History of Video Games in Education
by Matthew Redmond
BCFE DGH1 2013-2015. Computer Games Studies: Assignment 1
BCFE DGH1 2013-2015. Computer Games Studies: Assignment 1
'Origins'
The history of video games is firmly rooted in that of their predecessor, the board game, and many examples of edutainment elements can be found in board games today, for instance Trivial Pursuit (Chris Haney, Scott Abbott, 1979) and MindTrap II (MindTrap Games, Inc., 1997). Trivial Pursuit encourages learning through general knowledge questions, using plastic wedges as tokens, but more importantly rewarding the player with the right answer if they get a question wrong, thus increasing their overall knowledge base. With Mindtrap II players are tasked with solving puzzles through lateral thinking. Later editions also included tan grams and stick puzzles.
The board, player pieces and wedges of Trivial pursuit.
Included in the set were Question Cards and a six-sided dice. Each player controls a piece and answers topical questions in order to win wedges. Each wedge is colour coded to its topic. Geography (blue), Entertainment (pink), History (yellow), Arts & Literature (brown), Science & Nature (green), and Sports & Leisure (orange). |
The board of MindTrap II.
A game designed for 2 teams. Each team starts on an outer arm of the board. One has to travel down the light grey path and the other the dark grey. The goal is to reach the central point before the other team. Players progress by solving puzzles, from lateral thinking logical puzzles to Tan grams and stick puzzles. |
Interface
Board games by their very nature need to be as informative as possible.
Almost every inch of the boards themselves must be used to relay points, properties, progression or amount of players.
Other than the board itself, the player pieces, cards, dice and timers are all part of a large and ever changing interface.
Some games, like Charades, even use the players themselves as part of this information relay.
Almost every inch of the boards themselves must be used to relay points, properties, progression or amount of players.
Other than the board itself, the player pieces, cards, dice and timers are all part of a large and ever changing interface.
Some games, like Charades, even use the players themselves as part of this information relay.
'Then'
Arguably one of the earliest educational games that came about for these early machines was
Logo (Daniel G. Bobrow, Wally Feurzeig, Seymour Papert and Cynthia Solomon, 1967).
Primarily a programming language, its inclusion of a turtle graphic and easy to use interface, made it easier for kids to approach and understand its ins and outs.
The aim in its design and inclusion of the turtle graphic was to teach most computer science concepts and also to give instant visual feedback and debugging.
The overall interface of Logo including the turtle graphic.
As of March 2009 there were around 190 versions of Logo. Most of them were no longer in use. A more common version of Logo used in an educational is MicroWorlds, pictured below. |
A diagram of the instructional input and visual output of Logo.
More detail means more output, as can be seen below. |
Interface
The simplistic interface and turtle graphic design of Logo, as shown above left, has all the tools located in one handy bar to the left.
There are also alternate costumes for the turtle to wear.
The controls used were Mouse and Keyboard input.
There are also alternate costumes for the turtle to wear.
The controls used were Mouse and Keyboard input.
The Oregon Trail (MECC, 1971).
This game was created by Don Rawitsch, with the help of his friends and colleagues Paul Dillenberger and Bill Heinemann.
He originally designed it to teach his 8th grade history class. Its implementation was a great success.
After its initial success it was incorporated into the Minnesota Educational Computing Consortium (MECC) and put onto their network, making it accessible to many schools across Minnesota.
Since its creation it has seen many sequels and revamps and parodies (Organ Trail) even into the current day where it can be found on many handheld devices.
The game taught a little bit of history mixed with the importance of resource management.
This game was created by Don Rawitsch, with the help of his friends and colleagues Paul Dillenberger and Bill Heinemann.
He originally designed it to teach his 8th grade history class. Its implementation was a great success.
After its initial success it was incorporated into the Minnesota Educational Computing Consortium (MECC) and put onto their network, making it accessible to many schools across Minnesota.
Since its creation it has seen many sequels and revamps and parodies (Organ Trail) even into the current day where it can be found on many handheld devices.
The game taught a little bit of history mixed with the importance of resource management.
Interface
Visually the original Oregon Trail was a stark single colour, mostly, text based, adventure.
It relayed important information to the player, such as food supplies, distance traveled and overall health of the caravan, through text that is perpetually on screen.
The input method for this version is also limited to simple keyboard interaction. (Y/N choices, "To go left press L to go right press R, etc.)
Its modern handheld counterpart, though visually more detailed, still relays that same information through the use of health bars, a mileage counter, and other visual cues such as speech bubbles over characters relaying their status. For instance we can tell that poor Maya has dysentery thanks to the speech bubble containing a skull and crossbones floating over her head.
The controls for this iteration are touch screen.
It relayed important information to the player, such as food supplies, distance traveled and overall health of the caravan, through text that is perpetually on screen.
The input method for this version is also limited to simple keyboard interaction. (Y/N choices, "To go left press L to go right press R, etc.)
Its modern handheld counterpart, though visually more detailed, still relays that same information through the use of health bars, a mileage counter, and other visual cues such as speech bubbles over characters relaying their status. For instance we can tell that poor Maya has dysentery thanks to the speech bubble containing a skull and crossbones floating over her head.
The controls for this iteration are touch screen.
Where in the World is Carmen Sandiego? (Brøderbund Software, 1985).
This franchise has a personal sentiment to me, having spent a good chunk of my youth sitting in class pouring over each graphical representation of the worlds countries searching for clues.
The version I played was released in 1996 and featured pre-rendered realistic backgrounds, live-action cut-scenes and audio, as seen here: http://www.youtube.com/watch?v=kijhv53RDJE.
Originally released in 1985 this series was an instant hit. If you were to purchase The World Almanac and Book of Facts you would be pleasantly surprised to find the CD-ROM attached.
This game was a great way for kids to learn facts about other countries including, but not limited to, their national dish, capital city, language and clothing.
This franchise has a personal sentiment to me, having spent a good chunk of my youth sitting in class pouring over each graphical representation of the worlds countries searching for clues.
The version I played was released in 1996 and featured pre-rendered realistic backgrounds, live-action cut-scenes and audio, as seen here: http://www.youtube.com/watch?v=kijhv53RDJE.
Originally released in 1985 this series was an instant hit. If you were to purchase The World Almanac and Book of Facts you would be pleasantly surprised to find the CD-ROM attached.
This game was a great way for kids to learn facts about other countries including, but not limited to, their national dish, capital city, language and clothing.
The 1985 release.
With stylized artistic renders of each country and location this game was quite pleasing to the eye. Kept quite simple, this game still managed to capture a generation of kids who began the hunt for the elusive Carmen. |
The 1996 release.
With the interface changed to look like a flip phone and a note book, and a higher resolution, this release was bold enough to include live action cut scenes and "Video calls" on your flip phones screen. |
Interface
The main difference between the 1985 and 1996 releases of this game is the resolution.
The 1996 version had a much higher resolution which enabled the creators to use real pictures as backdrops as opposed to the stylized art of the original.
The interface remains roughly the same but styled to look like a flip phone in the 1996 game.
Information about new locations is still relayed to you through the main information panel.
The "To Do" list is more easily read in the 1996 game as it is made to look like a simple notepad.
Main input devices used were the Mouse and occasionally the Keyboard.
The 1996 version had a much higher resolution which enabled the creators to use real pictures as backdrops as opposed to the stylized art of the original.
The interface remains roughly the same but styled to look like a flip phone in the 1996 game.
Information about new locations is still relayed to you through the main information panel.
The "To Do" list is more easily read in the 1996 game as it is made to look like a simple notepad.
Main input devices used were the Mouse and occasionally the Keyboard.
Number Munchers (MECC, 1986)
Created as part of the Munchers series it was designed to teach basic maths.
The player controlled a green “muncher” who was tasked with eating numbers that correspond to the level requirement, e.g. The level requirement is multiples of 5. Numbers like 10, 20 and 65 should be eaten whereas numbers such as 32, 79 and 16 should be avoided.
There are also enemies to avoid as touching them removes 1 of 4 lives.
The game was later replaced with Math Munchers (MECC, 1995) which added fractions and prime numbers into the requirements.
Created as part of the Munchers series it was designed to teach basic maths.
The player controlled a green “muncher” who was tasked with eating numbers that correspond to the level requirement, e.g. The level requirement is multiples of 5. Numbers like 10, 20 and 65 should be eaten whereas numbers such as 32, 79 and 16 should be avoided.
There are also enemies to avoid as touching them removes 1 of 4 lives.
The game was later replaced with Math Munchers (MECC, 1995) which added fractions and prime numbers into the requirements.
Interface
The main difference between Number Munchers and its replacement, Math Munchers, is the resolution.
This led to the ability to have smoother, less pixelated fonts and a sharper colour scheme.
The interface, save for colour difference, is exactly the same.
The audio quality was also slightly better thanks to a small leap in technology.
The controls used were the arrow and enter keys.
This led to the ability to have smoother, less pixelated fonts and a sharper colour scheme.
The interface, save for colour difference, is exactly the same.
The audio quality was also slightly better thanks to a small leap in technology.
The controls used were the arrow and enter keys.
'Now'
These are but a few of the many educational games that came out during the 80’s. There have been many more since, spanning the 90’s, 00’s and into the current day.
Modern day examples such as MinecraftEdu, which has been bringing the simplistic game Minecraft (Mojang, 2011) to the classrooms of over 1000 schools all over the world, and KerbalEdu which is currently in production to bring the physics, and rocket science based, Kerbal Space Program (Squad, 2011) to schools across the world.
Modern day examples such as MinecraftEdu, which has been bringing the simplistic game Minecraft (Mojang, 2011) to the classrooms of over 1000 schools all over the world, and KerbalEdu which is currently in production to bring the physics, and rocket science based, Kerbal Space Program (Squad, 2011) to schools across the world.
The simple blocky world of Minecraft.
The special menu for teachers.
Available only in the MinecraftEDU version. As you can see, from the options given to the teacher, they have many ways to control their class in order to better help them teach through this creative medium. |
The image top left is the hangar interface.
This is where you build your rockets. Top right is a rocket just off the launch pad. The terrified crew praying they can make it to the "Mun". Here we see a multi-stage rocket jettisoning its initial thrusters.
The many menus showing statistics such as speed, distance traveled, fuel remaining etc. |
Interface overall conclusion
Visual:
Interfaces for these older games were kept simplistic due to technological constraints such as screen retail and also in an effort to keep the games accessible to kids of all ages as too much information relayed at once would make the game seem unapproachable.
From the basic looking and rough sounding Math Munchers to the stylized and visually busy, for the time, Where in the world is Carmen sandiego, games were a slave to technology.
Some modern games such as Minecraft also keep the simplistic interface ideals, even though they have the technology available to do much more visually, in order to remain easily accessible to kids.
Kerbal Space Program however has, what begins as a simple interface, a very large amount of individual readouts, each displaying some form of necessary information.
It is however incrementally introduced to you as you progress and not just dumped on you from the beginning.
Most games in education nowadays use simple interfaces, thanks in part to touch-screen technology, having the information relayed to the player through a graphical and audio means instead of constant readouts or invasive HUD elements.
Audio:
This same leap in technology also helped us move away from rather jarring bleeps and bloops of simple waveform signals and towards high resolution, high sample rate, audio that is more inviting, more natural sounding and overall more pleasing to the ear.
Input:
Control schemes have also progressed.
Where once we had to press Y or N to answer simple yes or no questions, we now have a multitude of input methods for players to use. The mouse and keyboard are still used but to too are controllers, touchscreens and even to a certain extent, voice controls (Nintendo DS Family).
The future:
The future of interface in games, in education or out of it, will bring about new and exciting ways to engage with the medium.
From the oculus rift to the Virtuix Omni, the world is giving us
Interfaces for these older games were kept simplistic due to technological constraints such as screen retail and also in an effort to keep the games accessible to kids of all ages as too much information relayed at once would make the game seem unapproachable.
From the basic looking and rough sounding Math Munchers to the stylized and visually busy, for the time, Where in the world is Carmen sandiego, games were a slave to technology.
Some modern games such as Minecraft also keep the simplistic interface ideals, even though they have the technology available to do much more visually, in order to remain easily accessible to kids.
Kerbal Space Program however has, what begins as a simple interface, a very large amount of individual readouts, each displaying some form of necessary information.
It is however incrementally introduced to you as you progress and not just dumped on you from the beginning.
Most games in education nowadays use simple interfaces, thanks in part to touch-screen technology, having the information relayed to the player through a graphical and audio means instead of constant readouts or invasive HUD elements.
Audio:
This same leap in technology also helped us move away from rather jarring bleeps and bloops of simple waveform signals and towards high resolution, high sample rate, audio that is more inviting, more natural sounding and overall more pleasing to the ear.
Input:
Control schemes have also progressed.
Where once we had to press Y or N to answer simple yes or no questions, we now have a multitude of input methods for players to use. The mouse and keyboard are still used but to too are controllers, touchscreens and even to a certain extent, voice controls (Nintendo DS Family).
The future:
The future of interface in games, in education or out of it, will bring about new and exciting ways to engage with the medium.
From the oculus rift to the Virtuix Omni, the world is giving us
Click the button below to move onto the cultural impact of video games in education.
Gameography:
Trivial pursuit. http://inventors.about.com/library/inventors/bl_trivia_pursuit.htm
MindTrap II. http://www.boardgamegeek.com/boardgame/5425/mindtrap-ii
Charades. http://www.britannica.com/EBchecked/topic/106299/charade
Logo. http://el.media.mit.edu/logo-foundation/logo/programming.html
Oregon Trail. http://www.oregontrail.com/hmh/site/oregontrail/
Where in the World is Carmen Sandiego. http://www.carmensandiego.com/hmh/site/carmen/
Number Munchers. http://www.numbermunchers.org/
Minecraft/MinecraftEDU. https://minecraft.net/ http://minecraftedu.com/page/
Kerbal Space Program/KerbalEDU. https://kerbalspaceprogram.com/ http://www.kerbaledu.com/
Trivial pursuit. http://inventors.about.com/library/inventors/bl_trivia_pursuit.htm
MindTrap II. http://www.boardgamegeek.com/boardgame/5425/mindtrap-ii
Charades. http://www.britannica.com/EBchecked/topic/106299/charade
Logo. http://el.media.mit.edu/logo-foundation/logo/programming.html
Oregon Trail. http://www.oregontrail.com/hmh/site/oregontrail/
Where in the World is Carmen Sandiego. http://www.carmensandiego.com/hmh/site/carmen/
Number Munchers. http://www.numbermunchers.org/
Minecraft/MinecraftEDU. https://minecraft.net/ http://minecraftedu.com/page/
Kerbal Space Program/KerbalEDU. https://kerbalspaceprogram.com/ http://www.kerbaledu.com/