A Game of Tones: Violence, Sexism, Reason, and the Facts About Video Games

Like all forms of entertainment, video games haven’t been immune to criticism over violent content and shallow portrayals of men and women. It does bear repeating that an indictment of the sins of video games is also an indictment of movies, music, books, television and so forth. Video games have always been a lightning rod for controversy, in large part because of the perception that is a ‘child-oriented’ form of entertainment (Wikipedia has a summary regarding controversy in video games). It is assumptions like this as well as other kinds of misinformation that have contributed to a lot of overblown hype which attempts to diminish the value and relevance of video games in our culture. It is accurate to say that there are violent video games and poor portrayals of gender in video games. But this is a big difference from blanket statements such as “video games are violent” and “video games are sexist”.

 

There have been many studies on the effect of violent video games on children; the American Psychological Association published one such study in 2004. The study concluded that, “Children spend a great deal of time with violent video games at exactly the ages that they should be learning healthy ways to relate to other people and to resolve conflicts peacefully” (APA, 2004). Advocacy groups who cite studies like this fail to take into account two important facts: first, studies like this also cite research performed on other media like movies and television ultimately concluding that exposure to violence can be harmful to adolescents. Secondly, these groups are quick to reference eight-year-old research (such as the aforementioned study) on an industry that, like its supposed adolescent audience, is still growing and maturing year after year.

 

There was a time where the video game industry was a little more innocent: no ratings board to censor the spectacle of the arcade, computer games were mainly role playing games and flight simulators, and home consoles were dominated by mascot-driven titles like Mario and Sonic. I remember how everything changed when the local arcade was attracting a crowd of people around a new fighting game called Mortal Kombat. Although it has evolved into a far bloodier and gorier franchise over the years, gamers remember the original for the novelty of performing “Fatalities” on digitized characters; at the time this was a revolutionary game for depicting violence in a “realistic” way that had never before been seen. Largely due to the uproar caused by the game, the industry began rating games based on their content.

 

Though it hasn’t been a perfect performance over the years, the industry has become more on par with other media in informing the public as to the content of its products. Customers are informed by observing the rating label on the physical packaging of the game. Also worth noting, the Federal Trade Commission reported that 80% of mystery shoppers under the age of 17 were turned away when trying to purchase or rent mature rated games (ESRB, 2012). (More on the violence issue in a bit).

 

What about gender in video games? There isn’t a label for that but there is a face for the controversy. Lara Croft, the female protagonist of the Tomb Raider franchise is considered by many to be the poster child for the “rampant sexism” found in video games. Mikula’s study in 2003 described the character: “her body is excessively feminine-her breasts are massive and very pert, her waist is tiny, her hips are rounded and she wears extremely tight clothing” (p.79). Many critics see her and similarly designed characters as nothing more than “sex objects” for an obviously male-dominated market. However, many people would argue that Lara Croft is actually a role model for women: she is depicted as intelligent, articulate, strong, and defeats enemies who are mostly male in number. Mikula’s study concluded that Lara shocks and excites feminist writers and because there are so many different ways to analyze her, she is indeed a sex object, positive image, role model and many things in between (2003, p. 85).

 

The gray area only gets deeper from here. As previously mentioned, critics assume that characters like Lara Croft are an attempt to use sex in order to sell to a male audience. The facts tell a different story. First, according to statistics, 40% of all gamers are female (ESRB, 2012); let this serve as a wake-up call to those who think that only guys play video games. Secondly, in 2009 games rated appropriate for “Everyone” or “Everyone over 10 years of age” accounted for 60% of games sold (ESRB, 2012). This means that more gamers want to play with Mario and Sonic than games featuring Lara Croft and other controversial characters.

 

At the end of the day it is the facts that matter over feelings. These aforementioned statistics not only down play the concerns of sexism but also of violence in video games. The Entertainment Software Ratings Board reported that 25% of gamers are under the age of 18 and the average age of gamers is 34. Furthermore, the Board reports that parents always or sometimes monitor the games their children play 97% of the time (2012).

 

What does all of this mean? It means that critics are missing the big and clear picture: parents are more aware than ever before about what their kids are playing and the ones that are most likely playing the mature rated games are old enough to actually purchase a ticket to a “R-rated” movie. Because the fact is: just like “R-rated” movies, there are “R-rated” games. It is an anachronistic mentality to see video games as a medium solely for children; that is about as inane as declaring that only children watch television. These are interactive stories that are protected under free speech laws, like any other form of entertainment. Sometimes these stories are intended for children and sometimes they are intended for adults. A mature-rated game like Grand Theft Auto 4 is a game that would be appropriate for me to play based on age; likewise, because of the rating, I would not let my children play the game.

 

For violent video games, parents have information available and a responsibility to their children to make sure that they watch age appropriate television shows, as they would play age appropriate video games. Teachers must also employ similar judgment in choosing games to use in the classroom.

 

For sexist video games, as Bob Dylan once said, “the times they are a-changin’”: games like Mass Effect and Star Wars: The Old Republic employ powerful and strong portrayals of women, maintaining their femininity but not at the expense of their dignity. Teachers might be surprised at the learning opportunities that female video game characters can provide. But just as a teacher would watch a movie first before showing it to the class in order to verify its appropriateness in the classroom, so too should a teacher play a game.

 

Ultimately, if a video game is too violent or too sexist, then you don’t need to play it and you don’t need to let your children play it. It’s a 10 billion dollar a year industry so there’s quite a selection to choose from nowadays.

 

 

 

 

References

 

American Psychological Association. (June, 8, 2004). Violent Video Games – Psychologists Help Protect Children from Harmful Effects. Retrieved May 4th, 2012 from http://www.apa.org/research/action/games.aspx

 

Entertainment Software Rating Board (2012). Video Game Industry Statistics [Data file]. Retrieved April 25th, 2012 from http://www.esrb.org/about/images/vidGames04.png

 

Mikula, M. (2003). Gender and Videogames: the political valency of Lara Croft. Continuum: Journal of Media & Cultural Studies, Vol. 17, No. 1, 2003.

 

 

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Review of Limbo (Xbox 360)

Limbo

Limbo is a single player game available for Xbox Live Arcade, Playstation 3, PC, and Mac platforms. It is labeled as a “platform game”, which according to Wikipedia, is “a video game characterized by requiring the player to jump to and from suspended platforms or over obstacles”. Limbo, like many of its predecessor in the genre such as Super Mario Bros. is presented on a two-dimensional plane where the character moves according to an invisible x-y axis. The recipient of over 90 industry awards (Limbo, n.d.), Limbo is heralded for its uniquely stylized presentation: a simple monochromatic palette using minimal ambient sounds creating a “film noir” type atmosphere with undertones of the suspense and horror genres.

Limbogame.org

Unlike most video games, Limbo is not driven by a complicated narrative or plot. In fact, the only information given in regards to a story is: “Uncertain of his sister’s fate, a boy enters LIMBO…” (Limbo on Steam, 2011). Thus, the proverbial object of the game is presumed to be to locate the sister, but that objective is secondary to the actual gameplay of solving a continuous series of increasingly difficult challenges and puzzles along the way. To further underscore this point, upon completion of the final puzzle, the boy is hurled through a pane of glass and lands in the forest, where the game began. He then walks a short distance until he reaches a girl at which point the game abruptly ends.

Limbogame.org

Using the Xbox 360 controller, the available actions that can be performed by the character include: running left or right, jumping, climbing onto ledges, pushing or pulling objects, climbing up and down ladders, and swinging from ropes. Using these actions, the player must guide the boy through an ever-changing environment full of hidden traps, environmental hazards, and monsters. Failure to overcome these obstacles will result in the “death” of the boy although instead of the game ending, the screen goes black and then restarts the player a short distance before the fatal obstacle. As previously mentioned, though the game is presented in black and white, the death of the boy can be depicted graphically through dismemberment, decapitation, and other various ways depending on the cause. Because of this violence the game is rated “T” for teen in the U.S.; however there is an option in the “settings” screen to disable the gore.

One of the great strengths of the “platforming” genre is its simplicity: in spite of the Xbox 360’s numerous buttons, players don’t need to read complicated instructions on how to play. Indeed, the game connects on an intuitive level, stripping away the pretenses found in other bestselling games: there is no competitive multiplayer (although there are leaderboards that compare performances with other players based on time played and number of deaths), no complicated leveling system whereby new skills and abilities can be utilized, and no glorification of violence. A game like this has the ability to transcend language (there’s no voice acting) as well as challenge the notion of what video games can be; even Time Magazine heralded the game as an “aesthetic triumph” (Narcisse, 2010).

All of this is to say that the game’s trial and error approach to puzzle solving excels at teaching higher order thinking skills according to Bloom’s Digital Taxonomy as posited by Andrew Churches (2008). Furthermore, there is engagement even at the lower level of Bloom’s taxonomy in order to facilitate the higher-level activities. For example: there is an area in the game where the player encounters a ledge just out of reach. The player must leap up and grab the ledge but not only is it too high, but there’s a section of ground below that is electrified. The player must analyze the environment along with the limitations of the character in order evaluate a solution. Understanding that an unsuccessful leap for the ledge will result in death, the player remembers that there is a block that can be retrieved a short distance away. If necessary, the player goes through a circular process of evaluation and application: a microcosm of the scientific method whereby a hypothetical solution is postured and tested. Eventually, the player will succeed in creating a makeshift “ladder” of sorts, enabling the on screen character to climb up and leap to the platform resulting in a variation of this process in order to overcome the next obstacle.

As a practical application of learning, Limbo can be adapted for study in traditional subjects. Certain puzzles based on lever or volume solutions could lend itself to physics lessons. The game itself has merit in the study of “film noir” or in art classes. The analysis of the story through a simple, wordless narrative and the ability to evoke dread and horror is perfect for English classes.

Limbo is that rare achievement of an entertainment product that transcends society’s sometimes unfairly imposed limitations of the medium. It is a game that entertains as well as educates. Even more of an achievement is how the learning takes place unbeknownst to the player.


References

Churches, A. (2008, April 1). Bloom’s Taxonomy Blooms Digitally. Tech & Learning. Retrieved from http://www.techlearning.com/article/44988

Limbo. (n.d.) Retrieved April 14, 2012 from http://limbogame.org/

Limbo on Steam (2011) Retrieved April 14, 2012 from Steam: http://store.steampowered.com/app/48000/

Narcisse, E. (2010). Top 10 Video Games: 6. Limbo. Retrieved April 14, 2012 from http://www.time.com/time/specials/packages/article/0,28804,2035319_2034548_2034556,00.html

Platform game. (n.d.) Retrieved April 14, 2012 from Wikipedia: http://en.wikipedia.org/wiki/Platform_game

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Remove upload limits at YouTube

All YouTube users have the ability to upload videos that are longer than 15 minutes in length.  All that you need to do is verify your YouTube account with a mobile phone. The other caveats include having an account in good standing and having no copyright claims pending on uploaded content.

This is great news for professors who want to record their lectures and share their lectures. The best practice for sharing videos is to upload a video to YouTube and link to it from within Moodle!

Visit YouTube’s help page for more information.

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USC’s Institute for Multimedia Literacy

USC is pioneering multimedia literacy throughout the curriculum where students produce multimedia artifacts as proof of learning.

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Why College is Still Relevant in the Age of Free Information (Mashable)

Mashable has a great little article about the role of college in the Internet age. Anyone who is responsible for business strategy in higher education should take note of these benefits in order to showcase and maximize the value of the institution to students.

Why College is Still Relevant in the Age of Free Information (Mashable)

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Planning Progress

The following is a commentary written for the expressed purpose of creating conversation about an essential topic.

 

Progress is not the same as freedom. Though freedom can, in fact, be progress if the previous paradigm ultimately resulted in an inability to “grow”; the idea that one body moves, in harmony, toward the inevitable goal of becoming the ideal version of itself.

Therefore, progress is the removal of any and all barriers to growth.

In order for any “entity” (in this case, an institution) to “progress” it becomes imperative to create a unifying vision or plan: this is how we will grow.

If success can be measured by this generalized concept of growth, i.e., how close is one to becoming the ideal version of itself (or if you will, how much progress has been made) then you will be unable to find any examples of unintentional, lasting success. For example, there is no successful:

Teacher without a lesson plan
Parent without rules
Business without a strategic plan

Jeremiah 29:11 “For I know the plans I have for you,” declares the LORD, “plans to prosper you and not to harm you, plans to give you hope and a future.” (NIV)

There are many common threads running through these examples which can be listed off as synonyms: design, control, intention, structure, system.

All of which share a common antonym: freedom.

Freedom is a concept that we cherish in our soul, a concept that is the very foundation of which this country was built on.

So we struggle with very nature of freedom and control, both of which carry its own unique set of burdens and responsibilities, positives and negatives. We must measure how much of each to balance, to compromise, and to sacrifice.

We do this, because in each and every one of us is the desire and drive to grow and to become the very best version of ourselves: the ideal.

Can we say that within our institution that we are truly one body moving, in harmony, toward that goal?

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Planning Progress

The following is a commentary written for the expressed purpose of creating conversation about an essential topic.

 

Progress is not the same as freedom. Though freedom can, in fact, be progress if the previous paradigm ultimately resulted in an inability to “grow”; the idea that one body moves, in harmony, toward the inevitable goal of becoming the ideal version of itself.

Therefore, progress is the removal of any and all barriers to growth.

In order for any “entity” (in this case, an institution) to “progress” it becomes imperative to create a unifying vision or plan: this is how we will grow.

If success can be measured by this generalized concept of growth, i.e., how close is one to becoming the ideal version of itself (or if you will, how much progress has been made) then you will be unable to find any examples of unintentional, lasting success. For example, there is no successful:

Teacher without a lesson plan
Parent without rules
Business without a strategic plan

Jeremiah 29:11 “For I know the plans I have for you,” declares the LORD, “plans to prosper you and not to harm you, plans to give you hope and a future.” (NIV)

There are many common threads running through these examples which can be listed off as synonyms: design, control, intention, structure, system.

All of which share a common antonym: freedom.

Freedom is a concept that we cherish in our soul, a concept that is the very foundation of which this country was built on.

So we struggle with very nature of freedom and control, both of which carry its own unique set of burdens and responsibilities, positives and negatives. We must measure how much of each to balance, to compromise, and to sacrifice.

We do this, because in each and every one of us is the desire and drive to grow and to become the very best version of ourselves: the ideal.

Can we say that within our institution that we are truly one body moving, in harmony, toward that goal?

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Steve Jobs, 1955-2011

"Thanks, Steve", Jonathan Mak

It was the 3rd Generation iPod that made me an owner but it was the iBook that had me hooked.

Though I’ve flirted with Apple products all of my life, normally in a school setting (from the beautiful green monochrome to System 7), I didn’t own one until I was 23 and received my first iPod for Christmas. Not my first MP3 player but it had that undeniable ‘magic’ that sounds so silly to label a man-made object but so appropriate when it’s an Apple product.  It made me want to discover new music just so I could listen to it on my iPod. A couple of years later, I purchased a refurbished iBook from Apple’s website. My first computer as a child ran MS DOS and Windows 3.1 and filled me with the wonder of looking at the stars. Using Mac OS X all those years later filled me with the wonder of passing those stars on the way to distant worlds.

Now, I’m in a galaxy of MacBook Pros, iMacs, iPhones, and iPads and even as one pioneer signs off, I feel optimistic that there is still more out there in the Apple Galaxy waiting to be charted and welcomed to our ever expanding human universe.

Thank you, Steve Jobs, and Apple for all that you have done.  You have done the greatest thing that a person could ever accomplish: you have made the world a better place. Farewell and God bless.

The Best Visual Tributes to Steve Jobs Around the Web (Gizmodo)

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Steve Jobs, 1955-2011

"Thanks, Steve", Jonathan Mak

It was the 3rd Generation iPod that made me an owner but it was the iBook that had me hooked.

Though I’ve flirted with Apple products all of my life, normally in a school setting (from the beautiful green monochrome to System 7), I didn’t own one until I was 23 and received my first iPod for Christmas. Not my first MP3 player but it had that undeniable ‘magic’ that sounds so silly to label a man-made object but so appropriate when it’s an Apple product.  It made me want to discover new music just so I could listen to it on my iPod. A couple of years later, I purchased a refurbished iBook from Apple’s website. My first computer as a child ran MS DOS and Windows 3.1 and filled me with the wonder of looking at the stars. Using Mac OS X all those years later filled me with the wonder of passing those stars on the way to distant worlds.

Now, I’m in a galaxy of MacBook Pros, iMacs, iPhones, and iPads and even as one pioneer signs off, I feel optimistic that there is still more out there in the Apple Galaxy waiting to be charted and welcomed to our ever expanding human universe.

Thank you, Steve Jobs, and Apple for all that you have done.  You have done the greatest thing that a person could ever accomplish: you have made the world a better place. Farewell and God bless.

The Best Visual Tributes to Steve Jobs Around the Web (Gizmodo)

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“Narrate, Curate, Share”: A framework for blogging at Virginia Tech Center for Innovation in Learning


Identify

“Narrate, Curate, Share”: A framework for blogging at Virginia Tech Center for Innovation in Learning.

Description

W. Gardner Campbell of the Virgina Tech Center for Innovation in Learning has partnered with the university’s own Honors Residential College in order to implement a program-wide blogging initiative (2011, p.1-3). Mr. Campbell has distilled the concept of blogging into what he calls three “imperatives”: ‘narrate, curate, share’. These imperatives serve as the scaffold for a framework designed to achieve the goals of:

  • “Enriching a student’s individual learning”
  • “Help the living-learning example of the Honors Residential College to influence and inspire the entire university”
  • Having “the rich individuality of each student’s voice to be able to sound within a networked conversation that could scale across many contexts”

Mr. Campbell provided a summary for each of the imperatives, which also served as the official explanations to the students.  The idea behind the ‘narrate’ imperative is to treat blogs like stories. Through blogging, the student is actively engaging in meta-cognitive thinking, writing down what he/she is doing as he/she is doing it. This aims to reinforce the learning and will help the student remember the information longer and achieve mastery learning faster.

Next is the ‘curate’ imperative; using the story motif that began with the ‘narrate’ imperative, students are to think about the elements of their blog and how each represents the “larger story of [your] life’s work”. Every element on the blog should create interest and add value much like adjectives help augment character descriptions in a narrative.

Finally, there’s the ‘share’ imperative.  Essentially, Mr. Campbell encourages students to be active when trying to reach an audience. He advocates for students to not let the audience try and find the blog but to seek connections and find creative ways to promote the blog.


Analysis

Mr. Campbell’s blogging initiative is a thoughtful approach to an often misunderstood and inappropriately utilized tool.  He acknowledges that he still receives fundamental questions on the nature and value of blogging (2011, p. 1).  This suggests that there are many in academia that are not yet ready to tackle questions of best practice since these same individuals probably don’t yet know how to write a blog. This is where the strength of his initiative becomes apparent: simplicity. By distilling the idea of blogging into three separate and distinctive imperatives he provides an effective framework for learning and training (Januszewski & Molenda, 2008, p. 112).  This enables him to explain blogging through the analogy of ‘telling stories’, a simple and universal concept that will connect with users’ schema.

What the reader is exposed to in the article is but an overview of the blogging initiative launched at Virginia Tech. We are left to wonder about specifics. As he talks about in the ‘curate’ imperative, “a good curator should take pride in the elements of your blog” (2011, p. 2), but Campbell doesn’t articulate about what those elements are. As a web developer and blogger myself, I can deduce that he is advocating for users to consider an intentional design and layout aesthetic in developing a blog; bloggers should avoid extraneous “widgets” and “plugins” that would detract from the reader’s experience. However, Mr. Campbell is making an assumption that students have a basic understanding of web publishing principles. Modern Web 2.0 services like Facebook and Twitter provide simple and static interfaces which allows users to focus on creating content and thus removing the burden of how to present that content (Wikipedia, 2011).

The theory is sound, and the story analogy is a great way to explain blogging but, as any author will attest, it takes a lot of practice in order to write a good story.

Evaluation

Mr. Campbell has definitely created an effective framework in order to ensure the success of Virginia Tech’s blogging initiative.  This is a best practice that communicates the value and implications of the technology, both of which are necessary factors for integration (Batson, 2011, pp. 2-3). I myself will adopt this framework when training for blogs if the need should arise at my university. Because this is curriculum, it is safe to assume that students are being assessed on their blogs, which will inform program evaluations. Furthermore, I would venture to say that the questions generated by this article might already be answered for Virginia Tech.  Nonetheless, like any good educator, we analyze best practices; we take the pieces that work, discard the weaknesses, and assess the needs of our audience (or students) in order to tell our own stories.

References

Batson, Trent. (2011, April 6) Faculty ‘Buy-in’ –to What?. Campus Technology. Retrieved from http://campustechnology.com/articles/2011/04/06/faculty-buy-in-to-what.aspx

Campbell, W.G. (2011). ‘Narrate, Curate, Share’: How Blogging can Catalyze Learning. Campus Technology. 1-3. Retrieved from http://campustechnology.com/Articles/2011/08/10/How-Blogging-Can-Catalyze-Learning.aspx?Page=1

Januszewski, A. & Molenda, M. (2008). Educational Technology: A Definition with Commentary. New York: Lawrence Erlbaum.

Web 2.0 (n.d.). Retrieved September 9, 2011 from Wikipedia: http://en.wikipedia.org/wiki/Web_2.0

 


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