for language learning. Likewise, when we advocate games for learning, we should be cautions about the efficacy of playing games. Adequate instructions given by the teacher will maximize the learning opportunities for students. All the learning activities suggested by Cruz (2007) serve the purpose of academic proficiency enhancement. Most of the time, students may not really realize they are actually learning something which has connections with their school learning. The knowledge gap about the value of gaming for learning should be filled by researchers and teachers as well.

知之者，不如好之者；好之者，不如乐之者 -- 孔子（551 – 479 BCE）

BBC News: Games help you "learn and play" (18 January, 2005)

The title in Chinese is one of my favorite mottos by Confucius(孔子), which means “Knowledge is not equal to devotion. Devotion is not equal to joy.” I like it, because I believe the joy of learning is essential and the power of enjoyment boosts learning.

The news, as you can see, actually is not really new. But there are still a lot of interesting things stimulating my thinking. Basically, it tells us how a US researcher, Ravi Purushotma thinks games, have the potential in foreign language teaching. You may find the name is a little bit familiar. Yes, he is the author of the article “You’re not studying, you’re just…”mentioned in Jiao's blog.

According to Purushotma, “[i]nherent fun of game playing” makes language learning “much less of a chore.” Undoubtedly, intrinsic motivation (Maslwo, 1970) is extremely powerful and critical in one’s learning process. Purushotma used The Sims as an example, saying The Sims is good to teach vocabulary and grammar. It seems that The Sims is the most often recommended game by researchers who are interested in language learning through e-gaming. Vocabulary acquisition is also the skill that most researchers in this field emphasize. However, Purushotma thought lack of spoken language is a downside of The Sims. To engage language learners in speaking in playing the game, he suggested The Sims Online be a good choice.

Some researchers have introduced games in classrooms. For example, Civilization III has been used by Squire (2005) to teach students history and geography in the class. But, of the limited literature about gaming and language learning I’ve read so far, there is relatively less published work based on empirical studies. Most are descriptive studies to analyze the potential and the possibility of using gaming in language learning. Lack of research-based studies urges me to choose this topic for my dissertation.

I haven’t played The Sims yet. So, I’m not sure how it could be when Purushotma said that tools made by the designers and fans make it easy for teachers to “adapt parts of the game for their own lessons.” It makes sense to me that language learners acquire real-life vocabulary while playing The Sims. But I’m very curious about how it facilitates grammar learning as Purushotma motioned. One friend has lent me some The Sims discs. I am going to have a try and know more about it.

I really like one sentence said by Purushotma: “One goal would be to break what I believe to be the false assumption that learning and play are inherently oppositional.” Yes, learning and playing in harmony will help us gain tremendous efficiency in learning. Why not create more opportunities to amuse our minds for learning?

Finally, there is one question. Should that be “Good games” instead of “God games” under the title?

References

Maslow, A. Motivation and Personality. Second Ed. New York: Harper & Row, 1970.

Squire, K. (2004). Replaying history: learning world history through playing Civilization III. Retrieved April 25, 2007, from http://portal.acm.org/citation.cfm?id=1149126.1149188

A TEFL teacher’s Wiki about e-gaming

A snapshot of Kyle Mawer’s Wiki space

Kyle Mawer is a TEFL (Teaching English as a Foreign Language) teacher with ten years of teaching experience in Spain. Based on his own teaching experience and personal interest in e-games, he created this Wiki space for those who are also interested in language acquisition through gaming.

There is a lot of useful information, especially a PowerPoint about e-games and language learning. Basically, it provides an overview of what e-games are and how e-games can be used to serve the purpose of language learning. Engagement is the No.1 reason listed there. Mawer briefly introduces console games, online games, and video games which covers some simple online games and massively multiplayer online role-playing games (MMORPGs). It contains many snapshots of various games, which can help English language learners (ELLs) with some specific language skills, including spelling, vocabulary, grammar, listening, reading, speaking, and writing. I’d like to explore the online games he introduces later.

The teacher's role: A technological nanny or a facilitator?
It is impressive that Mawer says if there is no clear language aim for students in a computer room, the teacher’s role is like “a technological nanny”, who even needs to discipline the class. The good news is that he found that computer games can really engage his students in an English language learning process. Obviously, Mawer enjoyed being a facilitator to assist his students generate some real language learning.

Games, virtual worlds, simulations, and role-player activities
If you take a look at the PowerPoint, you may notice that Second Life is included as an example of e-games. Is it true? Based on my limited knowledge in this field, I find the definition of games (I mean e-games here not non-e-games) is very broad. People may use games to mean simulations or virtual worlds as well. It seems the lines there are really blur.

Games or virtual worlds?
Second Life is a virtual world NOT a game. Indeed, I took Second Life as a game before and I wanted to choose Teen Second Life for another course’s project about games. Dr. Ferdig told me that Second Life should not be categorized as a game. My shallow understanding of the game was something related to 3-D animations. Also, I must have read some materials in which Second Life is also viewed as a game. I did not realize that the essence of the e-game environment is “goal-directed, rule-governed” and contain “elements of competition” (Dipietro, Ferdig, Boyer, & Black, 2007, p.229).

Games, simulations, or role-play activities?
In most research, simulation and gaming are alternative terms. Garicia-Carbonell et all (2001) points out that explicit “reference system” is a characteristic of simulation or game when compared to role-play activities. Unlike Garcia-Carbonell et all (2001), Kovalik & Kovalik (2002) refer to Crookall and Oxford’s definition of role-play (1990), stating that role-play is included in the simulations used in their classrooms. Dipietro et al.(2007) distinguish games and simulations, stating that simulations are “reality-based” while games are in “a non-realistic/fantasy environment” (p. 229).

Using e-games as a novel approach to language acquisition is an exciting research field. This Wiki is one of the very few resources dedicated to this topic. We should use it as a platform to exchange ideas and share knowledge with others who have the common interests.

References

Crookall, D., & Oxford, R. (1990). Linking language learning and simulation games. In D. Crookall & R. L. Oxford (Eds.), Simulation, gaming, and language learning (pp. 3-25). NewYork: Newbury House.

Dipietro, M., Ferdig, R. E., Boyer, J., & Black, E. W. (2007). Towards a framework for understanding electronic educational gaming. Journal of Educational Multimedia and Hypermedia, 16(3), 225-248.

Garcia-Carbonell, A., Rising, B., Montero, B., & Watts, F. (2001). Simulation/Gaming and the Acquisition of Communicative Competence in another Language. Simulation & Games, 32(4), 481-491.

Kovalik, D. L., & Kovalik, L. M. (2002). Language learning simulations: A Piagetian perspective. Simulation & Games, 33(3), 345-352.

Research interest (EME5404 Computing Instruction II)

I haven't written anything on this blog for a long time.I used this blog for my former course the Internet in K-12 Instrctuon. All right, time to resume writing here.

My research interest is about computer games and langauge acquisition. My dissertation will be related to the topic. I'm not a gamer myself but intrigued by the learning principles embedded in computer games. Till now, it is still a very broad topic. I'm trying to narrow down through more intensive and extensive reading.

I'm glad that we are given an opportunity to explore our own areas of interest in this course. I hope that what I learn in this course will work as a solid knowledge base for my further research.