Video Games as Problem Spaces - 10 views

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  #1 Christina Stokes on 15 Mar 14

   

  I really enjoyed Jeremiah McCall's article "Historical Simulation as Problem Spaces," and would like to investigate his article further when assessing the utility of historical video games when teaching history. To recap McCall defines a problem space as "...mental map of the options one has to try to reach a mental goal..." I was hoping to start a discussion about some of the history games we have played and how the problem spaces of these games could be useful in teaching history in a classroom setting and also what age group this could benefit.
  
  The game I will analyze is called "Over the Top" and can be accessed at http://www.warmuseum.ca/cwm/games/overtop/index_e.shtml. The game's main problem space is to make the right decision as a soldier in the trenches in the First World War to survive and win the war against the Germans. The main goal of the game is to educate high school students on trench life as it is very text heavy and difficult words are hyperlinked. This game does not teach students about the morality of war but offers an enriched text book understanding of concepts. The player has to click and watch a lot of narrative before making any direct decisions in the game so I would say that the game is not very enjoyable for the average player but still offers an interactive alternative to teaching history in a high school classroom setting.

   

  <div class="cArrow"> </div><div class="cContentInner">I really enjoyed Jeremiah McCall's article "Historical Simulation as Problem Spaces," and would like to investigate his article further when assessing the utility of historical video games when teaching history. To recap McCall defines a problem space as "...mental map of the options one has to try to reach a mental goal..." I was hoping to start a discussion about some of the history games we have played and how the problem spaces of these games could be useful in teaching history in a classroom setting and also what age group this could benefit. <br /> <br /> The game I will analyze is called "Over the Top" and can be accessed at <a href="http://www.warmuseum.ca/cwm/games/overtop/index_e.shtml" rel="nofollow" target="_blank">http://www.warmuseum.ca/cwm/games/overtop/index_e.shtml</a>. The game's main problem space is to make the right decision as a soldier in the trenches in the First World War to survive and win the war against the Germans. The main goal of the game is to educate high school students on trench life as it is very text heavy and difficult words are hyperlinked. This game does not teach students about the morality of war but offers an enriched text book understanding of concepts. The player has to click and watch a lot of narrative before making any direct decisions in the game so I would say that the game is not very enjoyable for the average player but still offers an interactive alternative to teaching history in a high school classroom setting.</div>

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  #2 Kayla Cuggy on 22 Mar 14

   

  I agree that the use of problem spaces in games like "Over the Top" offers a really useful alternative to the assigned readings and textbook discussions that we usually get in elementary school as well as high school. I think that these games teach a more personal history than what we usually get in school. "Over the Top," for instance, encourages the student/player to think of how the individual soldier was affected by the war, while also providing the more general textbook information that we are accustomed to seeing in a classroom. I think that this individualized presentation of war does provide some understanding of the morality of war, although I agree that this isn't necessarily the goal of the game, as it encourages students to remember that soldiers were actual people and gives insight into their day to day routines; something that I think is often looked over in an attempt to teach broader concepts.
  
  While these games are overall quite useful, there are a few issues which often come up in their presentation. I think you're right, Christina, when you say that the amount of narrative and information provided in the game might make it less enjoyable for the average player. The game seems to try to make up for this in part through silly moments in the animation, for instance when player's "friend" twirls his finger beside his head and calls another soldier crazy, or they make fun of french cheese. These moments are seemingly meant to make the game more entertaining, and to highlight the "game," or the fun of the game, over the informative potential of the historical simulation. To me, this is very problematic. The game doesn't have to teach the morality of war to be useful, but shouldn't it at least take it seriously?

   

  <div class="cArrow"> </div><div class="cContentInner">I agree that the use of problem spaces in games like "Over the Top" offers a really useful alternative to the assigned readings and textbook discussions that we usually get in elementary school as well as high school. I think that these games teach a more personal history than what we usually get in school. "Over the Top," for instance, encourages the student/player to think of how the individual soldier was affected by the war, while also providing the more general textbook information that we are accustomed to seeing in a classroom. I think that this individualized presentation of war does provide some understanding of the morality of war, although I agree that this isn't necessarily the goal of the game, as it encourages students to remember that soldiers were actual people and gives insight into their day to day routines; something that I think is often looked over in an attempt to teach broader concepts. <br /> <br /> While these games are overall quite useful, there are a few issues which often come up in their presentation. I think you're right, Christina, when you say that the amount of narrative and information provided in the game might make it less enjoyable for the average player. The game seems to try to make up for this in part through silly moments in the animation, for instance when player's "friend" twirls his finger beside his head and calls another soldier crazy, or they make fun of french cheese. These moments are seemingly meant to make the game more entertaining, and to highlight the "game," or the fun of the game, over the informative potential of the historical simulation. To me, this is very problematic. The game doesn't have to teach the morality of war to be useful, but shouldn't it at least take it seriously?</div>

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